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You can follow him on Twitter:\u003ca href=\"https://twitter.com/PaulDarvasi\"> @pauldarvasi\u003c/a>","avatar":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twitter":"pauldarvasi","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Paul Darvasi | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/pauldarvasi"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61246":{"type":"posts","id":"mindshift_61246","meta":{"index":"posts_1591205157","site":"mindshift","id":"61246","score":null,"sort":[1680516001000]},"guestAuthors":[],"slug":"students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes","title":"Students want to learn about personal finance…and hear about adults’ money mistakes","publishDate":1680516001,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With a year of working at In-N-Out Burger under her belt, high school senior Sarah Wiley would say she makes good money. But when she first started working, she wasn’t sure what to do with her paycheck. She had a feeling that it wasn’t a good idea to spend it all at once, but otherwise she was stumped. “I was like ‘How do I invest this money? And how do I make sure I’m saving enough?’” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when planning her senior schedule, she looked to her school’s personal finance class for guidance. It was the second year the course was offered at San Marcos High School in southern California. “I thought that it would be a class that would give me some great life skills for the future,” she said early in the semester. “I've already learned so much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students are more likely to \u003c/span>\u003ca href=\"https://www.finrafoundation.org/sites/finrafoundation/files/Financial-Education-Matters-Testing-Effectiveness-Financial-Education_1.pdf\">\u003cspan style=\"font-weight: 400\">budget, save and manage their credit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after they take a financial literacy class. Yet just under half of states require a personal finance course as a graduation requirement, and only one in four students have access to such classes. Newly offered personal finance classes at two schools in San Marcos Unified School District (SMUSD) have attracted students who want to understand their part-time job paychecks, get student loans for college or make an informed decision to get a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An investment in personal finance for teens\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.thesanmarcospromise.org/\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">San Marcos Promise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a local nonprofit, brought the idea of adding personal finance to SMUSD’s curriculum nearly three years ago. Before that, they offered after-school college and career workshops that spanned topics related to personal finance, including advice on how to buy a first car and how to build credit. Because the workshops about money were always well-attended, the nonprofit organization approached Jeff Montooth, a social science teacher at SMUSD’s Mission Hill High School, to see if he’d be interested in teaching personal finance as an elective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the board approved the course, hundreds of Mission Hill students signed up. “We had to turn kids away. I went from thinking I was going to teach one section of it to it being what I teach full time now,” Montooth said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following year, Tara Razi, a history teacher from SMUSD’s San Marcos High School, decided to start a personal finance class at her school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Teachers’ personal experiences make learning memorable \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth and Razi use curriculum from \u003c/span>\u003ca href=\"https://www.ngpf.org/\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit organization that provides professional development and resources to educators who are teaching personal finance for the first time, and they add their touches to the structured units. The personal finance classes at SMUSD span the whole school year and cover career readiness basics like how to write professional emails and crafting resumes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the class starts focusing on money, Montooth uses personal stories to help concepts stick in students’ memories. \u003c/span>\u003cspan style=\"font-weight: 400\">For students, talking about money can be uncomfortable, especially when they come from a range of socioeconomic statuses. At Mission Hills, almost a third of students receive free and reduced lunch. Early in the school year, Montooth shares about his financial past, including bad financial choices he’s made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm able to share with them my mistakes,” said Montooth, who confessed during his lesson about compound interest that he didn’t start saving for retirement until his thirties. He took out a calculator and showed students how much money he would have made if he started earlier. “By being open with them from the very beginning, I think it sets the tone of letting them know that it's OK that somebody doesn't have all the right answers,” he said. “Everybody's going to leave this room knowing more about how to manage their finances in the future.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Josh Lazo, a senior at Mission Hills, remembers when Montooth talked about his struggle to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57399/5-things-every-family-should-know-about-paying-for-college\">\u003cspan style=\"font-weight: 400\">pay for college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Comparing his story to where he is now and the kind of person he is, it is pretty fascinating to see,” Lazo said. Hearing about his teacher’s setbacks helped him understand how everyone has a different financial journey and how he can avoid making the same errors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some stories Montooth tells are educational, and some are just entertaining. “If you happen to be a family member or a friend of mine, you're probably going to be brought up in my class,” he said. For instance, when his class finished a unit about student loans, he told a story about a friend from college whose car broke down mid-year. He took his student loan money and bet it all on a football game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their feeling was that if they won, they would be able to both buy a car and pay for school,” says Montooth. “They did not win.” While the average student is unlikely to make the same mistake, he said the outrageous story helps them feel more comfortable asking questions because it shows that money mishaps can look all types of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Marcos High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> personal finance teacher Tara Razi\u003c/span>\u003cspan style=\"font-weight: 400\"> tells her students about how she grew up in Orange County, where it was common to go into serious debt to keep up the appearance of being well off. During the 2008 recession, right after she graduated high school, her family’s home was foreclosed on, which pushed her to become more financially literate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students, she explains the difference between savings and checking accounts and what it means to have good credit. “It’s not just credit cards, but auto loans, student loans and mortgages that go into managing their credit,” said Razi, who has no problem using her own financial records as examples in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the first things she told us was her credit score,” recalled Razi’s student Sarah Wiley. “She talks about her mortgage on her house and how expensive things really are.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class project, students have to research different credit cards and consider the different interest rates, annual fees, cashback, benefits, and late payment fees. “She literally brought her wallet into class and showed us her different credit cards,” said senior Samantha Miller-Coughran. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student wants to get a credit card to start building credit they can get a permission slip signed by their parents and schedule time to sit down with Razi to set it up. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use hands-on activities and learning won’t be taxing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth expects students to be excited about learning how to get their first credit card, but he was surprised to see that students also take a liking to filing taxes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you're 16 or 17-years-old, you've always heard about taxes being this terrible burden,” said Montooth. “And it's funny because it is one of the lessons that they really get into.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students learn to file state and federal taxes, they can use fake documents or pay stubs from their part time jobs. Students get excited when they see how much money they got in the tax return. It’s almost like a game to them, said Montooth, because students will often compare how much money they got in their tax return. “Those kids aren't going to be scared the first time they have to do their taxes,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At both high schools, students learn to budget their money during a project where they have to plan as if they are financially independent and working a job that doesn’t require a college degree. They have to find an apartment with roommates that is close to where they're going to be working as well as get copies of grocery receipts and utility bills from their parents to use in their budgeting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the budgeting unit, Razi brings in several name-brand products and their generic equivalents from the grocery store. Students blind sample the products and see if they can guess which one is which. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The average is four,” said Razi. “It shows that you don't have to get the name brand version of everything.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>For parents and their teens, money can be a “conversation starter”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when financial literacy is being taught at school, the lessons should start at home, said Razi. “A lot of parents try to keep their kids out of financial decisions, but you're doing them a disservice by throwing them into it as soon as they get out of college.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may feel reluctant to burden their kids with financial discussions, but they don’t have to delve into stressful specifics, such as family debt. Instilling financial literacy can be as simple as having your teen watch you to pay the bills and tag along to the grocery store.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Have them sit with you and see what goes into the expenses and the value of a dollar at home,” Razi suggested. She noted that parents who are recent immigrants, do not speak English as their first language, or are just uncertain about financial literacy also can learn a lot from their kids.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth has had parents tell him that talking about finances with their teens has strengthened their relationship and led to fruitful discussions. \u003c/span>\u003cspan style=\"font-weight: 400\">He hopes more of those discussions will happen both in families and in schools. “One of the messages that I would really like to get out is that you don't need to be afraid of trying to begin personal finance at your high school,” said Montooth. “It's engaging and it's important.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"As school districts offer financial literacy classes for highschoolers, teachers are finding that storytelling and hands-on activities make lessons pop off the page.","status":"publish","parent":0,"modified":1680540659,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1688},"headData":{"title":"Students want to learn about personal finance…and hear about adults’ money mistakes | KQED","description":"With climbing student loans and rising debt, school districts around the nation are seeing value in high school financial literacy classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With a year of working at In-N-Out Burger under her belt, high school senior Sarah Wiley would say she makes good money. But when she first started working, she wasn’t sure what to do with her paycheck. She had a feeling that it wasn’t a good idea to spend it all at once, but otherwise she was stumped. “I was like ‘How do I invest this money? And how do I make sure I’m saving enough?’” