Science Leadership AcademyScience Leadership Academy
Designing Learning to Prioritize Student Voices
How Hands-On Projects Can Deepen Math Learning for Teens
Three Steps for Strengthening Communication and Resilience in Science Class
How to Bring Authenticity to Learning that Happens in School
Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?
Five Guidelines to Make School Innovation Successful
The Benefits and Challenges of Student-Designed Learning
How Engineering Class in 9th Grade Can Excite Diverse Learners
Fixated on Leadership: Why Learning How to Follow is Crucial for Success
Sponsored
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Published by Teachers College Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Prioritizing Student Voices, Decentralizing the Classroom\u003c/strong>\u003c/p>\n\u003cp>In our society, it is widely believed that because young people lack experience, they aren’t smart, capable, or insightful. These beliefs are often referred to as young people’s oppression or adultism. In reality, young people see the world differently and are able to recognize injustice and question dominant paradigms, make intellectual connections, and take action in ways that adults often will not. Paolo Freire explained that learning to read the world and discovering the power of one’s own voice are transformative experiences (\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/002205748316500103\">Freire, 1983\u003c/a>). Designing learning that prioritizes student voices also benefits the teacher, who can leave the position of authority in the front of the room and be side by side with students as they transform themselves through their work.\u003c/p>\n\u003cp>School matters to students when they are given opportunities to engage with the world around them and ask questions about issues that are often ignored or overlooked. As students engage by reflecting on their experiences, learning about our society, and both envisioning and working for social change, they learn that there is substance to their ideas and that they can inhabit multiple roles in the world. When learning is designed in ways that prioritize student voices and thought, there is a clear pathway for students to invest themselves fully and genuinely in quality work that matters. Another way to think of this is to allow students to make meaning of content on their own terms.\u003c/p>\n\u003cp>In addition to regularly sharing both rough work and finished products out loud, students can generate questions and facilitate. When I prepare students well and successfully set them up to develop their own ideas, my students facilitate their own discussions by quoting sources, calling on each other, and questioning each other deeply. During these times I remind students to speak to each other and not solely to me. I position myself off to the side or behind other students, in order to make sure students speak to each other and shift away from a model where the teacher is always the center of the action.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">\u003cimg class=\"alignright size-full wp-image-56405\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/9780807764169-scaled-e1596394763472.jpg\" alt=\"\" width=\"250\" height=\"367\">\u003c/a>Facilitating group class discussion can be a revolving classroom role, or classes can develop guidelines and systems for collectively run discussions. (An example would be having each speaker call on the next person to speak.) Classes can self-evaluate their performance and learn more about discussion and facilitation skills in the process. These are not moments when the teacher is invisible but rather when the role of the teacher is that of an assistant or guide who is ready to step in when needed before returning to the periphery.\u003c/p>\n\u003cp>My work, and I believe the work of schools, is to create more opportunities for students to connect with content and produce work that they feel they own. Rather than submit to something that is based on a distant administrator or outside authority’s priorities, students should have opportunities to create work that allows them to investigate issues that they regard as meaningful. It is not that project criteria should be forgotten, but rather that we should design learning to provide students with choices as well as generative opportunities and possibilities. It is not enough to expose students to information; deep learning happens when we make space for students to do creative, challenging work in response to meaningful content. While that learning is happening, students should have multiple opportunities to explore and articulate their thoughts and discoveries.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/jhblock?lang=en\">Joshua Block\u003c/a>\u003ca href=\"https://twitter.com/jhblock?lang=en\">\u003cimg class=\"alignleft wp-image-56404\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg\" alt=\"\" width=\"200\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg 1587w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-800x916.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1020x1168.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-768x879.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1342x1536.jpg 1342w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a> teaches public high school students English and history in Philadelphia. He is a teacher educator, a national board certified teacher, and recipient of a Fulbright Distinguished Award in Teaching. He is the author of \u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Teaching for a \u003c/a>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Living Democracy: Project-Based Learning in the English and History Classroom.