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Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_62512":{"type":"posts","id":"mindshift_62512","meta":{"index":"posts_1591205157","site":"mindshift","id":"62512","score":null,"sort":[1696710374000]},"guestAuthors":[],"slug":"meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","title":"Meet the high school sport that builds robots — and the next generation of engineers","publishDate":1696710374,"format":"standard","headTitle":"Meet the high school sport that builds robots — and the next generation of engineers | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>On a Thursday night inside a NASA hangar in Mountain View, Calif., a group of teenage girls cluster around two large tables strewn with wires, hex wrenches and laptops. As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","status":"publish","parent":0,"modified":1697056275,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1634},"headData":{"title":"Meet the high school sport that builds robots — and the next generation of engineers | KQED","description":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Meet the high school sport that builds robots — and the next generation of engineers","datePublished":"2023-10-07T20:26:14.000Z","dateModified":"2023-10-11T20:31:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Mark Leong, LA Johnson","nprImageAgency":"Mark Leong for NPR","nprStoryId":"1200615634","nprApiLink":"http://api.npr.org/query?id=1200615634&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/07/1200615634/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-enginee?ft=nprml&f=1200615634","nprRetrievedStory":"1","nprPubDate":"Sat, 07 Oct 2023 06:01:00 -0400","nprStoryDate":"Sat, 07 Oct 2023 06:01:28 -0400","nprLastModifiedDate":"Sat, 07 Oct 2023 06:01:28 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a Thursday night inside a NASA hangar in Mountain View, Calif., a group of teenage girls cluster around two large tables strewn with wires, hex wrenches and laptops. As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\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>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\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>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","authors":["byline_mindshift_62512"],"categories":["mindshift_20579","mindshift_20639"],"tags":["mindshift_21188","mindshift_20967","mindshift_21818","mindshift_434","mindshift_20947","mindshift_47","mindshift_21522","mindshift_21817"],"featImg":"mindshift_62513","label":"mindshift"},"mindshift_56378":{"type":"posts","id":"mindshift_56378","meta":{"index":"posts_1591205157","site":"mindshift","id":"56378","score":null,"sort":[1596181206000]},"guestAuthors":[],"slug":"how-libraries-stretch-their-capabilities-to-serve-kids-during-a-pandemic","title":"How Libraries Stretch Their Capabilities to Serve Kids During a Pandemic","publishDate":1596181206,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a recent summer day, librarian Lyn Hunter posted a video to YouTube on how to make a \u003ca href=\"https://www.youtube.com/watch?v=h1t9Grtn_Ao\">weather thermometer\u003c/a> using a straw, rubbing alcohol and a bottle. Hunter and her colleague Rachel Krumenacker at the Chattanooga Public Library in Chattanooga, Tennessee, had filmed the DIY craft on a Zoom call from their respective living rooms. They posted it to the library’s \u003ca href=\"https://www.youtube.com/c/ChattLibrary/videos\">YouTube channel\u003c/a> as part of their new summer programming, the majority of which is taking place online due to COVID-19. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea was that Rachel would lead me in a craft that I didn’t know how to do, so the kids get the dynamic back-and-forth of someone learning how to do something,” said Hunter, who is the youth services librarian. “We modeled social distancing, and filmed an overhead view so you can see what her hands are doing. And we put it on YouTube to make it as easy as possible to access.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The craft videos are part of the Chattanooga Public Libraries’ summer program for kids, called \u003c/span>\u003ca href=\"https://mprl.chattlibrary.org/\">\u003cspan style=\"font-weight: 400\">Make. Play. Read. Learn.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which is happening online. Usually, the library’s summer program is like what Christmas is for retail stores—what they spend the whole year planning for. But this year the STEM projects, maker space designs and story hours that usually take place within the library’s walls have moved online, and the library itself has found itself innovating quickly to meet the needs of their community. “Make. Play. Read. Learn.” includes reading challenges, craft projects, and games where students can earn digital badges online. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L6OIdCkAYZE\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across the nation, libraries are stepping up in a time of crisis. This summer, as communities continue to deal with COVID-19, both public libraries and school libraries are innovating new ways to provide services for communities that reach beyond physical books and buildings. One of libraries’ main goals has been to help children, many of whom have already missed out on a lot, stay engaged, reading and learning at a time when they can’t physically be in the building. School libraries have become tech hubs for educators teaching from home, while public libraries have worked to expand access to the internet, with many keeping their building’s WiFi on even when buildings were closed, so patrons can get internet access from the parking lot. Community events like story hours, maker spaces, and summer camps have moved online for easy access, and librarians are featuring themselves online, reading books and doing crafts, to stay connected. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=7ZWh3GJHHlQ\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In return, the public is leaning more on libraries to support their kids during the pandemic. Before coronavirus forced school and business closures, Americans already viewed \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2016/09/09/americans-attitudes-toward-public-libraries/\">\u003cspan style=\"font-weight: 400\">libraries as essential\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communities. But since shutdowns began back in March, use of library services has increased sharply. Digital book loans have skyrocketed, with children’s e-book checkouts more than doubling since the COVID-19 closures began, according to a \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/877651001/libraries-are-dealing-with-new-demand-for-books-and-services-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">report from NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A majority of libraries have made borrowing digital media easier by relaxing and extending online renewal policies, offering a wider range of ebooks and streaming media, and increased virtual programming, according to a \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/blogs/the-scoop/public-libraries-responding-pandemic/\">\u003cspan style=\"font-weight: 400\">Public Library Association survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it doesn’t look like it has in years before, what’s important is that the library is still there for kids, said Lee Hope, director of children’s services in Chattanooga. “How[ever] we can support families, whatever the model looks like, is what we want to do,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Providing essential services in a time of distance and upheaval \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the library’s key missions is to provide services to entire communities, regardless of background or socioeconomic status. And during tumultuous times, the need for information, access to literacy, and digital access have become even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools that closed and moved to online learning due to the coronavirus, digital access became a necessity overnight. School libraries had always been central to digital access for the entire school, and when learning moved online they became tech hubs for both teachers and students. The librarians at Leander Independent School District in suburban Austin, Texas, say their “front line” relationships helping teachers connect to printers and setting up laptops in classrooms just shifted when learning moved online. Librarians were instrumental in helping guide teachers in those first weeks, said Leander district library coordinator Becky Calzada, sitting in on staff meetings, helping set up Google classrooms and Zoom calls, and answering copyright questions and curating digital resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Everyone in the school turns to you,” when dealing with computers and setting up online learning, said Four Points Middle School librarian April Stone. “Librarians stepped in to help teachers navigate those new tools and shift what they were doing physically versus virtually. We were always on the front lines for campus tech anyway, and it’s the librarians helping not only navigate Zoom, but also best practices on how to use the tools.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the San Francisco Public Library, family engagement specialist Christina Mitra has invested heavily in developing deep lines of digital communication with families through a targeted newsletter and their social media channels. The newsletter keeps families informed of upcoming digital events and services, and keeps kids reading and learning with “play date at home” ideas, links to other online happenings for kids, and of course, curated book lists in several languages. Named Library Journal’s 2018 “Library of the Year” for their emphasis on “human touch,” Mitra \u003c/span>\u003ca href=\"https://home.edweb.net/webinar/commonsense20200520/\">\u003cspan style=\"font-weight: 400\">said in a webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the library is striving for the same feeling of “connected community” even when families can’t be together in library buildings. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PfD6VMT3YkI\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For St. Louis, Missouri, kids, the diverse and wide-ranging menu of summer camp offerings provided by the St. Louis Public Library have moved completely online. After struggling with what to do about the digital divide, and a parent survey showing that families were interested in digital camps, program coordinator Jenny Song said the library decided to move forward with digital programming to help parents out with long summer days at home. Families can pick up a Chromebook and hot spot from the library. Joining with local community arts groups and organizations, the library was able to provide 54 of the original 70 in-person camps they had planned for. For some of the more popular camps, like ukelele and clay creations, kids receive a free ukulele or box of clay in the mail, which adds to the excitement. Their well-attended 2-hour Hogwarts camp, featuring Dumbledore guest appearances and magic, gives Harry Potter fanatics a chance to “geek out” over their favorite books. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Summer slide is something we are really conscious of,” Song said. “We want to make sure that everybody in our community has access, so all of our camps are free. Kids get to have fun and it’s something exciting they can do at home. But at the same time, they’re not stopping their learning and forgetting everything from the school year.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>When historic events collide \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians have also worked to support students as national crises compounded—not just the effects of coronavirus, but the murder of George Floyd and the ensuing protests for racial justice that happened while many were still stuck at home. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56379\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-56379\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png\" alt=\"\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png 760w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran-160x211.