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when planning her senior schedule, she looked to her school’s personal finance class for guidance. It was the second year the course was offered at San Marcos High School in southern California. “I thought that it would be a class that would give me some great life skills for the future,” she said early in the semester. “I've already learned so much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students are more likely to \u003c/span>\u003ca href=\"https://www.finrafoundation.org/sites/finrafoundation/files/Financial-Education-Matters-Testing-Effectiveness-Financial-Education_1.pdf\">\u003cspan style=\"font-weight: 400\">budget, save and manage their credit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after they take a financial literacy class. Yet just under half of states require a personal finance course as a graduation requirement, and only one in four students have access to such classes. Newly offered personal finance classes at two schools in San Marcos Unified School District (SMUSD) have attracted students who want to understand their part-time job paychecks, get student loans for college or make an informed decision to get a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>An investment in personal finance for teens\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.thesanmarcospromise.org/\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">San Marcos Promise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a local nonprofit, brought the idea of adding personal finance to SMUSD’s curriculum nearly three years ago. Before that, they offered after-school college and career workshops that spanned topics related to personal finance, including advice on how to buy a first car and how to build credit. Because the workshops about money were always well-attended, the nonprofit organization approached Jeff Montooth, a social science teacher at SMUSD’s Mission Hill High School, to see if he’d be interested in teaching personal finance as an elective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the board approved the course, hundreds of Mission Hill students signed up. “We had to turn kids away. I went from thinking I was going to teach one section of it to it being what I teach full time now,” Montooth said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following year, Tara Razi, a history teacher from SMUSD’s San Marcos High School, decided to start a personal finance class at her school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Teachers’ personal experiences make learning memorable \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth and Razi use curriculum from \u003c/span>\u003ca href=\"https://www.ngpf.org/\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit organization that provides professional development and resources to educators who are teaching personal finance for the first time, and they add their touches to the structured units. The personal finance classes at SMUSD span the whole school year and cover career readiness basics like how to write professional emails and crafting resumes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the class starts focusing on money, Montooth uses personal stories to help concepts stick in students’ memories. \u003c/span>\u003cspan style=\"font-weight: 400\">For students, talking about money can be uncomfortable, especially when they come from a range of socioeconomic statuses. At Mission Hills, almost a third of students receive free and reduced lunch. Early in the school year, Montooth shares about his financial past, including bad financial choices he’s made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm able to share with them my mistakes,” said Montooth, who confessed during his lesson about compound interest that he didn’t start saving for retirement until his thirties. He took out a calculator and showed students how much money he would have made if he started earlier. “By being open with them from the very beginning, I think it sets the tone of letting them know that it's OK that somebody doesn't have all the right answers,” he said. “Everybody's going to leave this room knowing more about how to manage their finances in the future.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Josh Lazo, a senior at Mission Hills, remembers when Montooth talked about his struggle to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57399/5-things-every-family-should-know-about-paying-for-college\">\u003cspan style=\"font-weight: 400\">pay for college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Comparing his story to where he is now and the kind of person he is, it is pretty fascinating to see,” Lazo said. Hearing about his teacher’s setbacks helped him understand how everyone has a different financial journey and how he can avoid making the same errors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some stories Montooth tells are educational, and some are just entertaining. “If you happen to be a family member or a friend of mine, you're probably going to be brought up in my class,” he said. For instance, when his class finished a unit about student loans, he told a story about a friend from college whose car broke down mid-year. He took his student loan money and bet it all on a football game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their feeling was that if they won, they would be able to both buy a car and pay for school,” says Montooth. “They did not win.” While the average student is unlikely to make the same mistake, he said the outrageous story helps them feel more comfortable asking questions because it shows that money mishaps can look all types of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At San Marcos High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> personal finance teacher Tara Razi\u003c/span>\u003cspan style=\"font-weight: 400\"> tells her students about how she grew up in Orange County, where it was common to go into serious debt to keep up the appearance of being well off. During the 2008 recession, right after she graduated high school, her family’s home was foreclosed on, which pushed her to become more financially literate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students, she explains the difference between savings and checking accounts and what it means to have good credit. “It’s not just credit cards, but auto loans, student loans and mortgages that go into managing their credit,” said Razi, who has no problem using her own financial records as examples in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the first things she told us was her credit score,” recalled Razi’s student Sarah Wiley. “She talks about her mortgage on her house and how expensive things really are.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class project, students have to research different credit cards and consider the different interest rates, annual fees, cashback, benefits, and late payment fees. “She literally brought her wallet into class and showed us her different credit cards,” said senior Samantha Miller-Coughran. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student wants to get a credit card to start building credit they can get a permission slip signed by their parents and schedule time to sit down with Razi to set it up. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use hands-on activities and learning won’t be taxing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montooth expects students to be excited about learning how to get their first credit card, but he was surprised to see that students also take a liking to filing taxes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you're 16 or 17-years-old, you've always heard about taxes being this terrible burden,” said Montooth. “And it's funny because it is one of the lessons that they really get into.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students learn to file state and federal taxes, they can use fake documents or pay stubs from their part time jobs. Students get excited when they see how much money they got in the tax return. It’s almost like a game to them, said Montooth, because students will often compare how much money they got in their tax return. “Those kids aren't going to be scared the first time they have to do their taxes,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At both high schools, students learn to budget their money during a project where they have to plan as if they are financially independent and working a job that doesn’t require a college degree. They have to find an apartment with roommates that is close to where they're going to be working as well as get copies of grocery receipts and utility bills from their parents to use in their budgeting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the budgeting unit, Razi brings in several name-brand products and their generic equivalents from the grocery store. Students blind sample the products and see if they can guess which one is which. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The average is four,” said Razi. “It shows that you don't have to get the name brand version of everything.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>For parents and their teens, money can be a “conversation starter”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when financial literacy is being taught at school, the lessons should start at home, said Razi. “A lot of parents try to keep their kids out of financial decisions, but you're doing them a disservice by throwing them into it as soon as they get out of college.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may feel reluctant to burden their kids with financial discussions, but they don’t have to delve into stressful specifics, such as family debt. Instilling financial literacy can be as simple as having your teen watch you to pay the bills and tag along to the grocery store.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Have them sit with you and see what goes into the expenses and the value of a dollar at home,” Razi suggested. She noted that parents who are recent immigrants, do not speak English as their first language, or are just uncertain about financial literacy also can learn a lot from their kids.\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\">Montooth has had parents tell him that talking about finances with their teens has strengthened their relationship and led to fruitful discussions. \u003c/span>\u003cspan style=\"font-weight: 400\">He hopes more of those discussions will happen both in families and in schools. “One of the messages that I would really like to get out is that you don't need to be afraid of trying to begin personal finance at your high school,” said Montooth. “It's engaging and it's important.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes","authors":["11721"],"categories":["mindshift_21385","mindshift_193"],"tags":["mindshift_21250","mindshift_21306","mindshift_1024","mindshift_742","mindshift_20797","mindshift_21166"],"featImg":"mindshift_61248","label":"mindshift"},"mindshift_60793":{"type":"posts","id":"mindshift_60793","meta":{"index":"posts_1591205157","site":"mindshift","id":"60793","score":null,"sort":[1673834452000]},"guestAuthors":[],"slug":"gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum","title":"Gholdy Muhammad wants teachers to see the world as curriculum","publishDate":1673834452,"format":"audio","headTitle":"Gholdy Muhammad wants teachers to see the world as curriculum | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>TM ® & © Scholastic Inc. All rights reserved. \u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/unearthing-joy-9781338856606.html\">Unearthing Joy\u003c/a> © 2023 by Gholdy Muhammad. Published by Scholastic Inc.\u003c/em>\u003c/p>\n\u003cp>Defining the world as curriculum means we must move about and navigate the world, and see it as full of opportunities for teaching and learning. Often, I ask teachers to take a walk across any landscape and describe what they see. \u003cem>How can the people, places, lands, objects, animals, and things around them become ideas for teaching and learning?\u003c/em> For example, if you were to see a beautiful historic tree with striking buttress roots pushing up from the ground and interweaving with the soil and the trunk, what ideas for teaching and learning might come to mind?\u003c/p>\n\u003cp>I ask teachers and other developers of curriculum:\u003c/p>\n\u003cul>\n\u003cli>What music and other sounds, paintings, and other visuals, digital creations, and so on do you see and feel? (Art)\u003c/li>\n\u003cli>What language, writing, and metaphors do you see and feel? (English Language Arts)\u003c/li>\n\u003cli>What examples of fitness and wellness do you see and feel? (Health and Physical Education)\u003c/li>\n\u003cli>What representations of numbers, quantities, and space do you see and feel? (Mathematics)\u003c/li>\n\u003cli>What branches of knowledge and discovery do you see and feel? (Science)\u003c/li>\n\u003cli>What histories and contemporary realities do you see and feel? (Social Studies)\u003c/li>\n\u003c/ul>\n\u003cp>Their responses become ideas to bring into the classroom. My goal is to cultivate curriculum fluency among teachers, meaning the ability to look at anything around them quickly and develop curriculum from it. Just as I want children to develop reading fluency, I want teachers to develop curriculum fluency to come up with ideas expeditiously and with excellence.\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Stories and Storytelling\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as stories and storytelling relates to the worthwhile narratives of humanity. Reading, telling, and listening to diverse stories are key to learning in school. We must ask whose stories have been told and taught (and from whose perspectives) and whose stories have not. Stories have a special quality of helping children to (re)member. They can be both real and imagined, and joy is connected to both types. As a reading specialist, I often give diagnostic assessments and find that students typically score higher on comprehension measures when they read narrative passages or texts, compared to informational passages or texts. That may be partly due to the power of stories to linger in our short-term and long-term memories. Stories provide a context for and connection to human lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I define curriculum as stories and storytelling because of their richness. I am not just referring to traditional literary themes and elements, such as characterization and plot, but the nuances, reflections, meanings, life lessons, and life connections to stories. Curriculum as stories and storytelling helps us to apply skills and standards to daily life. Importantly, artists across time have been creating and teaching through stories. For example, in Stevie Wonder’s 1976 album, Songs in the Key of Life, each track tells a story. When I listen to it, I wonder, \u003cem>What would curriculum in the key of life look and feel like for a child and teacher?