\u003c/a>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"When learning is designed in ways that prioritize student voices and thought, there is a clear pathway for students to invest themselves fully and genuinely in quality work that matters. ","status":"publish","parent":0,"modified":1596614844,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":658},"headData":{"title":"Designing Learning to Prioritize Student Voices - MindShift","description":"When learning is designed in ways that prioritize student voices and thought, there is a clear pathway for students to invest themselves fully and genuinely in quality work that matters. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Designing Learning to Prioritize Student Voices","datePublished":"2020-08-05T08:07:24.000Z","dateModified":"2020-08-05T08:07:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56401 https://ww2.kqed.org/mindshift/?p=56401","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/05/designing-learning-to-prioritize-student-voices/","disqusTitle":"Designing Learning to Prioritize Student Voices","path":"/mindshift/56401/designing-learning-to-prioritize-student-voices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Teaching for a \u003c/a>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Living Democracy: Project-Based Learning in the English and History Classroom\u003c/a>\" by \u003ca href=\"https://twitter.com/jhblock\">Joshua Block\u003c/a>. Published by Teachers College Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Prioritizing Student Voices, Decentralizing the Classroom\u003c/strong>\u003c/p>\n\u003cp>In our society, it is widely believed that because young people lack experience, they aren’t smart, capable, or insightful. These beliefs are often referred to as young people’s oppression or adultism. In reality, young people see the world differently and are able to recognize injustice and question dominant paradigms, make intellectual connections, and take action in ways that adults often will not. Paolo Freire explained that learning to read the world and discovering the power of one’s own voice are transformative experiences (\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/002205748316500103\">Freire, 1983\u003c/a>). Designing learning that prioritizes student voices also benefits the teacher, who can leave the position of authority in the front of the room and be side by side with students as they transform themselves through their work.\u003c/p>\n\u003cp>School matters to students when they are given opportunities to engage with the world around them and ask questions about issues that are often ignored or overlooked. As students engage by reflecting on their experiences, learning about our society, and both envisioning and working for social change, they learn that there is substance to their ideas and that they can inhabit multiple roles in the world. When learning is designed in ways that prioritize student voices and thought, there is a clear pathway for students to invest themselves fully and genuinely in quality work that matters. Another way to think of this is to allow students to make meaning of content on their own terms.\u003c/p>\n\u003cp>In addition to regularly sharing both rough work and finished products out loud, students can generate questions and facilitate. When I prepare students well and successfully set them up to develop their own ideas, my students facilitate their own discussions by quoting sources, calling on each other, and questioning each other deeply. During these times I remind students to speak to each other and not solely to me. I position myself off to the side or behind other students, in order to make sure students speak to each other and shift away from a model where the teacher is always the center of the action.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">\u003cimg class=\"alignright size-full wp-image-56405\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/9780807764169-scaled-e1596394763472.jpg\" alt=\"\" width=\"250\" height=\"367\">\u003c/a>Facilitating group class discussion can be a revolving classroom role, or classes can develop guidelines and systems for collectively run discussions. (An example would be having each speaker call on the next person to speak.) Classes can self-evaluate their performance and learn more about discussion and facilitation skills in the process. These are not moments when the teacher is invisible but rather when the role of the teacher is that of an assistant or guide who is ready to step in when needed before returning to the periphery.\u003c/p>\n\u003cp>My work, and I believe the work of schools, is to create more opportunities for students to connect with content and produce work that they feel they own. Rather than submit to something that is based on a distant administrator or outside authority’s priorities, students should have opportunities to create work that allows them to investigate issues that they regard as meaningful. It is not that project criteria should be forgotten, but rather that we should design learning to provide students with choices as well as generative opportunities and possibilities. It is not enough to expose students to information; deep learning happens when we make space for students to do creative, challenging work in response to meaningful content. While that learning is happening, students should have multiple opportunities to explore and articulate their thoughts and discoveries.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/jhblock?lang=en\">Joshua Block\u003c/a>\u003ca href=\"https://twitter.com/jhblock?lang=en\">\u003cimg class=\"alignleft wp-image-56404\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg\" alt=\"\" width=\"200\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg 1587w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-800x916.