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Vihn Tran \u003ccite>(Courtesy of Vihn Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarian Vinh Tran at Edward Hynes Charter School, a prek-8 school in New Orleans, Louisiana, had been meeting with students throughout school closures in the spring, doing online read-alouds and assisting teachers with online lessons. But George Floyd’s murder happened right before their summer school program began, and Tran felt like she needed to address it on the very first day with her students. At the eleventh hour, she scrapped her carefully crafted lesson plans and decided instead to read \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40796177-the-undefeated\">\u003ci>\u003cspan style=\"font-weight: 400\">The Undefeated\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kwame Alexander to some of the older students, even though they’d read it earlier that year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted them to know they didn’t have to ignore all the stuff that was happening in the world,” Tran said on a Zoom call. “There was space here to discuss, process, and explore these issues. It's important for kids to know they are seen, they matter, and that whatever they're feeling is valid.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarians are also making connections on social media during this time of social and cultural upheaval, sharing tips and support with fellow librarians. When schools closed, Julie Stivers, a middle school librarian in Raleigh, North Carolina, sent out a tweet asking if other librarians wanted to brainstorm solutions to the challenges they were up against, like digital access. Using the hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23libcollab&src=typed_query\">\u003cspan style=\"font-weight: 400\">#LibCollab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Stivers and another librarian, Kathryn Cole, created a professional learning community that began by discussing online learning but soon moved to Black Lives Matter, and how libraries can promote inclusivity and anti-racism. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/BespokeLib/status/1275434517927358465\u003c/p>\n\u003ch2>\u003cb>Preparing for the future, whatever that might look like\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians interviewed for this story agreed that, whether they work inside schools or in public libraries, they’re unsure of what the future holds with regards to the autumn and back-to-school. Most librarians are spending the summer preparing for a variety of scenarios, in which libraries are open, partially open, or staying digital. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries as a whole are also reflecting on how they can better serve the public in uncertain times. At the American Library Association’s virtual conference in June, executive director \u003ca href=\"http://www.ala.org/news/press-releases/2020/06/ala-executive-director-tracie-d-hall-says-dismantling-racism-library-and\">Tracie D. Hall\u003c/a>, the first African-American to hold that office in the association’s history, called for a three-pronged approach for libraries to address their communities’ current challenges: the need for universal broadband, the diversification of libraries, and a broader, stronger base of library funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Let our legacy be justice,” Hall told librarians on the conference’s Zoom call. “When I say let our legacy be justice, I am inviting us to explore the construct of the library as both the vehicle and driver of justice, as both a means to justice and an arbiter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians predict that after rolling closures and the move to greater digital access, things will never be the same. Lessons learned during pandemic closures will stay with them long after COVID-19 is no longer a threat, with a focus on increased access to digital materials staying on as part of the libraries’ core mission to serve communities equally.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We stepped up and did things differently, immediately,” said Mary Keeling, president of the American Association of School Librarians, on the quick transfer to digital service. “Libraries aren’t closed, we are still open and providing services. What’s closed are the buildings.” \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Libraries have taken creative measures – such as hosting more conversations and camps online – in order to meet kids' needs during the pandemic. ","status":"publish","parent":0,"modified":1596181206,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1886},"headData":{"title":"How Libraries Stretch Their Capabilities to Serve Kids During a Pandemic - MindShift","description":"Libraries have taken creative measures – such as hosting more conversations and camps online – in order to meet kids' needs during the pandemic. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Libraries Stretch Their Capabilities to Serve Kids During a Pandemic","datePublished":"2020-07-31T07:40:06.000Z","dateModified":"2020-07-31T07:40:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56378 https://ww2.kqed.org/mindshift/?p=56378","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/31/how-libraries-stretch-their-capabilities-to-serve-kids-during-a-pandemic/","disqusTitle":"How Libraries Stretch Their Capabilities to Serve Kids During a Pandemic","path":"/mindshift/56378/how-libraries-stretch-their-capabilities-to-serve-kids-during-a-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a recent summer day, librarian Lyn Hunter posted a video to YouTube on how to make a \u003ca href=\"https://www.youtube.com/watch?v=h1t9Grtn_Ao\">weather thermometer\u003c/a> using a straw, rubbing alcohol and a bottle. Hunter and her colleague Rachel Krumenacker at the Chattanooga Public Library in Chattanooga, Tennessee, had filmed the DIY craft on a Zoom call from their respective living rooms. They posted it to the library’s \u003ca href=\"https://www.youtube.com/c/ChattLibrary/videos\">YouTube channel\u003c/a> as part of their new summer programming, the majority of which is taking place online due to COVID-19. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea was that Rachel would lead me in a craft that I didn’t know how to do, so the kids get the dynamic back-and-forth of someone learning how to do something,” said Hunter, who is the youth services librarian. “We modeled social distancing, and filmed an overhead view so you can see what her hands are doing. And we put it on YouTube to make it as easy as possible to access.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The craft videos are part of the Chattanooga Public Libraries’ summer program for kids, called \u003c/span>\u003ca href=\"https://mprl.chattlibrary.org/\">\u003cspan style=\"font-weight: 400\">Make. Play. Read. Learn.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which is happening online. Usually, the library’s summer program is like what Christmas is for retail stores—what they spend the whole year planning for. But this year the STEM projects, maker space designs and story hours that usually take place within the library’s walls have moved online, and the library itself has found itself innovating quickly to meet the needs of their community. “Make. Play. Read. Learn.” includes reading challenges, craft projects, and games where students can earn digital badges online. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/L6OIdCkAYZE'\n title='//www.youtube.com/embed/L6OIdCkAYZE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Across the nation, libraries are stepping up in a time of crisis. This summer, as communities continue to deal with COVID-19, both public libraries and school libraries are innovating new ways to provide services for communities that reach beyond physical books and buildings. One of libraries’ main goals has been to help children, many of whom have already missed out on a lot, stay engaged, reading and learning at a time when they can’t physically be in the building. School libraries have become tech hubs for educators teaching from home, while public libraries have worked to expand access to the internet, with many keeping their building’s WiFi on even when buildings were closed, so patrons can get internet access from the parking lot. Community events like story hours, maker spaces, and summer camps have moved online for easy access, and librarians are featuring themselves online, reading books and doing crafts, to stay connected. \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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/7ZWh3GJHHlQ'\n title='//www.youtube.com/embed/7ZWh3GJHHlQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In return, the public is leaning more on libraries to support their kids during the pandemic. Before coronavirus forced school and business closures, Americans already viewed \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2016/09/09/americans-attitudes-toward-public-libraries/\">\u003cspan style=\"font-weight: 400\">libraries as essential\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communities. But since shutdowns began back in March, use of library services has increased sharply. Digital book loans have skyrocketed, with children’s e-book checkouts more than doubling since the COVID-19 closures began, according to a \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/877651001/libraries-are-dealing-with-new-demand-for-books-and-services-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">report from NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A majority of libraries have made borrowing digital media easier by relaxing and extending online renewal policies, offering a wider range of ebooks and streaming media, and increased virtual programming, according to a \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/blogs/the-scoop/public-libraries-responding-pandemic/\">\u003cspan style=\"font-weight: 400\">Public Library Association survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it doesn’t look like it has in years before, what’s important is that the library is still there for kids, said Lee Hope, director of children’s services in Chattanooga. “How[ever] we can support families, whatever the model looks like, is what we want to do,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Providing essential services in a time of distance and upheaval \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the library’s key missions is to provide services to entire communities, regardless of background or socioeconomic status. And during tumultuous times, the need for information, access to literacy, and digital access have become even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools that closed and moved to online learning due to the coronavirus, digital access became a necessity overnight. School libraries had always been central to digital access for the entire school, and when learning moved online they became tech hubs for both teachers and students. The librarians at Leander Independent School District in suburban Austin, Texas, say their “front line” relationships helping teachers connect to printers and setting up laptops in classrooms just shifted when learning moved online. Librarians were instrumental in helping guide teachers in those first weeks, said Leander district library coordinator Becky Calzada, sitting in on staff meetings, helping set up Google classrooms and Zoom calls, and answering copyright questions and curating digital resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Everyone in the school turns to you,” when dealing with computers and setting up online learning, said Four Points Middle School librarian April Stone. “Librarians stepped in to help teachers navigate those new tools and shift what they were doing physically versus virtually. We were always on the front lines for campus tech anyway, and it’s the librarians helping not only navigate Zoom, but also best practices on how to use the tools.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the San Francisco Public Library, family engagement specialist Christina Mitra has invested heavily in developing deep lines of digital communication with families through a targeted newsletter and their social media channels. The newsletter keeps families informed of upcoming digital events and services, and keeps kids reading and learning with “play date at home” ideas, links to other online happenings for kids, and of course, curated book lists in several languages. Named Library Journal’s 2018 “Library of the Year” for their emphasis on “human touch,” Mitra \u003c/span>\u003ca href=\"https://home.edweb.net/webinar/commonsense20200520/\">\u003cspan style=\"font-weight: 400\">said in a webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the library is striving for the same feeling of “connected community” even when families can’t be together in library buildings. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PfD6VMT3YkI'\n title='//www.youtube.com/embed/PfD6VMT3YkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For St. Louis, Missouri, kids, the diverse and wide-ranging menu of summer camp offerings provided by the St. Louis Public Library have moved completely online. After struggling with what to do about the digital divide, and a parent survey showing that families were interested in digital camps, program coordinator Jenny Song said the library decided to move forward with digital programming to help parents out with long summer days at home. Families can pick up a Chromebook and hot spot from the library. Joining with local community arts groups and organizations, the library was able to provide 54 of the original 70 in-person camps they had planned for. For some of the more popular camps, like ukelele and clay creations, kids receive a free ukulele or box of clay in the mail, which adds to the excitement. Their well-attended 2-hour Hogwarts camp, featuring Dumbledore guest appearances and magic, gives Harry Potter fanatics a chance to “geek out” over their favorite books. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Summer slide is something we are really conscious of,” Song said. “We want to make sure that everybody in our community has access, so all of our camps are free. Kids get to have fun and it’s something exciting they can do at home. But at the same time, they’re not stopping their learning and forgetting everything from the school year.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>When historic events collide \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians have also worked to support students as national crises compounded—not just the effects of coronavirus, but the murder of George Floyd and the ensuing protests for racial justice that happened while many were still stuck at home. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56379\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-56379\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png\" alt=\"\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png 760w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran-160x211.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Vihn Tran \u003ccite>(Courtesy of Vihn Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarian Vinh Tran at Edward Hynes Charter School, a prek-8 school in New Orleans, Louisiana, had been meeting with students throughout school closures in the spring, doing online read-alouds and assisting teachers with online lessons. But George Floyd’s murder happened right before their summer school program began, and Tran felt like she needed to address it on the very first day with her students. At the eleventh hour, she scrapped her carefully crafted lesson plans and decided instead to read \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40796177-the-undefeated\">\u003ci>\u003cspan style=\"font-weight: 400\">The Undefeated\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kwame Alexander to some of the older students, even though they’d read it earlier that year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted them to know they didn’t have to ignore all the stuff that was happening in the world,” Tran said on a Zoom call. “There was space here to discuss, process, and explore these issues. It's important for kids to know they are seen, they matter, and that whatever they're feeling is valid.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarians are also making connections on social media during this time of social and cultural upheaval, sharing tips and support with fellow librarians. When schools closed, Julie Stivers, a middle school librarian in Raleigh, North Carolina, sent out a tweet asking if other librarians wanted to brainstorm solutions to the challenges they were up against, like digital access. Using the hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23libcollab&src=typed_query\">\u003cspan style=\"font-weight: 400\">#LibCollab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Stivers and another librarian, Kathryn Cole, created a professional learning community that began by discussing online learning but soon moved to Black Lives Matter, and how libraries can promote inclusivity and anti-racism. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1275434517927358465"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Preparing for the future, whatever that might look like\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians interviewed for this story agreed that, whether they work inside schools or in public libraries, they’re unsure of what the future holds with regards to the autumn and back-to-school. Most librarians are spending the summer preparing for a variety of scenarios, in which libraries are open, partially open, or staying digital. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries as a whole are also reflecting on how they can better serve the public in uncertain times. At the American Library Association’s virtual conference in June, executive director \u003ca href=\"http://www.ala.org/news/press-releases/2020/06/ala-executive-director-tracie-d-hall-says-dismantling-racism-library-and\">Tracie D. Hall\u003c/a>, the first African-American to hold that office in the association’s history, called for a three-pronged approach for libraries to address their communities’ current challenges: the need for universal broadband, the diversification of libraries, and a broader, stronger base of library funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Let our legacy be justice,” Hall told librarians on the conference’s Zoom call. “When I say let our legacy be justice, I am inviting us to explore the construct of the library as both the vehicle and driver of justice, as both a means to justice and an arbiter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians predict that after rolling closures and the move to greater digital access, things will never be the same. Lessons learned during pandemic closures will stay with them long after COVID-19 is no longer a threat, with a focus on increased access to digital materials staying on as part of the libraries’ core mission to serve communities equally.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We stepped up and did things differently, immediately,” said Mary Keeling, president of the American Association of School Librarians, on the quick transfer to digital service. “Libraries aren’t closed, we are still open and providing services. What’s closed are the buildings.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56378/how-libraries-stretch-their-capabilities-to-serve-kids-during-a-pandemic","authors":["4445"],"categories":["mindshift_21345","mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_856","mindshift_895","mindshift_21347","mindshift_21370","mindshift_20947"],"featImg":"mindshift_56383","label":"mindshift"},"mindshift_51555":{"type":"posts","id":"mindshift_51555","meta":{"index":"posts_1591205157","site":"mindshift","id":"51555","score":null,"sort":[1530858063000]},"guestAuthors":[],"slug":"applying-the-power-of-stories-to-excite-students-about-science","title":"Applying the Power of Stories to Excite Students About Science","publishDate":1530858063,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Ed Kang loved science growing up and ended up earning a Ph.D. in neuroscience. But he left academia to teach high school over 10 years ago, believing one of the reasons students at neighborhood schools (non-magnet) in Chicago dislike science is that they don’t have teachers who are passionate about the subject. While teaching at a high-poverty school on Chicago’s South Side, Kang met his future wife, Amy Schwartzbach-Kang, an English teacher. Amy grew up in a family full of scientists, but found the subject dull, rote and uninspiring.\u003c/p>\n\u003cp>“There’s so many cool things you can do [with science],” Amy said, “and I always wondered if you approached it differently, if someone like me would want to be involved.”\u003c/p>\n\u003cp>One year, Amy and Ed taught the same group of high school students and decided to experiment with an interdisciplinary unit. In her English class, Amy taught “Chew on This,” a book about fast food and its influence on kids. While the students discussed nutrition science and how it related to their lives, Ed was teaching them in science class about macromolecules in food and how the body absorbs proteins and carbohydrates.\u003c/p>\n\u003cp>“When we were able to do that type of learning we realized it was really helpful, so we were interested in doing more things like that,” Amy said. They noticed that students who were often checked out in class paid more attention, bringing up things they’d learned in science during the English discussion, for example.\u003c/p>\n\u003cp>But the schedule and structure of traditional high school makes those types of collaborations difficult. Many teachers and administrators are overwhelmingly focused on test scores because of the consequences of poor performance. The type of inventive, cross-disciplinary teaching Amy and Ed wanted to do didn’t seem to fit into those priorities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>STARTING THE LABORATORY\u003c/strong>\u003c/p>\n\u003cp>Like so many teachers around the country, Amy and Ed started a side hustle, although rather than working for someone else in another field, they wanted the freedom to teach how they believed kids learn best. At \u003ca href=\"https://www.thelaboratorychi.org/\" target=\"_blank\" rel=\"noopener\">The Laboratory\u003c/a>, Amy and Ed used their unique strengths to develop a science camp based on the stories kids love. Their first creation immersed kids in the world of Harry Potter, weaving in science and engineering along the way.\u003c/p>\n\u003cfigure id=\"attachment_51556\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp1-e1530297826104.jpg\" alt=\"Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\" width=\"2000\" height=\"1188\">\u003cfigcaption class=\"wp-caption-text\">Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\u003cbr>They use math, calculating and measuring to make their own soap. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything we do, they feel like they’re immersed in the word,” Amy said. “We really try to make them feel like they’re a character in the book and then we use the science and math to support what they’re doing.”\u003c/p>\n\u003cp>On day one of camp, kids between the ages of 8 and 12 enter The Laboratory through a brick wall -- like wizarding students on their way to the Hogwarts train. They don wizarding robes, are sorted into houses, and spend the first day designing their wands and using circuits to make them light up. They even learn spells based in Latin.\u003c/p>\n\u003cp>“Our philosophy is that we’re trying to attract those who could really care less about science and chemistry, but they really love these books,” Kang said.\u003c/p>\n\u003cp>Students are often attracted to the camp for the immersive world and creative play, but stay for the science. As the week progresses they talk about genetics and try to breed their own \u003ca href=\"http://harrypotter.wikia.com/wiki/Pygmy_Puff\" target=\"_blank\" rel=\"noopener\">Pygmy Puffs\u003c/a>, like the Weasley twins. Or they are given engineering wizarding challenges to solve in teams, like to design a net to catch an array of Harry Potter creatures -- each a different size and with different magical abilities -- falling from an established height.\u003c/p>\n\u003cp>“They’re given these scenarios based on the world that they’re going to use engineering to problem-solve,” Amy said. While the two teachers prefer to let the kids tinker, they try to lay out some basic steps so the frustration point isn’t too high. This is supposed to be fun -- and educational -- after all.\u003c/p>\n\u003cp>“It took me a long time to embrace this way of teaching,” Ed said. “I’m starting to realize, especially when parents embraced it, that this is actually a great way of teaching.”