\u003c/em>\u003c/p>\n\u003cp>The reason educational leaders police curriculum and create policies around anti-Blackness and anti-critical race theory is because they seek to control stories in the hearts and minds of children. Consequently, as they grow older, those children are likely to teach the same false, incomplete, or harmful narratives to their children. In this way, curriculum is generational. I wonder how those leaders must feel about themselves restraining complete, justice-centered stories in schools. I ask teachers and curriculum developers, \u003cem>Which stories do schools consider worthwhile? What criteria were used to select those stories? How do the stories we teach elevate students’ HILL (histories, identities, literacies, and liberation)?\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Legacy and Legacy Building\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as legacy and legacy building means that what we teach and how we teach it must leave an imprint on the lives of our students. It should feel special and enduring. Such curriculum should encourage and enable students to feel, and act toward improving the self and the world. What is being taught and learned should be significant, meaningful, and unique to our communities. Curriculum as legacy and legacy building should leave a stamp on our culture—and lead to a record of our times. Every time I develop a lesson, unit plan, or learning experience, I try to build in the legacies of the ancestors—this is what the five pursuits enable. I ask teachers and curriculum developers: \u003cem>What legacies do you wish to create? What do you want to be known for? What imprints and trajectories do you want to make?\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8894116453&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These ways of (re)defining and (re)conceptualizing curriculum are dynamic and push boundaries of imaginings of who our students can become. Curriculum must not only connect to the world, but must also disrupt hurt, harm, and pain in the world. So, it’s important to ask yourself, does my current curriculum:\u003c/p>\n\u003cul>\n\u003cli>implicitly or explicitly contribute to others’ hurt, harm, or pain?\u003c/li>\n\u003cli>silence others’ hurt, harm, or pain?\u003c/li>\n\u003cli>actively disrupt others’ hurt, harm, or pain, and bring joy?\u003c/li>\n\u003c/ul>\n\u003cp>We must question curriculum and the great impact it can have. Of course, curriculum should always connect to justice, equity, anti-racism, and other anti-oppressions, and the ultimate goal of curriculum should be joy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60795 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg\" alt=\"\" width=\"121\" height=\"177\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-160x234.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-768x1125.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1.jpg 932w\" sizes=\"(max-width: 121px) 100vw, 121px\">\u003ca href=\"https://twitter.com/GholdyM\">Dr. Gholdy Muhammad\u003c/a> is an Associate Professor of Literacy, Language & Culture at the University of Illinois at Chicago. Her scholarship has appeared in leading educational journals and books. Dr. Muhammad was named among the \u003ca href=\"https://www.edweek.org/policy-politics/opinion-the-2022-rhsu-edu-scholar-public-influence-rankings/2022/01\">top 2022 education scholars of public influence\u003c/a> in Education Week’s “Rick Hess Straight Up” blog rankings. She is the author of the best-selling book, \u003ca href=\"https://protect-us.mimecast.com/s/c4ouCrkYKnfD6wvmI7FOK5?domain=shop.scholastic.com\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/a> (Scholastic).\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Dr.Gholdy Muhammad shows how joy, which is rooted in the cultural and historical realities of Black students, can enhance our efforts to cultivate identity, skills, intellect and criticality for ALL students.","status":"publish","parent":0,"modified":1681825587,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":971},"headData":{"title":"Gholdy Muhammad wants teachers to see the world as curriculum | KQED","description":"In her sequel to Cultivating Genius, Dr. Gholdy Muhammad adds a fifth pursuit to her groundbreaking framework: joy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8894116453.mp3?updated=1681783243","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>TM ® & © Scholastic Inc. All rights reserved. \u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/unearthing-joy-9781338856606.html\">Unearthing Joy\u003c/a> © 2023 by Gholdy Muhammad. Published by Scholastic Inc.\u003c/em>\u003c/p>\n\u003cp>Defining the world as curriculum means we must move about and navigate the world, and see it as full of opportunities for teaching and learning. Often, I ask teachers to take a walk across any landscape and describe what they see. \u003cem>How can the people, places, lands, objects, animals, and things around them become ideas for teaching and learning?\u003c/em> For example, if you were to see a beautiful historic tree with striking buttress roots pushing up from the ground and interweaving with the soil and the trunk, what ideas for teaching and learning might come to mind?\u003c/p>\n\u003cp>I ask teachers and other developers of curriculum:\u003c/p>\n\u003cul>\n\u003cli>What music and other sounds, paintings, and other visuals, digital creations, and so on do you see and feel? (Art)\u003c/li>\n\u003cli>What language, writing, and metaphors do you see and feel? (English Language Arts)\u003c/li>\n\u003cli>What examples of fitness and wellness do you see and feel? (Health and Physical Education)\u003c/li>\n\u003cli>What representations of numbers, quantities, and space do you see and feel? (Mathematics)\u003c/li>\n\u003cli>What branches of knowledge and discovery do you see and feel? (Science)\u003c/li>\n\u003cli>What histories and contemporary realities do you see and feel? (Social Studies)\u003c/li>\n\u003c/ul>\n\u003cp>Their responses become ideas to bring into the classroom. My goal is to cultivate curriculum fluency among teachers, meaning the ability to look at anything around them quickly and develop curriculum from it. Just as I want children to develop reading fluency, I want teachers to develop curriculum fluency to come up with ideas expeditiously and with excellence.\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Stories and Storytelling\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as stories and storytelling relates to the worthwhile narratives of humanity. Reading, telling, and listening to diverse stories are key to learning in school. We must ask whose stories have been told and taught (and from whose perspectives) and whose stories have not. Stories have a special quality of helping children to (re)member. They can be both real and imagined, and joy is connected to both types. As a reading specialist, I often give diagnostic assessments and find that students typically score higher on comprehension measures when they read narrative passages or texts, compared to informational passages or texts. That may be partly due to the power of stories to linger in our short-term and long-term memories. Stories provide a context for and connection to human lives.\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>I define curriculum as stories and storytelling because of their richness. I am not just referring to traditional literary themes and elements, such as characterization and plot, but the nuances, reflections, meanings, life lessons, and life connections to stories. Curriculum as stories and storytelling helps us to apply skills and standards to daily life. Importantly, artists across time have been creating and teaching through stories. For example, in Stevie Wonder’s 1976 album, Songs in the Key of Life, each track tells a story. When I listen to it, I wonder, \u003cem>What would curriculum in the key of life look and feel like for a child and teacher?\u003c/em>\u003c/p>\n\u003cp>The reason educational leaders police curriculum and create policies around anti-Blackness and anti-critical race theory is because they seek to control stories in the hearts and minds of children. Consequently, as they grow older, those children are likely to teach the same false, incomplete, or harmful narratives to their children. In this way, curriculum is generational. I wonder how those leaders must feel about themselves restraining complete, justice-centered stories in schools. I ask teachers and curriculum developers, \u003cem>Which stories do schools consider worthwhile? What criteria were used to select those stories? How do the stories we teach elevate students’ HILL (histories, identities, literacies, and liberation)?\u003c/em>\u003c/p>\n\u003ch2>\u003cstrong>Curriculum as Legacy and Legacy Building\u003c/strong>\u003c/h2>\n\u003cp>Curriculum defined as legacy and legacy building means that what we teach and how we teach it must leave an imprint on the lives of our students. It should feel special and enduring. Such curriculum should encourage and enable students to feel, and act toward improving the self and the world. What is being taught and learned should be significant, meaningful, and unique to our communities. Curriculum as legacy and legacy building should leave a stamp on our culture—and lead to a record of our times. Every time I develop a lesson, unit plan, or learning experience, I try to build in the legacies of the ancestors—this is what the five pursuits enable. I ask teachers and curriculum developers: \u003cem>What legacies do you wish to create? What do you want to be known for? What imprints and trajectories do you want to make?\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8894116453&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These ways of (re)defining and (re)conceptualizing curriculum are dynamic and push boundaries of imaginings of who our students can become. Curriculum must not only connect to the world, but must also disrupt hurt, harm, and pain in the world. So, it’s important to ask yourself, does my current curriculum:\u003c/p>\n\u003cul>\n\u003cli>implicitly or explicitly contribute to others’ hurt, harm, or pain?\u003c/li>\n\u003cli>silence others’ hurt, harm, or pain?\u003c/li>\n\u003cli>actively disrupt others’ hurt, harm, or pain, and bring joy?\u003c/li>\n\u003c/ul>\n\u003cp>We must question curriculum and the great impact it can have. Of course, curriculum should always connect to justice, equity, anti-racism, and other anti-oppressions, and the ultimate goal of curriculum should be joy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60795 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg\" alt=\"\" width=\"121\" height=\"177\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-800x1172.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-160x234.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1-768x1125.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Headshot-Oct34-1.jpg 932w\" sizes=\"(max-width: 121px) 100vw, 121px\">\u003ca href=\"https://twitter.com/GholdyM\">Dr. Gholdy Muhammad\u003c/a> is an Associate Professor of Literacy, Language & Culture at the University of Illinois at Chicago. Her scholarship has appeared in leading educational journals and books. Dr. Muhammad was named among the \u003ca href=\"https://www.edweek.org/policy-politics/opinion-the-2022-rhsu-edu-scholar-public-influence-rankings/2022/01\">top 2022 education scholars of public influence\u003c/a> in Education Week’s “Rick Hess Straight Up” blog rankings. She is the author of the best-selling book, \u003ca href=\"https://protect-us.mimecast.com/s/c4ouCrkYKnfD6wvmI7FOK5?domain=shop.scholastic.com\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/a> (Scholastic).\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum","authors":["4354"],"categories":["mindshift_21491","mindshift_193"],"tags":["mindshift_21250","mindshift_21403","mindshift_20610","mindshift_20646","mindshift_21597","mindshift_21401","mindshift_21324","mindshift_21166"],"featImg":"mindshift_60799","label":"mindshift"},"mindshift_58638":{"type":"posts","id":"mindshift_58638","meta":{"index":"posts_1591205157","site":"mindshift","id":"58638","score":null,"sort":[1635227031000]},"guestAuthors":[],"slug":"listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","title":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students","publishDate":1635227031,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When the podcast Ear Hustle first launched in 2017, Nigel Poor and Earlonne Woods explored the largely invisible stories inside San Quentin State Prison. While the word “prison” might make one think of felonies, violence and hardened criminals, any listener could clearly hear that the heart of the podcast is about humanity, early life choices and confronting mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\">their first episode “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is about seeking a person to safely share one's limited space. Other episodes cover topics like parents working through challenging conditions to be \u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">present in their children's lives\u003c/a> and\u003c/span>\u003cspan style=\"font-weight: 400\"> nurturers who care for \u003ca href=\"https://www.earhustlesq.com/episodes/2017/7/12/looking-out\">unusual pets in a medium security facility\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Podcast fans also got to hear incarcerated people reflect on what their lives were like growing up long before they ended up in San Quentin, including stories about their relationships with family and community members. Listeners, including teachers, heard this connection and reached out to Ear Hustle’s creators to share. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We got a lot of letters from teachers and their students talking about what they learned from the episode,” said Woods. He met Poor, a visual artist and educator, while serving a 31-years-to-life sentence at San Quentin. He served \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/22/670313799/earlonne-woods-co-host-of-ear-hustle-podcast-gets-prison-sentence-commuted\">\u003cspan style=\"font-weight: 400\">21 years before having his sentence commuted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the governor in 2018. Educators were drawn to using Ear Hustle episodes as springboards for multimodal activities in their classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And now there is\u003c/span>\u003ca href=\"https://sites.prh.com/thisisearhustle\">\u003cspan style=\"font-weight: 400\"> “This is Ear Hustle: Unflinching Stories of Everyday Prison Life,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> their new book about uncovering and amplifying stories about prison life and how they came together to co-host the first ever podcast produced within a prison. They also write about their experiences in school, how it shaped their lives and how it informs what they do today. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was one of [those] kids that learned to read way later,” said Woods. “I was the class clown to avoid being in the situations of reading, being in the situations of math, so I would just act out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Poor writes about how she had dyslexia and undiagnosed learning disabilities that made school difficult even though she was naturally curious. “I've carried that with me. That idea of being told that I wasn't smart, that I couldn't do things, that I was bothersome because teachers had to explain things to me over and over again,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a podcast that is already rich with activities for young learners, “This is Ear Hustle” provides more accounts from incarcerated and formerly incarcerated people that students can explore in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How podcasts build writing skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benjamin Bush, a Kentucky-based high school English teacher, started using Ear Hustle in his class because he was looking for a new way to engage his students. “The biggest problem that I think that it addresses is apathy. Getting someone to just start working on something is the hardest,” said Bush. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle drew in his learners because it allowed them to listen to voices other than his. They could hear from a wide range of people featured on the podcast and relate to their experiences. “We got to know the backgrounds of their lives and the things that they had struggled with through poverty and trauma, which affects a lot of our kids,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After each episode, Bush’s students did a related writing assignment. “It allowed me to reimagine what a text is in a classroom and how multimedia exists in a classroom in the same way that a novel or a play would.” For example,\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\"> “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examines the size of a typical prison cell (Woods’ was five feet by ten feet at San Quentin) and how to negotiate the space with a cellmate. “We all have roommates at some point in our lives,” writes Woods in his book. “We also wanted the subject to be something that everybody could relate to—whether they were in prison or in society.” In class, Bush and his students used rulers to measure out the size of a cell and did creative writing about what it would feel like to inhabit the limited space with another person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For another assignment, Bush brought in additional articles about solitary confinement, sentencing guidelines and parole rules for students to fuel their classroom conversations about prison systems. Later, students could choose to write a persuasive argument piece about one of the issues they talked about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After listening to\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/8/09/catch-a-kite\">\u003cspan style=\"font-weight: 400\"> “Catch a Kite,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an episode about receiving letters, students had the opportunity to write a letter to someone in the podcast. In one letter, a student talks about how he identifies with how his letter recipient needed to commit crimes to support his family. Another student wrote about how \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">\u003cspan style=\"font-weight: 400\">“Thick Glass,” Ear Hustle’s episode about parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped her understand dynamics within her own family. “Her father had been in and out of prison,” Bush said. “She wrote in her letter that Ear Hustle allowed her to envision her father as a good father. She was able to see him as redeemable in a way that maybe she hadn't before.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Little Jaylen's beautiful letter. Hear his letter at the end of our most recent episode \"Thick Glass\": \u003ca href=\"https://t.co/uecEBskphM\">https://t.co/uecEBskphM\u003c/a> \u003ca href=\"https://t.co/IZVr1rPSS7\">pic.twitter.com/IZVr1rPSS7\u003c/a>\u003c/p>\n\u003cp>— Ear Hustle Podcast (@earhustlesq) \u003ca href=\"https://twitter.com/earhustlesq/status/991359292174413824?ref_src=twsrc%5Etfw\">May 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connection and a sense of not being alone in hard situations are key feelings that Woods hopes to leave with young people who listen to Ear Hustle’s stories. \u003c/span>\u003cspan style=\"font-weight: 400\">He also thinks these connections help young people become better learners.\u003c/span>\u003cspan style=\"font-weight: 400\"> “You can benefit from someone's story,” he said. “You can have a different insight on something that will help you navigate through your life.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kinetic learning and listening\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle co-host Nigel Poor has brought the podcast into her photography classes at California State University, Sacramento, saying its focus on storytelling primes students to slow down and build important skills in observing. “I use it to talk about storytelling and compassionate listening and building empathy, which I think are tools anybody needs no matter what they're studying.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=By0d5G4yRzM\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her class, Ear Hustle is the basis of a kinetic learning experience to help students pay attention to other invisible stories. She’ll tell students to go for a walk outside and find something discarded on the ground that draws their attention. Picking up abandoned bits and pieces is part of Poor’s art practice, and when she first started volunteering at San Quentin, she would collect things from the prison’s parking lot. In the book, she describes the lot as her “hunting ground.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, she’ll invite students to bring back their found object and share a story they’ve created about it. “It sounds weird at first, but it gets people to connect with their creativity and the associations that they make with objects and experiences. And that's, to me, where stories start.” She’ll then move into playing clips from Ear Hustle and discussing what people hear in them and how she and Earlonne put episodes together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's so much [emphasis] put on the end result,” said Poor about education. “Listening and thinking is actually a valid activity. So I like to talk about that, and I like to talk about ways to pull stories out of people and give people the confidence to talk about themselves.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using hands-on learning to understand systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielle Devencenzi, assistant principal at St. Ignatius College Prep high school in San Francisco, begins her criminal justice class by looking at major legislation that shaped the U.S. justice system such as California's Three Strikes Sentencing Law, the 1994 Crime Bill and landmark US Supreme Court cases. “Twelve years ago, I started to take my students to San Quentin to really understand the social justice issues facing our prison system in California, specifically mass incarceration,” she said.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MsDevencenzi/status/961419775250350080\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing firsthand from incarcerated people and seeing the environment adds more depth to the books and articles they discuss as part of the class, according to Devencenzi. “I'm a firm believer that if you don't really see what's happening and really talk to the people who are impacted by our systems, then you can't really be an informed agent of change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devencenzi gives each of her students a notebook that they’ll use to write down their reactions, observations and notes from conversations with the people they meet on their tour of the prison. In a debrief, after visiting the prison, Devencenzi has students circle up their desks to share one thing from their notebook while she takes notes that she’ll later send to San Quentin. “They always talk about the humanity of the guys and how brave they are to tell their story in front of a bunch of complete strangers,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Ear Hustle first came out, her class was able to see the recording studio and meet some of the people featured in the episodes during their visits to San Quentin. “The podcast just became humanized when they met Curtis,” said Devencenzi about connecting with Curtis Roberts, who shared his story in “\u003ca href=\"https://www.earhustlesq.com/episodes/2017/9/27/left-behind\">Left Behind\u003c/a>.” Like Woods, Roberts had his sentence commuted in 2018. “It was just a month later when Curtis actually came to my classroom and visited my students again after they had met him in the prison yard,\" said Devencenzi. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Curtis Roberts who served a 29 year prison sentence comes to \u003ca href=\"https://twitter.com/StIgnatius?ref_src=twsrc%5Etfw\">@StIgnatius\u003c/a> to speak with criminal justice students who just visited San Quentin. Check out his \u003ca href=\"https://twitter.com/earhustlesq?ref_src=twsrc%5Etfw\">@earhustlesq\u003c/a> episode called Left Behind \u003ca href=\"https://t.co/MkNenCgs0Z\">pic.twitter.com/MkNenCgs0Z\u003c/a>\u003c/p>\n\u003cp>— Danielle Devencenzi (@MsDevencenzi) \u003ca href=\"https://twitter.com/MsDevencenzi/status/1201586814026428418?ref_src=twsrc%5Etfw\">December 2, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a culminating project, students in Devencenzi’s criminal justice class create a podcast based on in-depth interviews. Students explore their communities looking for trends and topics that – like their favorite episodes of Ear Hustle – require a little digging to uncover. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woods and Poor have dreams of creating an entire Ear Hustle curriculum that includes the expanded stories and deeper dives from “This is Ear Hustle.” At Woods’ request, Poor stands up to show that she’s wearing a black one-piece jumpsuit as part of her work for an episode \u003c/span>\u003ca href=\"https://www.earhustlesq.com/challenge\">\u003cspan style=\"font-weight: 400\">about a 30-day Ear Hustle challenge. \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">“We're asking listeners to come on this journey with us where we are eating the food that's eaten in prison during the same time and wearing three select outfits,” said Poor. “Not because we think we can replicate life in prison, but as a way to just build awareness and empathy about some of the things you give up when you go to prison.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They think the Ear Hustle challenge, which draws on themes surfaced in the “Prison 101” chapter from “This is Ear Hustle” and an episode from season two called “The Workaround,” would be a worthwhile activity for high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While stories from behind prison walls may seem to be an unlikely place to find education materials, Ear Hustle shows that there are several entry points into learning where storytelling is concerned. “There's learning through reading. There's learning through experiencing. People who don't necessarily think they're educators actually can be educators,” said Poor. “I would love for that to be a lesson of 'This is Ear Hustle': that voices really matter and that there's surprising stories everywhere that are worthy of being heard.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Many rich multimodal learning activities have come from using Ear Hustle, a podcast created by Earlonne Woods and Nigel Poor, in the classroom. Now, teachers can use their new book This is Ear Hustle to further unlock the power of storytelling.","status":"publish","parent":0,"modified":1664479644,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2075},"headData":{"title":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students - MindShift","description":"Many rich multimodal learning activities have come from using Ear Hustle, a podcast created by Earlonne Woods and Nigel Poor, in the classroom. Now, teachers can use their new book This is Ear Hustle to further unlock the power of storytelling.