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1020x1168.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-768x879.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1342x1536.jpg 1342w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a> teaches public high school students English and history in Philadelphia. He is a teacher educator, a national board certified teacher, and recipient of a Fulbright Distinguished Award in Teaching. He is the author of \u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Teaching for a \u003c/a>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Living Democracy: Project-Based Learning in the English and History Classroom.\u003c/a>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56401/designing-learning-to-prioritize-student-voices","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_797","mindshift_21317","mindshift_956","mindshift_20779"],"featImg":"mindshift_56424","label":"mindshift"},"mindshift_55327":{"type":"posts","id":"mindshift_55327","meta":{"index":"posts_1591205157","site":"mindshift","id":"55327","score":null,"sort":[1582265844000]},"guestAuthors":[],"slug":"how-hands-on-projects-can-deepen-math-learning-for-teens","title":"How Hands-On Projects Can Deepen Math Learning for Teens","publishDate":1582265844,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p4\">\u003cspan class=\"s1\">On math worksheets, numbers are usually neat and tidy. In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","status":"publish","parent":0,"modified":1582311952,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":1040},"headData":{"title":"How Hands-On Projects Can Deepen Math Learning for Teens | KQED","description":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Hands-On Projects Can Deepen Math Learning for Teens","datePublished":"2020-02-21T06:17:24.000Z","dateModified":"2020-02-21T19:05:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55327 https://ww2.kqed.org/mindshift/?p=55327","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/20/how-hands-on-projects-can-deepen-math-learning-for-teens/","disqusTitle":"How Hands-On Projects Can Deepen Math Learning for Teens","path":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p4\">\u003cspan class=\"s1\">On math worksheets, numbers are usually neat and tidy. In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\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 class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_392","mindshift_20893","mindshift_256","mindshift_956","mindshift_21159"],"featImg":"mindshift_55354","label":"mindshift"},"mindshift_55333":{"type":"posts","id":"mindshift_55333","meta":{"index":"posts_1591205157","site":"mindshift","id":"55333","score":null,"sort":[1582017101000]},"guestAuthors":[],"slug":"three-steps-for-strengthening-communication-and-resilience-in-science-class","title":"Three Steps for Strengthening Communication and Resilience in Science Class","publishDate":1582017101,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","status":"publish","parent":0,"modified":1582017101,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1042},"headData":{"title":"Three Steps for Strengthening Communication and Resilience in Science Class | KQED","description":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Steps for Strengthening Communication and Resilience in Science Class","datePublished":"2020-02-18T09:11:41.000Z","dateModified":"2020-02-18T09:11:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55333 https://ww2.kqed.org/mindshift/?p=55333","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/18/three-steps-for-strengthening-communication-and-resilience-in-science-class/","disqusTitle":"Three Steps for Strengthening Communication and Resilience in Science Class","path":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\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\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","authors":["11487"],"categories":["mindshift_194"],"tags":["mindshift_997","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_256","mindshift_21038","mindshift_956","mindshift_943","mindshift_391"],"featImg":"mindshift_55335","label":"mindshift"},"mindshift_54461":{"type":"posts","id":"mindshift_54461","meta":{"index":"posts_1591205157","site":"mindshift","id":"54461","score":null,"sort":[1569477012000]},"guestAuthors":[],"slug":"how-to-bring-authenticity-to-learning-that-happens-in-school","title":"How to Bring Authenticity to Learning that Happens in School","publishDate":1569477012,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>[aside label='More on Deeper Learning' link1='https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?' link2='https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars' link3='https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences']\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship']Ultimately, school is a contrived situation. There’s no way around that.'[/pullquote]\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It would be great to be back in that environment,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","status":"publish","parent":0,"modified":1569477012,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":2592},"headData":{"title":"How to Bring Authenticity to Learning that Happens in School | KQED","description":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Bring Authenticity to Learning that Happens in School","datePublished":"2019-09-26T05:50:12.000Z","dateModified":"2019-09-26T05:50:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54461 https://ww2.kqed.org/mindshift/?p=54461","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/25/how-to-bring-authenticity-to-learning-that-happens-in-school/","disqusTitle":"How to Bring Authenticity to Learning that Happens in School","path":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More on Deeper Learning ","link1":"https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?","link2":"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","link3":"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"Ultimately, school is a contrived situation. There’s no way around that.