\u003c/p>\n\u003cp>Even now, Ed has a tendency to put too much content into his demonstrations. But that’s where his wife provides a good balance, reminding him to let the story lead and to get students working with their hands sooner rather than later.\u003c/p>\n\u003cp>The pair started with Harry Potter camp and soon began expanding into Choose Your Own Zombie Apocalypse camp, \u003ca href=\"https://en.wikipedia.org/wiki/Percy_Jackson\" target=\"_blank\" rel=\"noopener\">Percy Jackson\u003c/a> camp and others. As demand grew, Ed decided to quit his teaching job and work on designing experiences for the camp full time. Amy still teaches high school, but finds The Laboratory work essential for her sanity.\u003c/p>\n\u003cfigure id=\"attachment_51558\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51558\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp2.jpg\" alt='During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design-thinking to create a better Viking boat, testing it out in racing challenges against other clans.' width=\"2000\" height=\"1187\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1020x605.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1200x712.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1180x700.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design thinking to create a better Viking boat, testing it out in racing challenges against other clans. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was getting very burnt out, but this has invigorated me and has helped me see again why I’m doing what I’m doing,” she said. She’s even trying to bring some of what works so well at The Laboratory back to her classroom.\u003c/p>\n\u003cp>Last year she worked with students who have special needs, co-teaching in a trigonometry class. She’s constantly trying to relate the material back to the real world and encourages students to rewrite the backstory of their “story problems” into something more interesting. It’s a small step, but she’s seeing it make a difference.\u003c/p>\n\u003cp>“We really do want to bring this into the classroom because most of the kids who come to our camp have the means to come to our camp,” Ed said. “You don’t really need to have a Ph.D. to have these lessons. It’s the idea of integrating science within your curriculum.”\u003c/p>\n\u003cp>In fact, using stories to get kids excited about everything from \u003ca href=\"https://www.kqed.org/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education\" target=\"_blank\" rel=\"noopener\">computer coding\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills\" target=\"_blank\" rel=\"noopener\">engineering\u003c/a> is gaining popularity with educators around the country. Amy and Ed hope some of that creativity will reach the disadvantaged kids Amy still teaches in Chicago.\u003c/p>\n\u003cp>\u003cstrong>SPREADING THIS IDEA TO CHICAGO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Some of The Laboratory’s best ambassadors to the schools are the kids and parents who have participated during spring, summer and winter breaks. Erica Smith’s son, Whitman, attended Harry Potter camp several summers ago and loved it.\u003c/p>\n\u003cfigure id=\"attachment_51559\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51559\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp4.jpg\" alt=\"Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, non-fiction of varying levels. Reading has become one of the most popular activities at this science camp.\" width=\"2000\" height=\"1188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1200x713.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-240x143.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, nonfiction of varying levels. Reading has become one of the most popular activities at this science camp. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He talked about it for weeks; he told all of his teachers about it,” Smith said. When he told his art teacher about the projects he’d done, she got excited, too, eventually writing a grant to integrate science, technology, engineering, art and math (STEAM) within the K-8 curriculum schoolwide. She then used some of the money to fund a field trip to The Laboratory for the whole class. Erica Smith went along as a parent chaperone and was impressed.\u003c/p>\n\u003cp>Ed Kang designed an experience tailored to the curriculum Whitman’s class was studying about the pilgrims. He explained to the students how the Mayflower wasn’t a well-designed ship and actually had to head back to port for repairs when it set off. He described some of the physics behind seaworthy boats, and tasked them with designing a better model, using only limited supplies.\u003c/p>\n\u003cp>“There were a lot of different iterations because it reinforced that STEAM/maker mindset that they’ve been learning at school about the evolution of your design,” Smith said.\u003c/p>\n\u003cp>Smith is a biochemist and is familiar with the traditional ways of teaching science because she lived it. She doesn’t think that model capitalizes on young students' natural curiosity and energy.\u003c/p>\n\u003cp>“I think the reality is that students remember experiences,” Smith said. “They retain what they learn through experience much better than what they retain through lecture and note taking.”\u003c/p>\n\u003cp>That’s been true for her son, Whitman, who acknowledges he likes science and does well in science classes, too. But even years after the Harry Potter camp, he remembers mixing chemicals to make dragon fire and using blow torches to make his own galleons (the money from Harry Potter).\u003c/p>\n\u003cp>“I think school’s learning system is pretty good, but I think if we incorporated more of that hands-on learning it would make it: a) more understandable, and b) we learn more,” Whitman said. He’s a kid with an active imagination and love for fantasy, as well as an interest in science, and he thought blending the two was a great idea.\u003c/p>\n\u003cp>Ed Kang hopes that as more educators focus on the \u003ca href=\"http://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a>, which emphasize the engineering, problem-solving and thinking skills embedded in the experiences he creates, that more teachers will want to partner with him. He’d love to help coach other teachers so that they can bring this teaching approach to kids from every socioeconomic background in school.\u003c/p>\n\u003cp>“It was really difficult for me to think about adding art, all this imagination, and literature into my lessons,” Kang admitted. “I never thought that should drive science.”\u003c/p>\n\u003cp>But he can’t deny that his passion for science wasn’t enough to interest the kids he worked with in traditional classrooms. They weren’t doing that much better, they still tuned him out, and no matter how interesting he thought his examples were, they didn’t. His experiences designing for The Laboratory have made him a convert to the power of storytelling to draw students into science. And he stresses that teachers can take small steps toward this kind of interdisciplinary learning.\u003c/p>\n\u003cp>“The science knowledge is not the most important part here,” Kang emphasizes to elementary school teachers who may not have his background. “We’re trying to get teachers to understand they don’t have to be ginormous experiments.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Many opportunities for interdisciplinary learning exist in elementary school classrooms that aren’t nearly as involved or elaborate as what The Laboratory does. Teachers just need a little more space and time, and a little less test score pressure, to tap into their inventive sides.\u003c/p>\n\n","blocks":[],"excerpt":"By exploring the science in stories kids love, these Chicago teachers are creating an interdisciplinary learning experience that's working with students. ","status":"publish","parent":0,"modified":1530858165,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1847},"headData":{"title":"Applying the Power of Stories to Excite Students About Science | KQED","description":"By exploring the science in stories kids love, these Chicago teachers are creating an interdisciplinary learning experience that's working with students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Applying the Power of Stories to Excite Students About Science","datePublished":"2018-07-06T06:21:03.000Z","dateModified":"2018-07-06T06:22:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51555 https://ww2.kqed.org/mindshift/?p=51555","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/05/applying-the-power-of-stories-to-excite-students-about-science/","disqusTitle":"Applying the Power of Stories to Excite Students About Science","path":"/mindshift/51555/applying-the-power-of-stories-to-excite-students-about-science","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ed Kang loved science growing up and ended up earning a Ph.D. in neuroscience. But he left academia to teach high school over 10 years ago, believing one of the reasons students at neighborhood schools (non-magnet) in Chicago dislike science is that they don’t have teachers who are passionate about the subject. While teaching at a high-poverty school on Chicago’s South Side, Kang met his future wife, Amy Schwartzbach-Kang, an English teacher. Amy grew up in a family full of scientists, but found the subject dull, rote and uninspiring.\u003c/p>\n\u003cp>“There’s so many cool things you can do [with science],” Amy said, “and I always wondered if you approached it differently, if someone like me would want to be involved.”\u003c/p>\n\u003cp>One year, Amy and Ed taught the same group of high school students and decided to experiment with an interdisciplinary unit. In her English class, Amy taught “Chew on This,” a book about fast food and its influence on kids. While the students discussed nutrition science and how it related to their lives, Ed was teaching them in science class about macromolecules in food and how the body absorbs proteins and carbohydrates.\u003c/p>\n\u003cp>“When we were able to do that type of learning we realized it was really helpful, so we were interested in doing more things like that,” Amy said. They noticed that students who were often checked out in class paid more attention, bringing up things they’d learned in science during the English discussion, for example.\u003c/p>\n\u003cp>But the schedule and structure of traditional high school makes those types of collaborations difficult. Many teachers and administrators are overwhelmingly focused on test scores because of the consequences of poor performance. The type of inventive, cross-disciplinary teaching Amy and Ed wanted to do didn’t seem to fit into those priorities.\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>STARTING THE LABORATORY\u003c/strong>\u003c/p>\n\u003cp>Like so many teachers around the country, Amy and Ed started a side hustle, although rather than working for someone else in another field, they wanted the freedom to teach how they believed kids learn best. At \u003ca href=\"https://www.thelaboratorychi.org/\" target=\"_blank\" rel=\"noopener\">The Laboratory\u003c/a>, Amy and Ed used their unique strengths to develop a science camp based on the stories kids love. Their first creation immersed kids in the world of Harry Potter, weaving in science and engineering along the way.\u003c/p>\n\u003cfigure id=\"attachment_51556\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp1-e1530297826104.jpg\" alt=\"Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\" width=\"2000\" height=\"1188\">\u003cfigcaption class=\"wp-caption-text\">Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\u003cbr>They use math, calculating and measuring to make their own soap. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything we do, they feel like they’re immersed in the word,” Amy said. “We really try to make them feel like they’re a character in the book and then we use the science and math to support what they’re doing.”\u003c/p>\n\u003cp>On day one of camp, kids between the ages of 8 and 12 enter The Laboratory through a brick wall -- like wizarding students on their way to the Hogwarts train. They don wizarding robes, are sorted into houses, and spend the first day designing their wands and using circuits to make them light up. They even learn spells based in Latin.\u003c/p>\n\u003cp>“Our philosophy is that we’re trying to attract those who could really care less about science and chemistry, but they really love these books,” Kang said.