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58638 https://ww2.kqed.org/mindshift/?p=58638","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/25/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students/","disqusTitle":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students","excludeFromSiteSearch":"Include","path":"/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When the podcast Ear Hustle first launched in 2017, Nigel Poor and Earlonne Woods explored the largely invisible stories inside San Quentin State Prison. While the word “prison” might make one think of felonies, violence and hardened criminals, any listener could clearly hear that the heart of the podcast is about humanity, early life choices and confronting mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\">their first episode “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is about seeking a person to safely share one's limited space. Other episodes cover topics like parents working through challenging conditions to be \u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">present in their children's lives\u003c/a> and\u003c/span>\u003cspan style=\"font-weight: 400\"> nurturers who care for \u003ca href=\"https://www.earhustlesq.com/episodes/2017/7/12/looking-out\">unusual pets in a medium security facility\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Podcast fans also got to hear incarcerated people reflect on what their lives were like growing up long before they ended up in San Quentin, including stories about their relationships with family and community members. Listeners, including teachers, heard this connection and reached out to Ear Hustle’s creators to share. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We got a lot of letters from teachers and their students talking about what they learned from the episode,” said Woods. He met Poor, a visual artist and educator, while serving a 31-years-to-life sentence at San Quentin. He served \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/22/670313799/earlonne-woods-co-host-of-ear-hustle-podcast-gets-prison-sentence-commuted\">\u003cspan style=\"font-weight: 400\">21 years before having his sentence commuted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the governor in 2018. Educators were drawn to using Ear Hustle episodes as springboards for multimodal activities in their classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And now there is\u003c/span>\u003ca href=\"https://sites.prh.com/thisisearhustle\">\u003cspan style=\"font-weight: 400\"> “This is Ear Hustle: Unflinching Stories of Everyday Prison Life,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> their new book about uncovering and amplifying stories about prison life and how they came together to co-host the first ever podcast produced within a prison. They also write about their experiences in school, how it shaped their lives and how it informs what they do today. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was one of [those] kids that learned to read way later,” said Woods. “I was the class clown to avoid being in the situations of reading, being in the situations of math, so I would just act out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Poor writes about how she had dyslexia and undiagnosed learning disabilities that made school difficult even though she was naturally curious. “I've carried that with me. That idea of being told that I wasn't smart, that I couldn't do things, that I was bothersome because teachers had to explain things to me over and over again,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a podcast that is already rich with activities for young learners, “This is Ear Hustle” provides more accounts from incarcerated and formerly incarcerated people that students can explore in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How podcasts build writing skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benjamin Bush, a Kentucky-based high school English teacher, started using Ear Hustle in his class because he was looking for a new way to engage his students. “The biggest problem that I think that it addresses is apathy. Getting someone to just start working on something is the hardest,” said Bush. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle drew in his learners because it allowed them to listen to voices other than his. They could hear from a wide range of people featured on the podcast and relate to their experiences. “We got to know the backgrounds of their lives and the things that they had struggled with through poverty and trauma, which affects a lot of our kids,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After each episode, Bush’s students did a related writing assignment. “It allowed me to reimagine what a text is in a classroom and how multimedia exists in a classroom in the same way that a novel or a play would.” For example,\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\"> “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examines the size of a typical prison cell (Woods’ was five feet by ten feet at San Quentin) and how to negotiate the space with a cellmate. “We all have roommates at some point in our lives,” writes Woods in his book. “We also wanted the subject to be something that everybody could relate to—whether they were in prison or in society.” In class, Bush and his students used rulers to measure out the size of a cell and did creative writing about what it would feel like to inhabit the limited space with another person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For another assignment, Bush brought in additional articles about solitary confinement, sentencing guidelines and parole rules for students to fuel their classroom conversations about prison systems. Later, students could choose to write a persuasive argument piece about one of the issues they talked about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After listening to\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/8/09/catch-a-kite\">\u003cspan style=\"font-weight: 400\"> “Catch a Kite,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an episode about receiving letters, students had the opportunity to write a letter to someone in the podcast. In one letter, a student talks about how he identifies with how his letter recipient needed to commit crimes to support his family. Another student wrote about how \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">\u003cspan style=\"font-weight: 400\">“Thick Glass,” Ear Hustle’s episode about parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped her understand dynamics within her own family. “Her father had been in and out of prison,” Bush said. “She wrote in her letter that Ear Hustle allowed her to envision her father as a good father. She was able to see him as redeemable in a way that maybe she hadn't before.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Little Jaylen's beautiful letter. Hear his letter at the end of our most recent episode \"Thick Glass\": \u003ca href=\"https://t.co/uecEBskphM\">https://t.co/uecEBskphM\u003c/a> \u003ca href=\"https://t.co/IZVr1rPSS7\">pic.twitter.com/IZVr1rPSS7\u003c/a>\u003c/p>\n\u003cp>— Ear Hustle Podcast (@earhustlesq) \u003ca href=\"https://twitter.com/earhustlesq/status/991359292174413824?ref_src=twsrc%5Etfw\">May 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connection and a sense of not being alone in hard situations are key feelings that Woods hopes to leave with young people who listen to Ear Hustle’s stories. \u003c/span>\u003cspan style=\"font-weight: 400\">He also thinks these connections help young people become better learners.\u003c/span>\u003cspan style=\"font-weight: 400\"> “You can benefit from someone's story,” he said. “You can have a different insight on something that will help you navigate through your life.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kinetic learning and listening\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle co-host Nigel Poor has brought the podcast into her photography classes at California State University, Sacramento, saying its focus on storytelling primes students to slow down and build important skills in observing. “I use it to talk about storytelling and compassionate listening and building empathy, which I think are tools anybody needs no matter what they're studying.”\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/By0d5G4yRzM'\n title='//www.youtube.com/embed/By0d5G4yRzM'\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 her class, Ear Hustle is the basis of a kinetic learning experience to help students pay attention to other invisible stories. She’ll tell students to go for a walk outside and find something discarded on the ground that draws their attention. Picking up abandoned bits and pieces is part of Poor’s art practice, and when she first started volunteering at San Quentin, she would collect things from the prison’s parking lot. In the book, she describes the lot as her “hunting ground.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, she’ll invite students to bring back their found object and share a story they’ve created about it. “It sounds weird at first, but it gets people to connect with their creativity and the associations that they make with objects and experiences. And that's, to me, where stories start.” She’ll then move into playing clips from Ear Hustle and discussing what people hear in them and how she and Earlonne put episodes together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's so much [emphasis] put on the end result,” said Poor about education. “Listening and thinking is actually a valid activity. So I like to talk about that, and I like to talk about ways to pull stories out of people and give people the confidence to talk about themselves.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using hands-on learning to understand systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielle Devencenzi, assistant principal at St. Ignatius College Prep high school in San Francisco, begins her criminal justice class by looking at major legislation that shaped the U.S. justice system such as California's Three Strikes Sentencing Law, the 1994 Crime Bill and landmark US Supreme Court cases. “Twelve years ago, I started to take my students to San Quentin to really understand the social justice issues facing our prison system in California, specifically mass incarceration,” she said.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"961419775250350080"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing firsthand from incarcerated people and seeing the environment adds more depth to the books and articles they discuss as part of the class, according to Devencenzi. “I'm a firm believer that if you don't really see what's happening and really talk to the people who are impacted by our systems, then you can't really be an informed agent of change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devencenzi gives each of her students a notebook that they’ll use to write down their reactions, observations and notes from conversations with the people they meet on their tour of the prison. In a debrief, after visiting the prison, Devencenzi has students circle up their desks to share one thing from their notebook while she takes notes that she’ll later send to San Quentin. “They always talk about the humanity of the guys and how brave they are to tell their story in front of a bunch of complete strangers,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Ear Hustle first came out, her class was able to see the recording studio and meet some of the people featured in the episodes during their visits to San Quentin. “The podcast just became humanized when they met Curtis,” said Devencenzi about connecting with Curtis Roberts, who shared his story in “\u003ca href=\"https://www.earhustlesq.com/episodes/2017/9/27/left-behind\">Left Behind\u003c/a>.” Like Woods, Roberts had his sentence commuted in 2018. “It was just a month later when Curtis actually came to my classroom and visited my students again after they had met him in the prison yard,\" said Devencenzi. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Curtis Roberts who served a 29 year prison sentence comes to \u003ca href=\"https://twitter.com/StIgnatius?ref_src=twsrc%5Etfw\">@StIgnatius\u003c/a> to speak with criminal justice students who just visited San Quentin. Check out his \u003ca href=\"https://twitter.com/earhustlesq?ref_src=twsrc%5Etfw\">@earhustlesq\u003c/a> episode called Left Behind \u003ca href=\"https://t.co/MkNenCgs0Z\">pic.twitter.com/MkNenCgs0Z\u003c/a>\u003c/p>\n\u003cp>— Danielle Devencenzi (@MsDevencenzi) \u003ca href=\"https://twitter.com/MsDevencenzi/status/1201586814026428418?ref_src=twsrc%5Etfw\">December 2, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a culminating project, students in Devencenzi’s criminal justice class create a podcast based on in-depth interviews. Students explore their communities looking for trends and topics that – like their favorite episodes of Ear Hustle – require a little digging to uncover. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woods and Poor have dreams of creating an entire Ear Hustle curriculum that includes the expanded stories and deeper dives from “This is Ear Hustle.” At Woods’ request, Poor stands up to show that she’s wearing a black one-piece jumpsuit as part of her work for an episode \u003c/span>\u003ca href=\"https://www.earhustlesq.com/challenge\">\u003cspan style=\"font-weight: 400\">about a 30-day Ear Hustle challenge. \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">“We're asking listeners to come on this journey with us where we are eating the food that's eaten in prison during the same time and wearing three select outfits,” said Poor. “Not because we think we can replicate life in prison, but as a way to just build awareness and empathy about some of the things you give up when you go to prison.