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","label":"citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship'"},"numeric":["citation='Sarah","Fine,","director","of","High","Tech","High's","graduate","teaching","apprenticeship'"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\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>“It would be great to be back in that environment,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_939","mindshift_20995","mindshift_20784","mindshift_1040","mindshift_819","mindshift_20641","mindshift_797","mindshift_256","mindshift_956"],"featImg":"mindshift_54467","label":"mindshift"},"mindshift_51223":{"type":"posts","id":"mindshift_51223","meta":{"index":"posts_1591205157","site":"mindshift","id":"51223","score":null,"sort":[1526324969000]},"guestAuthors":[],"slug":"can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","title":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","publishDate":1526324969,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about project-based learning \u003c/em>\u003cem>was produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Can the long-struggling Philadelphia school system change how we measure success by focusing on meaningful work instead of test scores?\r\n","status":"publish","parent":0,"modified":1526324969,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2801},"headData":{"title":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores? | KQED","description":"Can the long-struggling Philadelphia school system change how we measure success by focusing on meaningful work instead of test scores?\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","datePublished":"2018-05-14T19:09:29.000Z","dateModified":"2018-05-14T19:09:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51223 https://ww2.kqed.org/mindshift/?p=51223","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/14/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores/","disqusTitle":"Can Schools Change Measures of Success by Focusing on Meaningful Work Instead of Test Scores?","nprByline":"\u003ca href=\"http://hechingerreport.org/author/amadou-diallo\">Amadou Diallo\u003c/a>","path":"/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\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>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about project-based learning \u003c/em>\u003cem>was produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores","authors":["byline_mindshift_51223"],"categories":["mindshift_192"],"tags":["mindshift_108","mindshift_20891","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_256","mindshift_956","mindshift_883"],"featImg":"mindshift_51228","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"},"mindshift_44267":{"type":"posts","id":"mindshift_44267","meta":{"index":"posts_1591205157","site":"mindshift","id":"44267","score":null,"sort":[1458889229000]},"guestAuthors":[],"slug":"the-benefits-and-challenges-of-student-designed-learning","title":"The Benefits and Challenges of Student-Designed Learning","publishDate":1458889229,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA)English Language Arts teacher Joshua Block decided to take the independence he and his colleagues have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/29/students-tell-all-what-its-like-to-be-trusted-partners-in-learning/\" target=\"_blank\">cultivating in their students\u003c/a> since freshman year to a new level.\u003c/p>\n\u003cp>SLA students have many opportunities throughout their four years to choose how and what they investigate in their classes, and by senior year they are adept at choosing their own essay topics, meeting deadlines, staying focused while working online and coming up with creative projects that matter to them personally. But when a group of seniors at the Philadelphia school were given even more independence over their own learning, it was a challenge.\u003c/p>\n\u003cp>Block wanted seniors to have more than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/\" target=\"_blank\">freedom within a set of constraints\u003c/a> (the usual SLA teaching style) -- he wanted them to try \u003ca href=\"http://mrjblock.com/2016/02/03/design-your-own-learning-final-products/\" target=\"_blank\">designing their own learning\u003c/a>. Students had complete freedom to pursue topics they were passionate about, but they also had to motivate themselves without the firm deadlines and rubrics that had become standard to them. Block was mindful that if he threw students in without a lifeline, they would struggle.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan.'\u003c/aside>\n\u003cp>The first quarter of this one-semester class looked more like a “traditional” SLA class. Students read the same book, chose themes within the reading that mattered to them and wrote thesis papers. But in the second quarter, Block told his students they could work on whatever they wanted, including making radio pieces, planning and teaching a middle school lesson, writing papers or anything else. And they could pursue any area of interest that they were passionate about, as long as they kept making progress toward agreed-upon goals. Because everyone was working on different projects and at different paces, the main way students knew they were on task was through weekly meetings about their productivity, which resulted in a “productivity grade.”