\u003c/p>\n\u003cp>Students are often attracted to the camp for the immersive world and creative play, but stay for the science. As the week progresses they talk about genetics and try to breed their own \u003ca href=\"http://harrypotter.wikia.com/wiki/Pygmy_Puff\" target=\"_blank\" rel=\"noopener\">Pygmy Puffs\u003c/a>, like the Weasley twins. Or they are given engineering wizarding challenges to solve in teams, like to design a net to catch an array of Harry Potter creatures -- each a different size and with different magical abilities -- falling from an established height.\u003c/p>\n\u003cp>“They’re given these scenarios based on the world that they’re going to use engineering to problem-solve,” Amy said. While the two teachers prefer to let the kids tinker, they try to lay out some basic steps so the frustration point isn’t too high. This is supposed to be fun -- and educational -- after all.\u003c/p>\n\u003cp>“It took me a long time to embrace this way of teaching,” Ed said. “I’m starting to realize, especially when parents embraced it, that this is actually a great way of teaching.”\u003c/p>\n\u003cp>Even now, Ed has a tendency to put too much content into his demonstrations. But that’s where his wife provides a good balance, reminding him to let the story lead and to get students working with their hands sooner rather than later.\u003c/p>\n\u003cp>The pair started with Harry Potter camp and soon began expanding into Choose Your Own Zombie Apocalypse camp, \u003ca href=\"https://en.wikipedia.org/wiki/Percy_Jackson\" target=\"_blank\" rel=\"noopener\">Percy Jackson\u003c/a> camp and others. As demand grew, Ed decided to quit his teaching job and work on designing experiences for the camp full time. Amy still teaches high school, but finds The Laboratory work essential for her sanity.\u003c/p>\n\u003cfigure id=\"attachment_51558\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51558\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp2.jpg\" alt='During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design-thinking to create a better Viking boat, testing it out in racing challenges against other clans.' width=\"2000\" height=\"1187\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1020x605.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1200x712.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1180x700.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design thinking to create a better Viking boat, testing it out in racing challenges against other clans. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was getting very burnt out, but this has invigorated me and has helped me see again why I’m doing what I’m doing,” she said. She’s even trying to bring some of what works so well at The Laboratory back to her classroom.\u003c/p>\n\u003cp>Last year she worked with students who have special needs, co-teaching in a trigonometry class. She’s constantly trying to relate the material back to the real world and encourages students to rewrite the backstory of their “story problems” into something more interesting. It’s a small step, but she’s seeing it make a difference.\u003c/p>\n\u003cp>“We really do want to bring this into the classroom because most of the kids who come to our camp have the means to come to our camp,” Ed said. “You don’t really need to have a Ph.D. to have these lessons. It’s the idea of integrating science within your curriculum.”\u003c/p>\n\u003cp>In fact, using stories to get kids excited about everything from \u003ca href=\"https://www.kqed.org/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education\" target=\"_blank\" rel=\"noopener\">computer coding\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills\" target=\"_blank\" rel=\"noopener\">engineering\u003c/a> is gaining popularity with educators around the country. Amy and Ed hope some of that creativity will reach the disadvantaged kids Amy still teaches in Chicago.\u003c/p>\n\u003cp>\u003cstrong>SPREADING THIS IDEA TO CHICAGO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Some of The Laboratory’s best ambassadors to the schools are the kids and parents who have participated during spring, summer and winter breaks. Erica Smith’s son, Whitman, attended Harry Potter camp several summers ago and loved it.\u003c/p>\n\u003cfigure id=\"attachment_51559\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51559\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp4.jpg\" alt=\"Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, non-fiction of varying levels. Reading has become one of the most popular activities at this science camp.\" width=\"2000\" height=\"1188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1200x713.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-240x143.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, nonfiction of varying levels. Reading has become one of the most popular activities at this science camp. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He talked about it for weeks; he told all of his teachers about it,” Smith said. When he told his art teacher about the projects he’d done, she got excited, too, eventually writing a grant to integrate science, technology, engineering, art and math (STEAM) within the K-8 curriculum schoolwide. She then used some of the money to fund a field trip to The Laboratory for the whole class. Erica Smith went along as a parent chaperone and was impressed.\u003c/p>\n\u003cp>Ed Kang designed an experience tailored to the curriculum Whitman’s class was studying about the pilgrims. He explained to the students how the Mayflower wasn’t a well-designed ship and actually had to head back to port for repairs when it set off. He described some of the physics behind seaworthy boats, and tasked them with designing a better model, using only limited supplies.\u003c/p>\n\u003cp>“There were a lot of different iterations because it reinforced that STEAM/maker mindset that they’ve been learning at school about the evolution of your design,” Smith said.\u003c/p>\n\u003cp>Smith is a biochemist and is familiar with the traditional ways of teaching science because she lived it. She doesn’t think that model capitalizes on young students' natural curiosity and energy.\u003c/p>\n\u003cp>“I think the reality is that students remember experiences,” Smith said. “They retain what they learn through experience much better than what they retain through lecture and note taking.”\u003c/p>\n\u003cp>That’s been true for her son, Whitman, who acknowledges he likes science and does well in science classes, too. But even years after the Harry Potter camp, he remembers mixing chemicals to make dragon fire and using blow torches to make his own galleons (the money from Harry Potter).\u003c/p>\n\u003cp>“I think school’s learning system is pretty good, but I think if we incorporated more of that hands-on learning it would make it: a) more understandable, and b) we learn more,” Whitman said. He’s a kid with an active imagination and love for fantasy, as well as an interest in science, and he thought blending the two was a great idea.\u003c/p>\n\u003cp>Ed Kang hopes that as more educators focus on the \u003ca href=\"http://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a>, which emphasize the engineering, problem-solving and thinking skills embedded in the experiences he creates, that more teachers will want to partner with him. He’d love to help coach other teachers so that they can bring this teaching approach to kids from every socioeconomic background in school.\u003c/p>\n\u003cp>“It was really difficult for me to think about adding art, all this imagination, and literature into my lessons,” Kang admitted. “I never thought that should drive science.”\u003c/p>\n\u003cp>But he can’t deny that his passion for science wasn’t enough to interest the kids he worked with in traditional classrooms. They weren’t doing that much better, they still tuned him out, and no matter how interesting he thought his examples were, they didn’t. His experiences designing for The Laboratory have made him a convert to the power of storytelling to draw students into science. And he stresses that teachers can take small steps toward this kind of interdisciplinary learning.\u003c/p>\n\u003cp>“The science knowledge is not the most important part here,” Kang emphasizes to elementary school teachers who may not have his background. “We’re trying to get teachers to understand they don’t have to be ginormous experiments.”\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>Many opportunities for interdisciplinary learning exist in elementary school classrooms that aren’t nearly as involved or elaborate as what The Laboratory does. Teachers just need a little more space and time, and a little less test score pressure, to tap into their inventive sides.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51555/applying-the-power-of-stories-to-excite-students-about-science","authors":["234"],"categories":["mindshift_20697"],"tags":["mindshift_20784","mindshift_1040","mindshift_21088","mindshift_20564","mindshift_20946","mindshift_20947","mindshift_391","mindshift_21083"],"featImg":"mindshift_51557","label":"mindshift"},"mindshift_48289":{"type":"posts","id":"mindshift_48289","meta":{"index":"posts_1591205157","site":"mindshift","id":"48289","score":null,"sort":[1503398938000]},"guestAuthors":[],"slug":"a-literacy-based-strategy-to-help-teachers-integrate-science-skills","title":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills","publishDate":1503398938,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=MHXGvv1sXkI\u003c/p>\n\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers using Novel Engineering find that students read more deeply and incorporate engineering concepts more easily when they identify problems in the stories they're reading.","status":"publish","parent":0,"modified":1503437787,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2111},"headData":{"title":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills | KQED","description":"Teachers using Novel Engineering find that students read more deeply and incorporate engineering concepts more easily when they identify problems in the stories they're reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills","datePublished":"2017-08-22T10:48:58.000Z","dateModified":"2017-08-22T21:36:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48289 https://ww2.kqed.org/mindshift/?p=48289","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/22/a-literacy-based-strategy-to-help-teachers-integrate-science-skills/","disqusTitle":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills","path":"/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\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>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/MHXGvv1sXkI'\n title='//www.youtube.com/embed/MHXGvv1sXkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\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>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21101","mindshift_20967","mindshift_20784","mindshift_1040","mindshift_444","mindshift_21127","mindshift_550","mindshift_551","mindshift_20947","mindshift_391"],"featImg":"mindshift_49037","label":"mindshift"},"mindshift_42886":{"type":"posts","id":"mindshift_42886","meta":{"index":"posts_1591205157","site":"mindshift","id":"42886","score":null,"sort":[1448352038000]},"guestAuthors":[],"slug":"what-a-school-district-designed-for-computational-thinking-looks-like","title":"What a School District Designed for Computational Thinking Looks Like","publishDate":1448352038,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>SOUTH FAYETTE, PA. — Diagrams of simple machines — a pulley, an inclined plane, a lever — appeared on the massive whiteboard of a school STEAM lab (STEM subjects plus Art) in South Fayette, a fast-growing suburb of Pittsburgh. Two dozen fifth graders, split into teams of four, busily sketched designs for “Rube Goldberg machines” that would turn on and off lights or feed the lab’s pet fish. No single child designed a complete machine. Instead, each team member spent a few minutes sketching out how one part — a marble run, say, or a Lego Robotics kicking foot — would operate within the machine. Then they switched papers and the next person added onto the design with another part.