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They think the Ear Hustle challenge, which draws on themes surfaced in the “Prison 101” chapter from “This is Ear Hustle” and an episode from season two called “The Workaround,” would be a worthwhile activity for high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While stories from behind prison walls may seem to be an unlikely place to find education materials, Ear Hustle shows that there are several entry points into learning where storytelling is concerned. “There's learning through reading. There's learning through experiencing. People who don't necessarily think they're educators actually can be educators,” said Poor. “I would love for that to be a lesson of 'This is Ear Hustle': that voices really matter and that there's surprising stories everywhere that are worthy of being heard.”\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>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","authors":["11721"],"categories":["mindshift_21445"],"tags":["mindshift_20699","mindshift_20821","mindshift_243","mindshift_74","mindshift_20839","mindshift_21166","mindshift_851"],"featImg":"mindshift_58639","label":"mindshift"},"mindshift_53553":{"type":"posts","id":"mindshift_53553","meta":{"index":"posts_1591205157","site":"mindshift","id":"53553","score":null,"sort":[1580976895000]},"guestAuthors":[],"slug":"five-best-practices-teachers-can-learn-from-dungeon-masters","title":"Five Best Practices Teachers Can Learn from Dungeon Masters","publishDate":1580976895,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>“Being a good teacher is exactly like being a good Dungeon Master, but with far more pressure,” said Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his high school students. As a preservice teacher he was struck by how much lesson planning felt like preparing for a \u003cem>D&D\u003c/em> campaign and, ever since, he’s plotted his classes with a Dungeon Master’s cunning.\u003c/p>\n\u003cp>The Dungeon Master (DM) is the popular role-playing game’s chief storyteller and referee. A DM designs and administers the medieval fantasy world where a party of player-adventurers quest for loot and glory. It’s a big job: they plan and narrate the story, enforce rules, settle disputes, draft floor plans and accommodate players’ whims. Like teachers, DMs aim to guide, challenge and engage.\u003c/p>\n\u003cp>This series has looked at how \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games (RPGs) have been used for learning. Be it in classrooms or afterschool clubs, \u003cem>D&D\u003c/em> has been used to\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\"> support literacy\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">s\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">ocial emotional development\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">interdisciplinary studies\u003c/a> and to inspire teachers to structure their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes as games\u003c/a>. In all of these cases, teachers and professors channeled their inner Dungeon Master to reimagine how learning takes place in their classes and schools.\u003c/p>\n\u003cp>But what, specifically, are the Dungeon Master skills that can lead to fruitful implementations in education?\u003c/p>\n\u003cp>What follows are five DM practices that are compatible with teaching and learning objectives. Their application, whether with games or otherwise, can help make classes more fun, challenging, socially cohesive, personalized and, yes, epic.\u003c/p>\n\u003ch2>\u003cstrong>1. DESIGN FOR EXPERIENCE\u003c/strong>\u003c/h2>\n\u003cp>When it comes to preparing a successful class or planning a good game, design is king. A Dungeon Master’s focus on player-centred experiences can yield big learning dividends when applied to instructional design, which is why many educators who integrate RPGs in their practice plunder the DM’s bag of tricks for inspiration and ideas to power-up their lessons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sarah Roman, who uses \u003cem>D&D\u003c/em> with high school English students, draws parallels between the work of DMs and teachers.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52305 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play Dungeons & Dragons. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You essentially progress with the same practices and ideas for getting a group of people to come together to work towards a common goal,” said Roman. “You set aside time to craft a campaign (lessons), put in roadblocks and problems (individual lessons), craft puzzles and dungeons that scale in difficulty (tests), all while making sure to understand the people with whom you’re working. In both cases, you become the leader and entryway to a world that they’ve never experienced.”\u003c/p>\n\u003cp>Michael Matera, who runs his middle-school \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">social studies classes as games\u003c/a> synthesizes lesson planning with game design.\u003c/p>\n\u003cp>“When you think about the central points to building a good game, they share many with the core strategies for building successful instruction,” said Matera. “By creating an experience, we as the game designers for our classroom worlds venture into their worlds as students. Our efforts to design a great game are well returned by students who will work hard within the game environment.”\u003c/p>\n\u003cp>Matera designs for experience, an approach that aligns with \u003ca href=\"http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml\">constructivist learning theories\u003c/a> that maintain that students learn better by \u003cem>doing\u003c/em> rather than as passive recipients of information. Dungeon Masters only design for experience, and educators who want to do the same can tap into their extensive resource toolbox for ideas and inspiration. There are virtually endless \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Guide\">guides\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Design_Kit\">manuals\u003c/a>, \u003ca href=\"http://www.dndadventure.com/dnda_dm_resources.html\">sheets and tables\u003c/a>, \u003ca href=\"https://geekdad.com/2016/02/easy-dungeon-master-preparation/\">blogs\u003c/a>, \u003ca href=\"https://geekandsundry.com/7-helpful-apps-for-dungeon-masters/\">apps\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">commandments\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">websites\u003c/a> and even a \u003ca href=\"http://dnd.wizards.com/articles/features/dm-support-group\">support group\u003c/a> to help DMs produce exciting experiences.\u003c/p>\n\u003cp>University of Connecticut assistant professor \u003ca href=\"https://education.uconn.edu/person/stephen-slota/\">Stephen Slota\u003c/a> encourages teachers to not only pick and glean from DMs, but from the wider design universe at large, whether video games, gardening or architecture. “Don’t reinvent the wheel,” said Slota. “If a design strategy exists and has been used in another realm but not yours, repurpose it - with appropriate attribution, of course. No one will worry that it’s been done before as long as the design works.”\u003c/p>\n\u003ch2>2. WRAP IT IN A STORY\u003c/h2>\n\u003cp>Stories shape our self-perception, help us organize knowledge and make sense of a chaotic world. From the tribal campfire to Netflix binges, stories and storytelling are intimately bound with human culture and society. A story’s narrative patterns and ability to arouse emotions make them ideal memory aids, which is why \u003ca href=\"https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/storytelling-teching-and-learning.html\">stories and learning have been intertwined\u003c/a> throughout human history.\u003c/p>\n\u003cp>A Dungeon Master conjures a living world through narratives, and teachers who follow suit can also make learning more meaningful and memorable. When using \u003cem>D&D\u003c/em> or other RPGs \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">in their classes\u003c/a>, or investing courses with \u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">thematic narratives\u003c/a>, teachers should not only seek to \u003ca href=\"https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday\">leverage the power of story\u003c/a>, but can also recruit students in the storytelling process.\u003c/p>\n\u003cp>Famed Dungeon Master Matthew Mercer explains, the DM’s job is not just to tell a good story, but to lead a collaborative storytelling experience. “A Dungeon Master creates and directs a story for your friends to live and play in, and working with their ideas, collaborates with them in real time to write the next chapter together,” said Mercer, the star of \u003ca href=\"https://critrole.com/shows/critical-role/\">Critical Role\u003c/a>, which streams celebrity D&D campaigns. “Consider narratives that emphasize relationship and enable them to put their skills and teamwork together to surmount a challenge and really appreciate each other.”\u003c/p>\n\u003cp>But where do these stories come from? What if the creative well is dry?\u003c/p>\n\u003cp>“Steal relentlessly,” advises \u003ca href=\"https://kotaku.com/how-to-be-a-great-dungeon-master-1766262559\">Kotaku’s\u003c/a> Tim Colwill. “Steal from TV and movies. Steal from books and comics. Steal from another D&D game you watched on Twitch. I am deadly serious and it will make you a better Dungeon Master [and teacher] if you do this.”\u003c/p>\n\u003ch2>\u003cstrong>3. OFFER CHOICE\u003c/strong>\u003c/h2>\n\u003cp>Like classrooms, games operate with rules and constraints but, within those boundaries, they afford players interactivity and choice. In fact, \u003cem>The Guardian\u003c/em>’s Keith Stuart \u003ca href=\"https://www.theguardian.com/technology/2015/oct/16/video-games-power-agency-control\">argues that choice\u003c/a> may be the single biggest factor producing enjoyment in video games. We like to feel like masters of our destiny, and meaningful choices produce a sense of control that increases the likelihood of becoming invested in an experience. The absence of choice, however, can lead to the opposite.\u003c/p>\n\u003cp>“When a DM is the only one who makes decisions, we call it railroading and it’s no fun for anyone but the DM. Games are about meaningful choices,” said Scott Price at the \u003cspan class=\"s1\">Connected Learning Summit in 2018 when he was the director of product at BrainPOP. He said it's important to \u003c/span>include agency when designing a compelling experience.\u003cspan class=\"s1\"> “Good role-playing game experiences are player-driven, individualized, adaptive, meaningful and contextualized,” he said and stressed that the qualities that make a successful game also make a great class.\u003c/span>\u003c/p>\n\u003cp>It’s not a revelation that students are engaged by choice, as it’s the magic ingredient in approaches like inquiry-based learning, project-based learning, passion projects, genius hours and learning pathways. However, to offer choice, educators must be willing to give up some control.\u003c/p>\n\u003cp>“When I finally started and let go of control and many of the anticipated outcomes, I quickly realized how the students can really drive the learning in a powerful and fun way,\" said Steve Isaacs, who offers his middle-school game design students branching quests that allow them to choose \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">personal learning paths\u003c/a>. \"Giving choice allowed me to step back and support students rather than ‘teach’.”\u003c/p>\n\u003cp>When choices and options are built into the curriculum, whether in homework, assignments, classroom roles, or even assessment, students can enjoy a more personalized and meaningful learning experience.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw&feature=youtu.be\u003c/p>\n\u003ch2>\u003cstrong>4. REWARD RISK AND NORMALIZE FAILURE \u003c/strong>\u003c/h2>\n\u003cp>For a while now, the edusphere has been buzzing about the importance of inviting risks and embracing failure. In reality, many schools are competitive systems that rewards success and, especially when grades and standardized tests are involved, leave little allowance for meaningful failure.\u003c/p>\n\u003cp>Many games let players safely fail and try again, and encourage progression through risk-taking and iterative cycles of trial and error. Gamers naturally apply and practice a \u003ca href=\"http://nytimesineducation.com/spotlight/facing-failure-and-breeding-success/\">growth mindset\u003c/a> because they must constantly adjust their play tactics in response to mistakes and setbacks.\u003c/p>\n\u003cp>Using games and making classes more game-like can help educators genuinely embrace risk and failure. Michael Matera, for example, found that using\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\"> RPG elements\u003c/a> cultivates a forgiving classroom culture that embraces risk-taking.\u003c/p>\n\u003cp>“I am constantly amazed at how they thrive in my risk-rich classroom environment. As these are not graded in the traditional sense students can take a risk, tackle new challenges and grow as a learners,” said Matera.“When we are empowered as learners, as gamers, we win. Maybe not the game, but the war over wisdom. We learn from our failures, and when we are empowered, are able to pick ourselves up to learn even more.”