\u003c/p>\n\u003cp>“It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan,” Block said. The point was that students should be making progress on their work, and if they finished one thing, they should begin something else that caught their interest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A real challenge is how to figure out the gradebook for something like this because suddenly I’m not putting in the same grade for everyone,” Block said. He admitted it \u003ca href=\"http://mrjblock.com/2015/10/18/my-great-letting-go/\" target=\"_blank\">took effort to let go\u003c/a> of the idea that he’d be entering the same number of points for each student.\u003c/p>\n\u003cp>The foray into self-designed learning was an experiment for both Block and his students, but it yielded some helpful results and feedback from students.\u003c/p>\n\u003cp>\u003cstrong>STUDENT REACTIONS\u003c/strong>\u003c/p>\n\u003cp>A common reaction from students to this experiment was that, without concrete deadlines, it was hard to motivate themselves. Students expressed excitement around the ideas they were exploring, but often found themselves stagnating somewhere between idea conception and execution.\u003c/p>\n\u003cp>“When we hit a wall or a lull, we didn’t really know what to do,” said senior Aaron Block (no relation to his teacher). “There were times when we were really on it and we were really productive, and then there were some classes where we hit a wall and that didn’t happen.”\u003c/p>\n\u003cp>Block worked with four other students to produce a \u003ca href=\"https://www.scienceleadership.org/blog/gentrification_radio_piece-2\" target=\"_blank\">radio piece about gentrification \u003c/a>in the Point Breeze neighborhood of Philadelphia. The students interviewed residents about their experiences of change in the neighborhood, pairing those personal viewpoints with research on gentrification. Block felt that being forced to be self-motivated made the work go slower.\u003c/p>\n\u003cp>“But on the other hand, we also have this high-quality tangible thing that we’re leaving the class with, and I think that’s worth it,” Block said. In his reflection at the end of the class, Block said he was more proud of the radio piece he worked on than any other project during the semester. His groupmates agreed, adding that because the radio project took a long time, they were all juggling other assignments while working on it. During the second quarter the whole class read \"The Namesake,\" and many class periods were devoted to discussion, cutting into time for the group to work together.\u003c/p>\n\u003cp>“The freedom. of course, in theory is good, and it forces us to be adults about the work that we’re doing. But on the other hand it would have been nice to have had a little more structure and not be so free-floaty,” said student Anna Sugrue.\u003c/p>\n\u003cp>Several students had no problem motivating themselves, but universally these were students who had hit upon a subject that had become all-consuming to them. Imani Weeks, Joie Nearn and Sydne Hopkins-Baker chose to research “colorism,” a very personally motivating issue to these three African-American women.\u003c/p>\n\u003cp>They found the topic after reading “On the Run: Fugitive Life in An American City,” by Alice Goffman about police interactions with African-American men in a Philadelphia neighborhood. The book got the three young women talking about other issues that face the black community, and they became incensed by something that has affected all three of them: a sense within the black community that lighter skin is more beautiful.\u003c/p>\n\u003cp>The three students interviewed more than 15 classmates and teachers about the subject and made a documentary \u003ca href=\"http://lovecoloredgirls.weebly.com/the-project.html\" target=\"_blank\">video\u003c/a> and \u003ca href=\"http://lovecoloredgirls.weebly.com/\" target=\"_blank\">website\u003c/a> to showcase their findings. They wrote personal reflections about the research they had done, and even when the project was finished, all three still felt fired up.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gaPyW5DuzSU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It made me very upset to hear some people’s views,” Nearn said. “In a way, I think some people are brainwashed.” These three students, along with two boys who worked on a radio story about skateboarding, were so passionate about their projects that they liked working on them, and felt no difficulty motivating themselves to work without deadlines. Their passion fueled them, which seems to be a hallmark of the most rewarding self-designed learning experiences.\u003c/p>\n\u003cp>Even students who wished there had been more structure recognized the value of learning how to motivate themselves, including coming up with strategies to set personal deadlines. “I hated [design your own learning] at first and part of me still does,” said student Kara Rosenberg. “But I think it’s challenging, which is why I do like it.”\u003c/p>\n\u003cp>Rosenberg partnered with another student who had attended the same middle school to design a lesson around gender stereotyping. Together they went back to their middle school and presented the lesson to a group of sixth-graders. Rosenberg loved the experience, partly because it gave her some perspective on how much she has grown and matured since middle school, and partly because the lesson hit home.