\u003c/p>\n\u003cp>There are two other STEAM labs in this school for third, fourth and fifth graders, which South Fayette opened in 2013. They’re in the center of each floor, with regular classrooms on either side, a layout that reflects a philosophy transforming the entire district. In the past five years, South Fayette has leveraged grant funding, new-school construction and creative scheduling to give nearly 3,000 kids, from kindergarten through 12th grade, dedicated spaces for hands-on projects — coding, 3-D printing, computer-aided design and robotics — as part of their regular curriculum. The STEAM labs, STEAM coordinators and technology education teachers are part of a district-wide embrace of “computational thinking.”\u003c/p>\n\u003cp>Computational thinking is intimately related to computer coding, which every kid in South Fayette starts learning in first grade. But they are not one and the same. At its core, computational thinking means breaking complex challenges into smaller questions that can be solved with a computer’s number crunching, data compiling and sorting capabilities. Proponents say it’s a problem-solving approach that works in any field, noting that computer modeling, big data and simulations are used in everything from textual analysis to medical research and environmental protection.\u003c/p>\n\u003cp>In the last few years, many schools and enterprising teachers have tried to infuse coding and computational thinking into a wide range of classes, including arts and humanities courses. What makes South Fayette unique is that computational thinking is now at the heart of everything they do — from students’ first day of kindergarten until they graduate from high school. Could it be a model for taking ed-tech full throttle?\u003c/p>\n\u003cp>South Fayette’s four schools all sit on a single campus overlooking a rolling green expanse of farmland that will soon be gobbled up by housing developments. The population in this region around Pittsburgh is surging, thanks to a thriving medical and technology economy and a natural gas-fracking boom. South Fayette’s high-performing schools make it attractive for newcomers with kids, and it’s among the fastest-growing districts in Pennsylvania.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The South Fayette school district’s transformation began on a rainy October afternoon in 2010 when Aileen Owens, the district’s newly hired director of technology and innovation, got a call from Frank Kruth, a middle school science teacher. Kruth ran an after-school STEAM club for girls, and the rain had dashed their hopes of launching rockets. He needed a plan B. So he asked Owens if she could swing by and teach the girls Scratch, a “block-based” computer programming language in which students program computers by stacking color-coded digital blocks of plain English commands rather than keying in the precise syntax of a text-based coding language such as Java.\u003c/p>\n\u003cp>“I went in, and the girls were so enamored with coding that they asked me back the next week,” Owens recalled. The girls quickly moved well beyond the tutorials and started experimenting and coding little animations related to topics they were studying in school.\u003c/p>\n\u003cp>The STEAM club success gave Owens and like-minded teachers such as Kruth, who is now the middle school STEAM coordinator, a model they would use to remake the entire district over the next five years. They started incubating coding, robotics and other computational project classes in after-school programs and summer clubs. Then they would show off the students’ projects and enthusiasm to teachers, who would soon ask for help incorporating the technology into their classes.\u003c/p>\n\u003cp>“We started being invited into classrooms,” said Owens. “We might go to a third-grade teacher or the middle school art teacher and say, ‘What do you think about using Scratch?’ Then we would go in and co-teach a class with them and help them fit it into their lesson plans.”\u003c/p>\n\u003cfigure id=\"attachment_42891\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42891\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-4.jpg\" alt=\"Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Owen’s first STEAM assistant, Melissa Unger, now teaches the elementary school STEAM lab, which is filled with bins of age-appropriate supplies—markers, clay, straws, motors, pipe cleaners, bottle caps, sensors, felt and wires. On multicolored posters, kids have translated lines of Scratch into English: “Start flag. Go forward five. Go right two. Wait two seconds. Spin around three times. Repeat.”\u003c/p>\n\u003cp>Classroom teachers take kids through Unger’s lab for one period, three days in a row, followed by six days off. To make a little extra room in the schedule, on lab days the teachers also dispense with the morning “seat time” of class announcements and discussion. And the STEAM projects mingle with their regular lesson plans. For instance, one class of second-graders recently learned how to use simple circuits to make a game in which the correct answer to a double-digit math problem would light up a little bulb.\u003c/p>\n\u003cp>“Last year, we did a digital storytelling project in here using stop-motion photography,” Unger said. “It was spring, and the kids were learning about the life cycle of a butterfly in their regular classroom. So the teachers took that technology piece out of here and back to their classrooms, where students created animations of the life cycle.”\u003c/p>\n\u003cp>In elementary school, students learn the foundations of computational thinking, such as collaborative problem-solving and trial and error. For example, Unger made sure the kids tested every circuit they made for their math game before moving on to the next one. If one didn’t work, they needed to figure out why and fix it. That required persistence and good communication with fellow students, two of the \u003ca href=\"http://www.chsvt.org/wdp/Habits_of_Mind.pdf\">“habits of mind”\u003c/a> prominently displayed and reinforced in South Fayette classrooms as critical supports for successful computational problem-solving.\u003c/p>\n\u003cp>It’s not just South Fayette’s students who must master this type of self-directed, collaborative, project-based learning. Classroom teachers admit that it took some time to adjust to the new focus.\u003c/p>\n\u003cp>“At first, it scared me to death,” said fourth-grade teacher Samantha Bozzer. “If you give them a challenge, and no hands shoot up with the answer, your first thought is, ‘I must be a terrible teacher.’ You have to get comfortable watching them struggle.”\u003c/p>\n\u003cp>In her third year at South Fayette, Bozzer said she’s still getting used to it: “There are times when they’re just looking at me like, ‘help!’ And I want to help. But when I tell them to turn to each other, use prior knowledge, explore and work through it, that’s when some of the best, deepest learning happens.”\u003c/p>\n\u003cfigure id=\"attachment_42889\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-2.jpg\" alt=\"Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \u003ccite>(Aileen Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Three new 3-D printers hummed quietly in Anthony Mannarino’s seventh-grade technology education class. A large display window allowed passersby in the hallway to watch the printer platforms pivot and gyrate as various student projects gradually took shape in orange plastic. Students have created everything from model planes to gears to more ergonomic handles for pots and pans, all designed on the computer and printed out here.\u003c/p>\n\u003cp>“Whatever you design, there’s a lot of math,” one student said. And there’s plenty of trial and error. “I printed a case for my phone, and the first time, it was a couple millimeters off,” the student explained. “So I had to fix it and print it again. You have to keep trying until you get the result that you want.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>An after-school club of middle school girls assembled and programmed these printers with grant-purchased kits from the Ohio-based education technology company INVENTORCloud. According to Owens, a couple of girls from that group let slip that they couldn’t wait for a printer malfunction so they could show off their technical chops and fix it.\u003c/p>\n\u003cp>Middle school in South Fayette starts the transition to specific technology skill courses, such as mobile app development. Also, a STEAM coordinator works with subject teachers to weave the technologies into their lesson plans. Students have made apps to help learn foreign languages. They have parlayed a science lesson on energy into the building of tiny, electrified, energy-efficient houses. They’ve used Scratch to animate their writings from English class and mixed music lessons with coding to build digital bands.\u003c/p>\n\u003cp>In Mannarino’s classroom, the 3-D printer hum was soon drowned out by the excited chatter of kids taking their seats at computer workstations.\u003c/p>\n\u003cp>“Ok guys, let’s settle down! Now, go ahead and open up App Inventor,” Mannarino called out, referring to another block-based coding language, developed at MIT for making mobile apps. The class was finishing a tutorial begun the day before: how to build a simple app in which a button with a cat picture meowed when tapped.\u003c/p>\n\u003cp>“I want to go over a few little things that I saw some people were having trouble with,” Mannarino said. He walked them through the steps for adding and subtracting components, such as sounds and buttons, and for changing the properties of those components. Within minutes, a chorus of meows filled the room.\u003c/p>\n\u003cp>The students’ next app project was a “magic 8 ball” that generated answers to questions when somebody shook the phone. The app used a sensor hardwired into smartphones called an accelerometer, which detects physical movement. It’s what triggers the display to shift from vertical to horizontal when a phone flips. After some initial instructions, Mannarino stepped away from his computer monitor’s projection at the front of the room, and his students set to work on the app.\u003c/p>\n\u003cp>“In every class, I have a few students who go above and beyond, and go home to teach themselves and create their own apps that they bring into to show me,” Mannarino said. He showed off a few student-created games on his tablet — one with a Pong-like bouncing ball and another in which a basket caught falling apples while avoiding falling bombs.\u003c/p>\n\u003cp>South Fayette teachers and administrators recruit such self-motivated students for more practical challenges in after-school and summer workshops. For instance, last year, Owen asked Parv Shrivastava, who was then in seventh grade and had taught himself Java and C++, to help a team of high school coders. The team was making an app that could use radio-frequency tags to keep track of students getting on or off school buses. This year, an after-school group is working on an app linked to moisture sensors in the school’s outdoor “Discovery Garden” that will send alerts when the plants need water.\u003c/p>\n\u003cp>In Mannarino’s next class, students used a Scratch-like code to program robots for a simulated search-and-rescue mission. The kids had three classes to get their robot through the floor plan of a building where the first room had a “fire” that the robot had to extinguish; the next room was cluttered with debris that the robot had to navigate; the third room had to be searched and signaled “all clear,” and the fourth room had a box of “explosives” that the robot needed to pick up and carry to a safe area.\u003c/p>\n\u003cp>“In the first class, I told them to break it down into four smaller codes, because if they try to program everything at once, there’s just going to be a ton of issues,” Mannarino explained.\u003c/p>\n\u003cfigure id=\"attachment_42888\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-1.jpg\" alt=\"Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Admittedly, South Fayette is a relatively affluent district. Only about 12 percent of its students are eligible for free or reduced-price lunch, according to district administrators, compared to the state average of 40 percent, and it has a higher median household income than 85 percent of Pennsylvania districts, according to the most recent Census data. Computing devices and broadband Internet are abundant both inside and outside of school.\u003c/p>\n\u003cp>Still, the district’s leaders insist that their model isn’t just for wealthy schools. Since 2013, South Fayette has partnered on grants with less-advantaged districts to help their schools upgrade devices and jumpstart their own STEAM labs and after-school technology pilots. The districts include the inner city Manchester Academic Charter School in Pittsburgh and nearby Fort Cherry, where farms still dominate the landscape. South Fayette has hosted students from these neighboring schools for coding and robotics workshops, and its STEAM coordinators have given the schools classroom support and professional development.