\u003c/p>\n\u003cp>It’s also important to remember that game designers don’t build risk and failure into their games to edify and educate - they just know that overcoming adversity can be a lot of fun. A prize is all the more valuable for the obstacles surpassed to attain it, so a good DM aims for the Goldilocks sweet spot between too hard and too easy, where advancement is possible but challenging. This design principle coincides with Vygotsky’s \u003ca href=\"https://www.simplypsychology.org/Zone-of-Proximal-Development.html\">zone of proximal development\u003c/a>, thus synthesizing best practices for entertainment and learning.\u003c/p>\n\u003cp>But it’s not just the students who should take risks. Using a game in a class or, even more daunting, turning a class into a game also involves risk for the instructor. What if it’s boring? What if it doesn’t work? What if they hate it? It takes moxie, but educators can grow from silencing the voices of doubt and model risk taking for their students.\u003c/p>\n\u003cp>“Just know that the students often love you and are very willing to try new things,” said Roman. “Sometimes it won’t work or you’ll have days where it seems difficult due to timing and preparedness. They’ll see that you’re putting in effort into something new and they appreciate that regardless of the outcome.”\u003c/p>\n\u003ch2>\u003cstrong>5. PROVOKE EMOTIONS\u003c/strong>\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">social and emotional benefits\u003c/a> of playing \u003cem>Dungeons & Dragons\u003c/em> were addressed in an earlier installment in this series, but games can also produce memorable emotional moments within the safety of the magic circle of play.\u003c/p>\n\u003cp>Trent Hergenrader, a professor at the Rochester Institute of Technology, describes how RPGs produce powerful emotions in his creative writing classes.\u003c/p>\n\u003cp>“We reach a momentous point in the story that requires a dice roll. Every time, the room goes quiet as the player shakes the dice in their hands and then release them, clattering on the table. I swear, the whole room sucks in a breath as we all lean in to see the result and, success or failure, there’s an explosion of hooting, hollering, laughing, groaning. In those moments, no one in that room would want to be anywhere else in the world, it’s that good. And of course that energy then translates into their work,” said Hergenrader.\u003c/p>\n\u003cp>Cheers, laughter, anticipation and surprise can all help in the absorption of knowledge and may be essential ingredients to create an experience that students will never forget.\u003c/p>\n\u003ch2>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/h2>\n\u003cp>The educators who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be recruited to help design the games around a specific topic. Also, teachers are not only using RPGs in their classes, but turning their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes into role-playing games\u003c/a> which further challenges the status quo of our education system.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving and courage to re-author their personal and institutional narratives. Armed with these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school as a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n","blocks":[],"excerpt":"Being a great Dungeons & Dragons Dungeon Master has a lot of parallels to being a great teacher. That's why the role-playing game can be an effective teaching tool in the classroom.","status":"publish","parent":0,"modified":1581103181,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2232},"headData":{"title":"Five Best Practices Teachers Can Learn from Dungeon Masters |","description":"Being a great Dungeons & Dragons Dungeon Master has a lot of parallels to being a great teacher. That's why the role-playing game can be an effective teaching tool in the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53553 https://ww2.kqed.org/mindshift/?p=53553","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/06/five-best-practices-teachers-can-learn-from-dungeon-masters/","disqusTitle":"Five Best Practices Teachers Can Learn from Dungeon Masters","path":"/mindshift/53553/five-best-practices-teachers-can-learn-from-dungeon-masters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Being a good teacher is exactly like being a good Dungeon Master, but with far more pressure,” said Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his high school students. As a preservice teacher he was struck by how much lesson planning felt like preparing for a \u003cem>D&D\u003c/em> campaign and, ever since, he’s plotted his classes with a Dungeon Master’s cunning.\u003c/p>\n\u003cp>The Dungeon Master (DM) is the popular role-playing game’s chief storyteller and referee. A DM designs and administers the medieval fantasy world where a party of player-adventurers quest for loot and glory. It’s a big job: they plan and narrate the story, enforce rules, settle disputes, draft floor plans and accommodate players’ whims. Like teachers, DMs aim to guide, challenge and engage.\u003c/p>\n\u003cp>This series has looked at how \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games (RPGs) have been used for learning. Be it in classrooms or afterschool clubs, \u003cem>D&D\u003c/em> has been used to\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\"> support literacy\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">s\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">ocial emotional development\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">interdisciplinary studies\u003c/a> and to inspire teachers to structure their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes as games\u003c/a>. In all of these cases, teachers and professors channeled their inner Dungeon Master to reimagine how learning takes place in their classes and schools.\u003c/p>\n\u003cp>But what, specifically, are the Dungeon Master skills that can lead to fruitful implementations in education?\u003c/p>\n\u003cp>What follows are five DM practices that are compatible with teaching and learning objectives. Their application, whether with games or otherwise, can help make classes more fun, challenging, socially cohesive, personalized and, yes, epic.\u003c/p>\n\u003ch2>\u003cstrong>1. DESIGN FOR EXPERIENCE\u003c/strong>\u003c/h2>\n\u003cp>When it comes to preparing a successful class or planning a good game, design is king. A Dungeon Master’s focus on player-centred experiences can yield big learning dividends when applied to instructional design, which is why many educators who integrate RPGs in their practice plunder the DM’s bag of tricks for inspiration and ideas to power-up their lessons.\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>Sarah Roman, who uses \u003cem>D&D\u003c/em> with high school English students, draws parallels between the work of DMs and teachers.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52305 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play Dungeons & Dragons. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You essentially progress with the same practices and ideas for getting a group of people to come together to work towards a common goal,” said Roman. “You set aside time to craft a campaign (lessons), put in roadblocks and problems (individual lessons), craft puzzles and dungeons that scale in difficulty (tests), all while making sure to understand the people with whom you’re working. In both cases, you become the leader and entryway to a world that they’ve never experienced.”\u003c/p>\n\u003cp>Michael Matera, who runs his middle-school \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">social studies classes as games\u003c/a> synthesizes lesson planning with game design.\u003c/p>\n\u003cp>“When you think about the central points to building a good game, they share many with the core strategies for building successful instruction,” said Matera. “By creating an experience, we as the game designers for our classroom worlds venture into their worlds as students. Our efforts to design a great game are well returned by students who will work hard within the game environment.”\u003c/p>\n\u003cp>Matera designs for experience, an approach that aligns with \u003ca href=\"http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml\">constructivist learning theories\u003c/a> that maintain that students learn better by \u003cem>doing\u003c/em> rather than as passive recipients of information. Dungeon Masters only design for experience, and educators who want to do the same can tap into their extensive resource toolbox for ideas and inspiration. There are virtually endless \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Guide\">guides\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Design_Kit\">manuals\u003c/a>, \u003ca href=\"http://www.dndadventure.com/dnda_dm_resources.html\">sheets and tables\u003c/a>, \u003ca href=\"https://geekdad.com/2016/02/easy-dungeon-master-preparation/\">blogs\u003c/a>, \u003ca href=\"https://geekandsundry.com/7-helpful-apps-for-dungeon-masters/\">apps\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">commandments\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">websites\u003c/a> and even a \u003ca href=\"http://dnd.wizards.com/articles/features/dm-support-group\">support group\u003c/a> to help DMs produce exciting experiences.\u003c/p>\n\u003cp>University of Connecticut assistant professor \u003ca href=\"https://education.uconn.edu/person/stephen-slota/\">Stephen Slota\u003c/a> encourages teachers to not only pick and glean from DMs, but from the wider design universe at large, whether video games, gardening or architecture. “Don’t reinvent the wheel,” said Slota. “If a design strategy exists and has been used in another realm but not yours, repurpose it - with appropriate attribution, of course. No one will worry that it’s been done before as long as the design works.”\u003c/p>\n\u003ch2>2. WRAP IT IN A STORY\u003c/h2>\n\u003cp>Stories shape our self-perception, help us organize knowledge and make sense of a chaotic world. From the tribal campfire to Netflix binges, stories and storytelling are intimately bound with human culture and society. A story’s narrative patterns and ability to arouse emotions make them ideal memory aids, which is why \u003ca href=\"https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/storytelling-teching-and-learning.html\">stories and learning have been intertwined\u003c/a> throughout human history.\u003c/p>\n\u003cp>A Dungeon Master conjures a living world through narratives, and teachers who follow suit can also make learning more meaningful and memorable. When using \u003cem>D&D\u003c/em> or other RPGs \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">in their classes\u003c/a>, or investing courses with \u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">thematic narratives\u003c/a>, teachers should not only seek to \u003ca href=\"https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday\">leverage the power of story\u003c/a>, but can also recruit students in the storytelling process.\u003c/p>\n\u003cp>Famed Dungeon Master Matthew Mercer explains, the DM’s job is not just to tell a good story, but to lead a collaborative storytelling experience. “A Dungeon Master creates and directs a story for your friends to live and play in, and working with their ideas, collaborates with them in real time to write the next chapter together,” said Mercer, the star of \u003ca href=\"https://critrole.com/shows/critical-role/\">Critical Role\u003c/a>, which streams celebrity D&D campaigns. “Consider narratives that emphasize relationship and enable them to put their skills and teamwork together to surmount a challenge and really appreciate each other.”\u003c/p>\n\u003cp>But where do these stories come from? What if the creative well is dry?\u003c/p>\n\u003cp>“Steal relentlessly,” advises \u003ca href=\"https://kotaku.com/how-to-be-a-great-dungeon-master-1766262559\">Kotaku’s\u003c/a> Tim Colwill. “Steal from TV and movies. Steal from books and comics. Steal from another D&D game you watched on Twitch. I am deadly serious and it will make you a better Dungeon Master [and teacher] if you do this.”\u003c/p>\n\u003ch2>\u003cstrong>3. OFFER CHOICE\u003c/strong>\u003c/h2>\n\u003cp>Like classrooms, games operate with rules and constraints but, within those boundaries, they afford players interactivity and choice. In fact, \u003cem>The Guardian\u003c/em>’s Keith Stuart \u003ca href=\"https://www.theguardian.com/technology/2015/oct/16/video-games-power-agency-control\">argues that choice\u003c/a> may be the single biggest factor producing enjoyment in video games. We like to feel like masters of our destiny, and meaningful choices produce a sense of control that increases the likelihood of becoming invested in an experience. The absence of choice, however, can lead to the opposite.\u003c/p>\n\u003cp>“When a DM is the only one who makes decisions, we call it railroading and it’s no fun for anyone but the DM. Games are about meaningful choices,” said Scott Price at the \u003cspan class=\"s1\">Connected Learning Summit in 2018 when he was the director of product at BrainPOP. He said it's important to \u003c/span>include agency when designing a compelling experience.\u003cspan class=\"s1\"> “Good role-playing game experiences are player-driven, individualized, adaptive, meaningful and contextualized,” he said and stressed that the qualities that make a successful game also make a great class.\u003c/span>\u003c/p>\n\u003cp>It’s not a revelation that students are engaged by choice, as it’s the magic ingredient in approaches like inquiry-based learning, project-based learning, passion projects, genius hours and learning pathways. However, to offer choice, educators must be willing to give up some control.