\u003c/p>\n\u003cp>“I had a girl talking about how she loves to go camping with her dad and they go all the time, but when it’s just her and him he will tell her she has to do the dishes because it’s her job, and that’s what women have to do,” Rosenberg said. The girl was hurt by her father’s words, but didn’t really know why. Other students also shared personal stories and seemed glad to have a framework to name why those experiences had unsettled them.\u003c/p>\n\u003cp>Researching, planning and delivering the lesson took only a few weeks, so Rosenberg also worked on a radio story and wrote a thesis paper. Most students seemed comfortable with the idea that when they had finished a project, they would naturally move onto another one. And, surprisingly, very few students expressed concern about how the class was graded.\u003c/p>\n\u003cp>“I don’t think it’s fair to compare someone to someone else,” Rosenberg said. She thinks it’s important that there be a standard for quality work, but thinks it is totally appropriate for each student to be judged “on their own scale.” Many students expressed this sentiment, aware that some classmates were more verbal, while other excelled at writing, but that each had valuable thoughts to offer.\u003c/p>\n\u003cp>Several students said creative projects were actually harder than more traditional assignments, like analyzing literature and writing papers. “I feel like creative projects might be a little harder because there’s more to do,” said Jada Terrell. “With thesis papers you’re thinking of a thesis, writing a draft, getting peer reviews and then writing your final draft, and that could be the end of it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Her \u003ca href=\"http://scienceleadership.org/blog/hip_hop-s_influence\" target=\"_blank\">radio story\u003c/a>, on the other hand, has required extensive research, interviewing, transcribing, script writing and revision, time in the WHYY studios and recording. The payoff is the chance to have her work aired on public radio, recognition all the radio groups hoped to achieve.\u003c/p>\n\n","blocks":[],"excerpt":"Students at an inquiry-based, project-oriented school were given complete freedom to design their own learning. They reflect on the ups and downs to such independence.","status":"publish","parent":0,"modified":1458889229,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/gaPyW5DuzSU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1520},"headData":{"title":"The Benefits and Challenges of Student-Designed Learning | KQED","description":"Students at an inquiry-based, project-oriented school were given complete freedom to design their own learning. They reflect on the ups and downs to such independence.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Benefits and Challenges of Student-Designed Learning","datePublished":"2016-03-25T07:00:29.000Z","dateModified":"2016-03-25T07:00:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44267 http://ww2.kqed.org/mindshift/?p=44267","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/","disqusTitle":"The Benefits and Challenges of Student-Designed Learning","path":"/mindshift/44267/the-benefits-and-challenges-of-student-designed-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA)English Language Arts teacher Joshua Block decided to take the independence he and his colleagues have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/29/students-tell-all-what-its-like-to-be-trusted-partners-in-learning/\" target=\"_blank\">cultivating in their students\u003c/a> since freshman year to a new level.\u003c/p>\n\u003cp>SLA students have many opportunities throughout their four years to choose how and what they investigate in their classes, and by senior year they are adept at choosing their own essay topics, meeting deadlines, staying focused while working online and coming up with creative projects that matter to them personally. But when a group of seniors at the Philadelphia school were given even more independence over their own learning, it was a challenge.\u003c/p>\n\u003cp>Block wanted seniors to have more than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/\" target=\"_blank\">freedom within a set of constraints\u003c/a> (the usual SLA teaching style) -- he wanted them to try \u003ca href=\"http://mrjblock.com/2016/02/03/design-your-own-learning-final-products/\" target=\"_blank\">designing their own learning\u003c/a>. Students had complete freedom to pursue topics they were passionate about, but they also had to motivate themselves without the firm deadlines and rubrics that had become standard to them. Block was mindful that if he threw students in without a lifeline, they would struggle.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan.'\u003c/aside>\n\u003cp>The first quarter of this one-semester class looked more like a “traditional” SLA class. Students read the same book, chose themes within the reading that mattered to them and wrote thesis papers. But in the second quarter, Block told his students they could work on whatever they wanted, including making radio pieces, planning and teaching a middle school lesson, writing papers or anything else. And they could pursue any area of interest that they were passionate about, as long as they kept making progress toward agreed-upon goals. Because everyone was working on different projects and at different paces, the main way students knew they were on task was through weekly meetings about their productivity, which resulted in a “productivity grade.”\u003c/p>\n\u003cp>“It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan,” Block said. The point was that students should be making progress on their work, and if they finished one thing, they should begin something else that caught their interest.