\u003c/p>\n\u003cp>According to Fort Cherry’s curriculum director, Trisha Craig, before her district’s partnerships with South Fayette began, their technology programs “were sporadic” rather than aligned. “We had good technology initiatives here,” said Craig, “but we didn’t have the K-12 comprehensive program, and that’s what we really wanted.”\u003c/p>\n\u003cp>Back in South Fayette, they aren’t finished building. Plans for a major expansion of the high school include a “fab lab” filled with 3-D printers and other computer-guided fabrication machinery. Technology integration in the high school is similar to the middle school, but more advanced and more elective — students can take courses in technology entrepreneurship and human-centered design, as well as the usual Advanced Placement programming classes. Several of South Fayette’s high school students have printed up business cards declaring themselves “computational thinking consultants,” and they have competed and won a number of statewide and national STEM innovation challenges.\u003c/p>\n\u003cp>Last April, for example, a team of South Fayette high school coders presented their customizable flashcard application called MyEduDecks at an education technology workshop hosted by Microsoft in Seattle. Another South Fayette team won an award for engineering a new geriatric walker that deploys an extra stabilizer when helping someone get up from a chair and sounds an alarm when the walker is tipped beyond its center of gravity, among other features.\u003c/p>\n\u003cp>Asked if there are aspects of education in which computational thinking is extraneous, or if a school might risk losing something by focusing too much on computational learning, South Fayette superintendent Bille Rondinelli demurred.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We are not out to create an army of coders; we want to create students who will be successful in the world,” Rondinelli said. “It’s not that we’ve veered away from traditional education. But we’ve built in a research and development space with these labs and STEAM coordinators that allows us to change and adapt as the world changes.”\u003c/p>\n\u003caside class=\"article-quote new-pullquote is-double-quote\">\u003c/aside>\n\u003caside class=\"article-quote new-pullquote is-double-quote\">South Fayette’s assistant superintendent, Michael Loughead, noted that the district’s already impressive statewide assessment scores have increased in tandem with the computational-thinking initiatives. In 2015, South Fayette was number one in the \u003cem>Pittsburgh Business Times\u003c/em> annual rankings of western Pennsylvania school districts, completing a steady climb from number 15 in 2007. “Some districts feel that the only way to raise test scores is to focus on the test,” Loughead said. “But when we have engaged students who understand concepts deeply, we don’t need to sacrifice one thing for the other.”When pressed, a few high school students admitted to one or two classes in which technology or a computational project didn’t seem to add much value. But the dominant sentiment from interviews with these students was that they wished they’d gotten in on the ground floor of the district’s computational overhaul.In his elementary and middle school years, junior Nick Wilke, a member of the MyEduDecks team, considered coding to be “black magic.” His computer, he said, “was this magic box that I played games on. Actually making my own games for it seemed unattainable, really.”Indeed, the real value of South Fayette’s initiative will only be evident when today’s first-graders are high school seniors, said Brian Garlick, the high school industrial technology teacher. Last summer, Garlick agreed to lead a 3-D printing workshop for a group of fourth- through seventh-graders.\n\u003cp>“I’ve been a high school teacher my whole career, and I’ve had some pretty bright kids. But these kids are going to blow them away,” said Garlick. “They were able to do the sequential steps of designing something on the computer without even thinking. They are so in tune with the tools at their discretion. Coding and 3-D printing is all second nature to them. I’m in the 27th year of my career, and I’m excited. I want to hang on for another ten years just to see what these kids can do.”\u003c/p>\n\u003cp>\u003cem>This story was produced by\u003c/em> \u003ca href=\"http://www.hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. This story also appeared in Slate. Read more about\u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>Blended Learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003c/aside>\n\n","blocks":[],"excerpt":"Through computational thinking, schools are developing ways to apply problem solving principles to everyday learning. ","status":"publish","parent":0,"modified":1448352038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":3045},"headData":{"title":"What a School District Designed for Computational Thinking Looks Like | KQED","description":"Through computational thinking, schools are developing ways to apply problem solving principles to everyday learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What a School District Designed for Computational Thinking Looks Like","datePublished":"2015-11-24T08:00:38.000Z","dateModified":"2015-11-24T08:00:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42886 http://ww2.kqed.org/mindshift/?p=42886","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/24/what-a-school-district-designed-for-computational-thinking-looks-like/","disqusTitle":"What a School District Designed for Computational Thinking Looks Like","nprByline":"Chris Berdik, The Hechinger Report","path":"/mindshift/42886/what-a-school-district-designed-for-computational-thinking-looks-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>SOUTH FAYETTE, PA. — Diagrams of simple machines — a pulley, an inclined plane, a lever — appeared on the massive whiteboard of a school STEAM lab (STEM subjects plus Art) in South Fayette, a fast-growing suburb of Pittsburgh. Two dozen fifth graders, split into teams of four, busily sketched designs for “Rube Goldberg machines” that would turn on and off lights or feed the lab’s pet fish. No single child designed a complete machine. Instead, each team member spent a few minutes sketching out how one part — a marble run, say, or a Lego Robotics kicking foot — would operate within the machine. Then they switched papers and the next person added onto the design with another part.\u003c/p>\n\u003cp>There are two other STEAM labs in this school for third, fourth and fifth graders, which South Fayette opened in 2013. They’re in the center of each floor, with regular classrooms on either side, a layout that reflects a philosophy transforming the entire district. In the past five years, South Fayette has leveraged grant funding, new-school construction and creative scheduling to give nearly 3,000 kids, from kindergarten through 12th grade, dedicated spaces for hands-on projects — coding, 3-D printing, computer-aided design and robotics — as part of their regular curriculum. The STEAM labs, STEAM coordinators and technology education teachers are part of a district-wide embrace of “computational thinking.”\u003c/p>\n\u003cp>Computational thinking is intimately related to computer coding, which every kid in South Fayette starts learning in first grade. But they are not one and the same. At its core, computational thinking means breaking complex challenges into smaller questions that can be solved with a computer’s number crunching, data compiling and sorting capabilities. Proponents say it’s a problem-solving approach that works in any field, noting that computer modeling, big data and simulations are used in everything from textual analysis to medical research and environmental protection.\u003c/p>\n\u003cp>In the last few years, many schools and enterprising teachers have tried to infuse coding and computational thinking into a wide range of classes, including arts and humanities courses. What makes South Fayette unique is that computational thinking is now at the heart of everything they do — from students’ first day of kindergarten until they graduate from high school. Could it be a model for taking ed-tech full throttle?\u003c/p>\n\u003cp>South Fayette’s four schools all sit on a single campus overlooking a rolling green expanse of farmland that will soon be gobbled up by housing developments. The population in this region around Pittsburgh is surging, thanks to a thriving medical and technology economy and a natural gas-fracking boom. South Fayette’s high-performing schools make it attractive for newcomers with kids, and it’s among the fastest-growing districts in Pennsylvania.\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>The South Fayette school district’s transformation began on a rainy October afternoon in 2010 when Aileen Owens, the district’s newly hired director of technology and innovation, got a call from Frank Kruth, a middle school science teacher. Kruth ran an after-school STEAM club for girls, and the rain had dashed their hopes of launching rockets. He needed a plan B. So he asked Owens if she could swing by and teach the girls Scratch, a “block-based” computer programming language in which students program computers by stacking color-coded digital blocks of plain English commands rather than keying in the precise syntax of a text-based coding language such as Java.\u003c/p>\n\u003cp>“I went in, and the girls were so enamored with coding that they asked me back the next week,” Owens recalled. The girls quickly moved well beyond the tutorials and started experimenting and coding little animations related to topics they were studying in school.\u003c/p>\n\u003cp>The STEAM club success gave Owens and like-minded teachers such as Kruth, who is now the middle school STEAM coordinator, a model they would use to remake the entire district over the next five years. They started incubating coding, robotics and other computational project classes in after-school programs and summer clubs. Then they would show off the students’ projects and enthusiasm to teachers, who would soon ask for help incorporating the technology into their classes.\u003c/p>\n\u003cp>“We started being invited into classrooms,” said Owens. “We might go to a third-grade teacher or the middle school art teacher and say, ‘What do you think about using Scratch?’ Then we would go in and co-teach a class with them and help them fit it into their lesson plans.”\u003c/p>\n\u003cfigure id=\"attachment_42891\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42891\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-4.jpg\" alt=\"Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Owen’s first STEAM assistant, Melissa Unger, now teaches the elementary school STEAM lab, which is filled with bins of age-appropriate supplies—markers, clay, straws, motors, pipe cleaners, bottle caps, sensors, felt and wires. On multicolored posters, kids have translated lines of Scratch into English: “Start flag. Go forward five. Go right two. Wait two seconds. Spin around three times. Repeat.”\u003c/p>\n\u003cp>Classroom teachers take kids through Unger’s lab for one period, three days in a row, followed by six days off. To make a little extra room in the schedule, on lab days the teachers also dispense with the morning “seat time” of class announcements and discussion. And the STEAM projects mingle with their regular lesson plans. For instance, one class of second-graders recently learned how to use simple circuits to make a game in which the correct answer to a double-digit math problem would light up a little bulb.\u003c/p>\n\u003cp>“Last year, we did a digital storytelling project in here using stop-motion photography,” Unger said. “It was spring, and the kids were learning about the life cycle of a butterfly in their regular classroom. So the teachers took that technology piece out of here and back to their classrooms, where students created animations of the life cycle.”