\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>“A real challenge is how to figure out the gradebook for something like this because suddenly I’m not putting in the same grade for everyone,” Block said. He admitted it \u003ca href=\"http://mrjblock.com/2015/10/18/my-great-letting-go/\" target=\"_blank\">took effort to let go\u003c/a> of the idea that he’d be entering the same number of points for each student.\u003c/p>\n\u003cp>The foray into self-designed learning was an experiment for both Block and his students, but it yielded some helpful results and feedback from students.\u003c/p>\n\u003cp>\u003cstrong>STUDENT REACTIONS\u003c/strong>\u003c/p>\n\u003cp>A common reaction from students to this experiment was that, without concrete deadlines, it was hard to motivate themselves. Students expressed excitement around the ideas they were exploring, but often found themselves stagnating somewhere between idea conception and execution.\u003c/p>\n\u003cp>“When we hit a wall or a lull, we didn’t really know what to do,” said senior Aaron Block (no relation to his teacher). “There were times when we were really on it and we were really productive, and then there were some classes where we hit a wall and that didn’t happen.”\u003c/p>\n\u003cp>Block worked with four other students to produce a \u003ca href=\"https://www.scienceleadership.org/blog/gentrification_radio_piece-2\" target=\"_blank\">radio piece about gentrification \u003c/a>in the Point Breeze neighborhood of Philadelphia. The students interviewed residents about their experiences of change in the neighborhood, pairing those personal viewpoints with research on gentrification. Block felt that being forced to be self-motivated made the work go slower.\u003c/p>\n\u003cp>“But on the other hand, we also have this high-quality tangible thing that we’re leaving the class with, and I think that’s worth it,” Block said. In his reflection at the end of the class, Block said he was more proud of the radio piece he worked on than any other project during the semester. His groupmates agreed, adding that because the radio project took a long time, they were all juggling other assignments while working on it. During the second quarter the whole class read \"The Namesake,\" and many class periods were devoted to discussion, cutting into time for the group to work together.\u003c/p>\n\u003cp>“The freedom. of course, in theory is good, and it forces us to be adults about the work that we’re doing. But on the other hand it would have been nice to have had a little more structure and not be so free-floaty,” said student Anna Sugrue.\u003c/p>\n\u003cp>Several students had no problem motivating themselves, but universally these were students who had hit upon a subject that had become all-consuming to them. Imani Weeks, Joie Nearn and Sydne Hopkins-Baker chose to research “colorism,” a very personally motivating issue to these three African-American women.\u003c/p>\n\u003cp>They found the topic after reading “On the Run: Fugitive Life in An American City,” by Alice Goffman about police interactions with African-American men in a Philadelphia neighborhood. The book got the three young women talking about other issues that face the black community, and they became incensed by something that has affected all three of them: a sense within the black community that lighter skin is more beautiful.\u003c/p>\n\u003cp>The three students interviewed more than 15 classmates and teachers about the subject and made a documentary \u003ca href=\"http://lovecoloredgirls.weebly.com/the-project.html\" target=\"_blank\">video\u003c/a> and \u003ca href=\"http://lovecoloredgirls.weebly.com/\" target=\"_blank\">website\u003c/a> to showcase their findings. They wrote personal reflections about the research they had done, and even when the project was finished, all three still felt fired up.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gaPyW5DuzSU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It made me very upset to hear some people’s views,” Nearn said. “In a way, I think some people are brainwashed.” These three students, along with two boys who worked on a radio story about skateboarding, were so passionate about their projects that they liked working on them, and felt no difficulty motivating themselves to work without deadlines. Their passion fueled them, which seems to be a hallmark of the most rewarding self-designed learning experiences.\u003c/p>\n\u003cp>Even students who wished there had been more structure recognized the value of learning how to motivate themselves, including coming up with strategies to set personal deadlines. “I hated [design your own learning] at first and part of me still does,” said student Kara Rosenberg. “But I think it’s challenging, which is why I do like it.”\u003c/p>\n\u003cp>Rosenberg partnered with another student who had attended the same middle school to design a lesson around gender stereotyping. Together they went back to their middle school and presented the lesson to a group of sixth-graders. Rosenberg loved the experience, partly because it gave her some perspective on how much she has grown and matured since middle school, and partly because the lesson hit home.\u003c/p>\n\u003cp>“I had a girl talking about how she loves to go camping with her dad and they go all the time, but when it’s just her and him he will tell her she has to do the dishes because it’s her job, and that’s what women have to do,” Rosenberg said. The girl was hurt by her father’s words, but didn’t really know why. Other students also shared personal stories and seemed glad to have a framework to name why those experiences had unsettled them.\u003c/p>\n\u003cp>Researching, planning and delivering the lesson took only a few weeks, so Rosenberg also worked on a radio story and wrote a thesis paper. Most students seemed comfortable with the idea that when they had finished a project, they would naturally move onto another one. And, surprisingly, very few students expressed concern about how the class was graded.\u003c/p>\n\u003cp>“I don’t think it’s fair to compare someone to someone else,” Rosenberg said. She thinks it’s important that there be a standard for quality work, but thinks it is totally appropriate for each student to be judged “on their own scale.” Many students expressed this sentiment, aware that some classmates were more verbal, while other excelled at writing, but that each had valuable thoughts to offer.\u003c/p>\n\u003cp>Several students said creative projects were actually harder than more traditional assignments, like analyzing literature and writing papers. “I feel like creative projects might be a little harder because there’s more to do,” said Jada Terrell. “With thesis papers you’re thinking of a thesis, writing a draft, getting peer reviews and then writing your final draft, and that could be the end of it.”\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>Her \u003ca href=\"http://scienceleadership.org/blog/hip_hop-s_influence\" target=\"_blank\">radio story\u003c/a>, on the other hand, has required extensive research, interviewing, transcribing, script writing and revision, time in the WHYY studios and recording. The payoff is the chance to have her work aired on public radio, recognition all the radio groups hoped to achieve.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44267/the-benefits-and-challenges-of-student-designed-learning","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_956","mindshift_20764"],"featImg":"mindshift_44324","label":"mindshift"},"mindshift_43685":{"type":"posts","id":"mindshift_43685","meta":{"index":"posts_1591205157","site":"mindshift","id":"43685","score":null,"sort":[1455523984000]},"guestAuthors":[],"slug":"how-engineering-class-in-9th-grade-can-excite-diverse-learners","title":"How Engineering Class in 9th Grade Can Excite Diverse Learners","publishDate":1455523984,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n","blocks":[],"excerpt":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","status":"publish","parent":0,"modified":1455523984,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1866},"headData":{"title":"How Engineering Class in 9th Grade Can Excite Diverse Learners | KQED","description":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Engineering Class in 9th Grade Can Excite Diverse Learners","datePublished":"2016-02-15T08:13:04.000Z","dateModified":"2016-02-15T08:13:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43685 http://ww2.kqed.org/mindshift/?p=43685","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/15/how-engineering-class-in-9th-grade-can-excite-diverse-learners/","disqusTitle":"How Engineering Class in 9th Grade Can Excite Diverse Learners","path":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\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>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","authors":["234"],"categories":["mindshift_20524","mindshift_20874"],"tags":["mindshift_997","mindshift_20967","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20945","mindshift_885","mindshift_20877","mindshift_956","mindshift_47"],"featImg":"mindshift_43697","label":"mindshift"},"mindshift_43201":{"type":"posts","id":"mindshift_43201","meta":{"index":"posts_1591205157","site":"mindshift","id":"43201","score":null,"sort":[1450858189000]},"guestAuthors":[],"slug":"fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success","title":"Fixated on Leadership: Why Learning How to Follow is Crucial for Success","publishDate":1450858189,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Hey, I’ve got 1,000 followers, and I follow 1,000,” Chaleff said. “That’s how the new world works.”\u003c/p>\n\n","blocks":[],"excerpt":"Leadership is a highly valued characteristic in an achievement-driven world, but the ability to follow is just as important, especially when considering greater missions at hand. ","status":"publish","parent":0,"modified":1450858189,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1525},"headData":{"title":"Fixated on Leadership: Why Learning How to Follow is Crucial for Success | KQED","description":"Leadership is a highly valued characteristic in an achievement-driven world, but the ability to follow is just as important, especially when considering greater missions at hand. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Fixated on Leadership: Why Learning How to Follow is Crucial for Success","datePublished":"2015-12-23T08:09:49.000Z","dateModified":"2015-12-23T08:09:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43201 http://ww2.kqed.org/mindshift/?p=43201","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/23/fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success/","disqusTitle":"Fixated on Leadership: Why Learning How to Follow is Crucial for Success","path":"/mindshift/43201/fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\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>“Hey, I’ve got 1,000 followers, and I follow 1,000,” Chaleff said. “That’s how the new world works.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43201/fixated-on-leadership-why-learning-how-to-follow-is-crucial-for-success","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_121","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_956","mindshift_30"],"featImg":"mindshift_43230","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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