\u003c/p>\n\u003cp>In elementary school, students learn the foundations of computational thinking, such as collaborative problem-solving and trial and error. For example, Unger made sure the kids tested every circuit they made for their math game before moving on to the next one. If one didn’t work, they needed to figure out why and fix it. That required persistence and good communication with fellow students, two of the \u003ca href=\"http://www.chsvt.org/wdp/Habits_of_Mind.pdf\">“habits of mind”\u003c/a> prominently displayed and reinforced in South Fayette classrooms as critical supports for successful computational problem-solving.\u003c/p>\n\u003cp>It’s not just South Fayette’s students who must master this type of self-directed, collaborative, project-based learning. Classroom teachers admit that it took some time to adjust to the new focus.\u003c/p>\n\u003cp>“At first, it scared me to death,” said fourth-grade teacher Samantha Bozzer. “If you give them a challenge, and no hands shoot up with the answer, your first thought is, ‘I must be a terrible teacher.’ You have to get comfortable watching them struggle.”\u003c/p>\n\u003cp>In her third year at South Fayette, Bozzer said she’s still getting used to it: “There are times when they’re just looking at me like, ‘help!’ And I want to help. But when I tell them to turn to each other, use prior knowledge, explore and work through it, that’s when some of the best, deepest learning happens.”\u003c/p>\n\u003cfigure id=\"attachment_42889\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-2.jpg\" alt=\"Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \u003ccite>(Aileen Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Three new 3-D printers hummed quietly in Anthony Mannarino’s seventh-grade technology education class. A large display window allowed passersby in the hallway to watch the printer platforms pivot and gyrate as various student projects gradually took shape in orange plastic. Students have created everything from model planes to gears to more ergonomic handles for pots and pans, all designed on the computer and printed out here.\u003c/p>\n\u003cp>“Whatever you design, there’s a lot of math,” one student said. And there’s plenty of trial and error. “I printed a case for my phone, and the first time, it was a couple millimeters off,” the student explained. “So I had to fix it and print it again. You have to keep trying until you get the result that you want.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>An after-school club of middle school girls assembled and programmed these printers with grant-purchased kits from the Ohio-based education technology company INVENTORCloud. According to Owens, a couple of girls from that group let slip that they couldn’t wait for a printer malfunction so they could show off their technical chops and fix it.\u003c/p>\n\u003cp>Middle school in South Fayette starts the transition to specific technology skill courses, such as mobile app development. Also, a STEAM coordinator works with subject teachers to weave the technologies into their lesson plans. Students have made apps to help learn foreign languages. They have parlayed a science lesson on energy into the building of tiny, electrified, energy-efficient houses. They’ve used Scratch to animate their writings from English class and mixed music lessons with coding to build digital bands.\u003c/p>\n\u003cp>In Mannarino’s classroom, the 3-D printer hum was soon drowned out by the excited chatter of kids taking their seats at computer workstations.\u003c/p>\n\u003cp>“Ok guys, let’s settle down! Now, go ahead and open up App Inventor,” Mannarino called out, referring to another block-based coding language, developed at MIT for making mobile apps. The class was finishing a tutorial begun the day before: how to build a simple app in which a button with a cat picture meowed when tapped.\u003c/p>\n\u003cp>“I want to go over a few little things that I saw some people were having trouble with,” Mannarino said. He walked them through the steps for adding and subtracting components, such as sounds and buttons, and for changing the properties of those components. Within minutes, a chorus of meows filled the room.\u003c/p>\n\u003cp>The students’ next app project was a “magic 8 ball” that generated answers to questions when somebody shook the phone. The app used a sensor hardwired into smartphones called an accelerometer, which detects physical movement. It’s what triggers the display to shift from vertical to horizontal when a phone flips. After some initial instructions, Mannarino stepped away from his computer monitor’s projection at the front of the room, and his students set to work on the app.\u003c/p>\n\u003cp>“In every class, I have a few students who go above and beyond, and go home to teach themselves and create their own apps that they bring into to show me,” Mannarino said. He showed off a few student-created games on his tablet — one with a Pong-like bouncing ball and another in which a basket caught falling apples while avoiding falling bombs.\u003c/p>\n\u003cp>South Fayette teachers and administrators recruit such self-motivated students for more practical challenges in after-school and summer workshops. For instance, last year, Owen asked Parv Shrivastava, who was then in seventh grade and had taught himself Java and C++, to help a team of high school coders. The team was making an app that could use radio-frequency tags to keep track of students getting on or off school buses. This year, an after-school group is working on an app linked to moisture sensors in the school’s outdoor “Discovery Garden” that will send alerts when the plants need water.\u003c/p>\n\u003cp>In Mannarino’s next class, students used a Scratch-like code to program robots for a simulated search-and-rescue mission. The kids had three classes to get their robot through the floor plan of a building where the first room had a “fire” that the robot had to extinguish; the next room was cluttered with debris that the robot had to navigate; the third room had to be searched and signaled “all clear,” and the fourth room had a box of “explosives” that the robot needed to pick up and carry to a safe area.\u003c/p>\n\u003cp>“In the first class, I told them to break it down into four smaller codes, because if they try to program everything at once, there’s just going to be a ton of issues,” Mannarino explained.\u003c/p>\n\u003cfigure id=\"attachment_42888\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-1.jpg\" alt=\"Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Admittedly, South Fayette is a relatively affluent district. Only about 12 percent of its students are eligible for free or reduced-price lunch, according to district administrators, compared to the state average of 40 percent, and it has a higher median household income than 85 percent of Pennsylvania districts, according to the most recent Census data. Computing devices and broadband Internet are abundant both inside and outside of school.\u003c/p>\n\u003cp>Still, the district’s leaders insist that their model isn’t just for wealthy schools. Since 2013, South Fayette has partnered on grants with less-advantaged districts to help their schools upgrade devices and jumpstart their own STEAM labs and after-school technology pilots. The districts include the inner city Manchester Academic Charter School in Pittsburgh and nearby Fort Cherry, where farms still dominate the landscape. South Fayette has hosted students from these neighboring schools for coding and robotics workshops, and its STEAM coordinators have given the schools classroom support and professional development.\u003c/p>\n\u003cp>According to Fort Cherry’s curriculum director, Trisha Craig, before her district’s partnerships with South Fayette began, their technology programs “were sporadic” rather than aligned. “We had good technology initiatives here,” said Craig, “but we didn’t have the K-12 comprehensive program, and that’s what we really wanted.”\u003c/p>\n\u003cp>Back in South Fayette, they aren’t finished building. Plans for a major expansion of the high school include a “fab lab” filled with 3-D printers and other computer-guided fabrication machinery. Technology integration in the high school is similar to the middle school, but more advanced and more elective — students can take courses in technology entrepreneurship and human-centered design, as well as the usual Advanced Placement programming classes. Several of South Fayette’s high school students have printed up business cards declaring themselves “computational thinking consultants,” and they have competed and won a number of statewide and national STEM innovation challenges.\u003c/p>\n\u003cp>Last April, for example, a team of South Fayette high school coders presented their customizable flashcard application called MyEduDecks at an education technology workshop hosted by Microsoft in Seattle. Another South Fayette team won an award for engineering a new geriatric walker that deploys an extra stabilizer when helping someone get up from a chair and sounds an alarm when the walker is tipped beyond its center of gravity, among other features.\u003c/p>\n\u003cp>Asked if there are aspects of education in which computational thinking is extraneous, or if a school might risk losing something by focusing too much on computational learning, South Fayette superintendent Bille Rondinelli demurred.\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>“We are not out to create an army of coders; we want to create students who will be successful in the world,” Rondinelli said. “It’s not that we’ve veered away from traditional education. But we’ve built in a research and development space with these labs and STEAM coordinators that allows us to change and adapt as the world changes.”\u003c/p>\n\u003caside class=\"article-quote new-pullquote is-double-quote\">\u003c/aside>\n\u003caside class=\"article-quote new-pullquote is-double-quote\">South Fayette’s assistant superintendent, Michael Loughead, noted that the district’s already impressive statewide assessment scores have increased in tandem with the computational-thinking initiatives. In 2015, South Fayette was number one in the \u003cem>Pittsburgh Business Times\u003c/em> annual rankings of western Pennsylvania school districts, completing a steady climb from number 15 in 2007. “Some districts feel that the only way to raise test scores is to focus on the test,” Loughead said. “But when we have engaged students who understand concepts deeply, we don’t need to sacrifice one thing for the other.”When pressed, a few high school students admitted to one or two classes in which technology or a computational project didn’t seem to add much value. But the dominant sentiment from interviews with these students was that they wished they’d gotten in on the ground floor of the district’s computational overhaul.In his elementary and middle school years, junior Nick Wilke, a member of the MyEduDecks team, considered coding to be “black magic.” His computer, he said, “was this magic box that I played games on. Actually making my own games for it seemed unattainable, really.”Indeed, the real value of South Fayette’s initiative will only be evident when today’s first-graders are high school seniors, said Brian Garlick, the high school industrial technology teacher. Last summer, Garlick agreed to lead a 3-D printing workshop for a group of fourth- through seventh-graders.\n\u003cp>“I’ve been a high school teacher my whole career, and I’ve had some pretty bright kids. But these kids are going to blow them away,” said Garlick. “They were able to do the sequential steps of designing something on the computer without even thinking. They are so in tune with the tools at their discretion. Coding and 3-D printing is all second nature to them. I’m in the 27th year of my career, and I’m excited. I want to hang on for another ten years just to see what these kids can do.”\u003c/p>\n\u003cp>\u003cem>This story was produced by\u003c/em> \u003ca href=\"http://www.hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. This story also appeared in Slate. Read more about\u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>Blended Learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003c/aside>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42886/what-a-school-district-designed-for-computational-thinking-looks-like","authors":["byline_mindshift_42886"],"categories":["mindshift_20546"],"tags":["mindshift_20948","mindshift_20730","mindshift_20784","mindshift_1040","mindshift_256","mindshift_20947"],"featImg":"mindshift_42890","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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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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