\u003c/p>\n\u003cp>“When I finally started and let go of control and many of the anticipated outcomes, I quickly realized how the students can really drive the learning in a powerful and fun way,\" said Steve Isaacs, who offers his middle-school game design students branching quests that allow them to choose \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">personal learning paths\u003c/a>. \"Giving choice allowed me to step back and support students rather than ‘teach’.”\u003c/p>\n\u003cp>When choices and options are built into the curriculum, whether in homework, assignments, classroom roles, or even assessment, students can enjoy a more personalized and meaningful learning experience.\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/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cstrong>4. REWARD RISK AND NORMALIZE FAILURE \u003c/strong>\u003c/h2>\n\u003cp>For a while now, the edusphere has been buzzing about the importance of inviting risks and embracing failure. In reality, many schools are competitive systems that rewards success and, especially when grades and standardized tests are involved, leave little allowance for meaningful failure.\u003c/p>\n\u003cp>Many games let players safely fail and try again, and encourage progression through risk-taking and iterative cycles of trial and error. Gamers naturally apply and practice a \u003ca href=\"http://nytimesineducation.com/spotlight/facing-failure-and-breeding-success/\">growth mindset\u003c/a> because they must constantly adjust their play tactics in response to mistakes and setbacks.\u003c/p>\n\u003cp>Using games and making classes more game-like can help educators genuinely embrace risk and failure. Michael Matera, for example, found that using\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\"> RPG elements\u003c/a> cultivates a forgiving classroom culture that embraces risk-taking.\u003c/p>\n\u003cp>“I am constantly amazed at how they thrive in my risk-rich classroom environment. As these are not graded in the traditional sense students can take a risk, tackle new challenges and grow as a learners,” said Matera.“When we are empowered as learners, as gamers, we win. Maybe not the game, but the war over wisdom. We learn from our failures, and when we are empowered, are able to pick ourselves up to learn even more.”\u003c/p>\n\u003cp>It’s also important to remember that game designers don’t build risk and failure into their games to edify and educate - they just know that overcoming adversity can be a lot of fun. A prize is all the more valuable for the obstacles surpassed to attain it, so a good DM aims for the Goldilocks sweet spot between too hard and too easy, where advancement is possible but challenging. This design principle coincides with Vygotsky’s \u003ca href=\"https://www.simplypsychology.org/Zone-of-Proximal-Development.html\">zone of proximal development\u003c/a>, thus synthesizing best practices for entertainment and learning.\u003c/p>\n\u003cp>But it’s not just the students who should take risks. Using a game in a class or, even more daunting, turning a class into a game also involves risk for the instructor. What if it’s boring? What if it doesn’t work? What if they hate it? It takes moxie, but educators can grow from silencing the voices of doubt and model risk taking for their students.\u003c/p>\n\u003cp>“Just know that the students often love you and are very willing to try new things,” said Roman. “Sometimes it won’t work or you’ll have days where it seems difficult due to timing and preparedness. They’ll see that you’re putting in effort into something new and they appreciate that regardless of the outcome.”\u003c/p>\n\u003ch2>\u003cstrong>5. PROVOKE EMOTIONS\u003c/strong>\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">social and emotional benefits\u003c/a> of playing \u003cem>Dungeons & Dragons\u003c/em> were addressed in an earlier installment in this series, but games can also produce memorable emotional moments within the safety of the magic circle of play.\u003c/p>\n\u003cp>Trent Hergenrader, a professor at the Rochester Institute of Technology, describes how RPGs produce powerful emotions in his creative writing classes.\u003c/p>\n\u003cp>“We reach a momentous point in the story that requires a dice roll. Every time, the room goes quiet as the player shakes the dice in their hands and then release them, clattering on the table. I swear, the whole room sucks in a breath as we all lean in to see the result and, success or failure, there’s an explosion of hooting, hollering, laughing, groaning. In those moments, no one in that room would want to be anywhere else in the world, it’s that good. And of course that energy then translates into their work,” said Hergenrader.\u003c/p>\n\u003cp>Cheers, laughter, anticipation and surprise can all help in the absorption of knowledge and may be essential ingredients to create an experience that students will never forget.\u003c/p>\n\u003ch2>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/h2>\n\u003cp>The educators who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be recruited to help design the games around a specific topic. Also, teachers are not only using RPGs in their classes, but turning their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes into role-playing games\u003c/a> which further challenges the status quo of our education system.\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>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving and courage to re-author their personal and institutional narratives. Armed with these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school as a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53553/five-best-practices-teachers-can-learn-from-dungeon-masters","authors":["11107"],"categories":["mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_20790","mindshift_20774","mindshift_943","mindshift_21166","mindshift_20931"],"featImg":"mindshift_55281","label":"mindshift"},"mindshift_54045":{"type":"posts","id":"mindshift_54045","meta":{"index":"posts_1591205157","site":"mindshift","id":"54045","score":null,"sort":[1564985664000]},"guestAuthors":[],"slug":"coming-to-america-our-best-student-podcasts-about-immigration","title":"Coming To America: Our Best Student Podcasts About Immigration","publishDate":1564985664,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Fahmo Abdi and her family immigrated to the United States from Kenya, they lost contact with all of their loved ones. While living in a refugee camp, Abdi's mother decided to move her family to the United States in search of a better life. \"She knew she had to work hard to provide for us and [for] her family back home,\" Abdi recalls.\u003c/p>\n\u003cp>But once they arrived, it was difficult to stay in touch. After eight years of attempting to contact relatives in Kenya, Abdi's mother learned that her brother — Abdi's uncle — was still alive.\u003c/p>\n\u003cp>\"But he was really struggling and he was like a stranger,\" she says. \"Their relationship will never be the same.\"\u003c/p>\n\u003cp>Nevertheless, she still considers her family fortunate: \"Not every immigrant gets to find their loved ones alive.\"\u003c/p>\n\u003cp>Abdi is now a sophomore at Auburn Riverside High School, east of Tacoma in Washington State, and she tells her story in an entry for NPR's Student Podcast Challenge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/581155650\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>It's one of many we received, out of nearly 6,000 total, that touched on the lives and experiences of immigrants: stories of students struggling with adapting to life in the U.S., or their journeys to get here, or, in some cases, reaching back a generation or two to learn about where they came from.\u003c/p>\n\u003cp>Here are some of the standout student podcasts about immigration.\u003c/p>\n\u003cp>\u003cstrong>My Mother, My Hero\u003c/strong>\u003c/p>\n\u003cp>In this podcast, a ninth grader, Souleymane Diallo, interviews 12th grader Marwa Ahmad Jamshid, 11th grader Bibi Amina Safi, and 10th grader Djeinabou Diallo about their countries of origin, their journey to the United States with, as the title suggests, a special focus on their mothers.\u003c/p>\n\u003cp>Their entry, submitted by teacher Jeremy Dudley of Albany International Center, in Albany, N.Y., concludes with a piece of advice for their listeners: \"Love your parents. We are so busy growing up, we often forget that they are also growing old.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/597972384\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Between Two Worlds\u003c/strong>\u003c/p>\n\u003cp>\"Is it possible to strike a balance between competing ideologies?\"\u003c/p>\n\u003cp>This is the question that 11th graders Alina Naseer and Umema Siddiqui discuss with 12th grader Efrain Citle-Palestino in their podcast.\u003c/p>\n\u003cp>Focusing on \"the culture clash that exists between immigrants and their children,\" the first-generation students talk about hard work, sacrifice, pressure and rebellion — all in the context of their relationship with their parents.\u003c/p>\n\u003cp>This entry was edited by 10th grader Benjamin Joseph, and was submitted by teacher Justin Shepherd of Walt Whitman High School in Huntington Station, N.Y.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598099953\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Foreign Natives\u003c/strong>\u003c/p>\n\u003cp>Eleventh-graders Somya Thakur, Sakeena Badrane, Meryem Marasli, and Grace Lee are also first-generation Americans, and they explored what it's like to grow up in an immigrant family in their podcast.\u003c/p>\n\u003cp>With the guidance of teacher Dave Morris at North Allegheny Senior High School in Wexford, Pa., the students delve into the feeling of being \"stuck between two cultures.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598595985\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Stories from Arkansas\u003c/strong>\u003c/p>\n\u003cp>Inti Rios, a ninth grader when she created her podcast, introduced us to guests from all over the world, including South Africa, Mexico, El Salvador and Colombia. In an entry submitted by teachers Sam Slaton and Ian Heung of Thaden School, in Bentonville, Ark., Rios shared the immigration stories of immigrants who now call Arkansas home. She asks listeners to remember that, \"We are all people. Legal or illegal. And most of all, we are all equal.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598988214\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find out more information about the NPR Student Podcast Challenge \u003c/em>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. You can read more about the winners \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/721729850/periods-why-these-eighth-graders-arent-afraid-to-talk-about-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/722236763/the-town-that-hanged-an-elephant-is-now-working-to-save-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coming+To+America%3A+Our+Best+Student+Podcasts+About+Immigration&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The NPR Student Podcast Challenge received dozens of submissions about immigration. The student podcasters shared their stories of hope, struggle and success.","status":"publish","parent":0,"modified":1564985664,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":792},"headData":{"title":"Coming To America: Our Best Student Podcasts About Immigration | KQED","description":"The NPR Student Podcast Challenge received dozens of submissions about immigration. The student podcasters shared their stories of hope, struggle and success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54045 https://ww2.kqed.org/mindshift/?p=54045","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/04/coming-to-america-our-best-student-podcasts-about-immigration/","disqusTitle":"Coming To America: Our Best Student Podcasts About Immigration","nprImageCredit":"LA Johnson","nprByline":"Jacqueline Nkhonjera","nprImageAgency":"NPR","nprStoryId":"746677793","nprApiLink":"http://api.npr.org/query?id=746677793&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/08/03/746677793/coming-to-america-our-best-student-podcasts-about-immigration?ft=nprml&f=746677793","nprRetrievedStory":"1","nprPubDate":"Sat, 03 Aug 2019 08:57:00 -0400","nprStoryDate":"Sat, 03 Aug 2019 08:57:42 -0400","nprLastModifiedDate":"Sat, 03 Aug 2019 08:57:55 -0400","path":"/mindshift/54045/coming-to-america-our-best-student-podcasts-about-immigration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Fahmo Abdi and her family immigrated to the United States from Kenya, they lost contact with all of their loved ones. While living in a refugee camp, Abdi's mother decided to move her family to the United States in search of a better life. \"She knew she had to work hard to provide for us and [for] her family back home,\" Abdi recalls.\u003c/p>\n\u003cp>But once they arrived, it was difficult to stay in touch. After eight years of attempting to contact relatives in Kenya, Abdi's mother learned that her brother — Abdi's uncle — was still alive.\u003c/p>\n\u003cp>\"But he was really struggling and he was like a stranger,\" she says. \"Their relationship will never be the same.\"\u003c/p>\n\u003cp>Nevertheless, she still considers her family fortunate: \"Not every immigrant gets to find their loved ones alive.\"\u003c/p>\n\u003cp>Abdi is now a sophomore at Auburn Riverside High School, east of Tacoma in Washington State, and she tells her story in an entry for NPR's Student Podcast Challenge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/581155650&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/581155650'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>It's one of many we received, out of nearly 6,000 total, that touched on the lives and experiences of immigrants: stories of students struggling with adapting to life in the U.S., or their journeys to get here, or, in some cases, reaching back a generation or two to learn about where they came from.\u003c/p>\n\u003cp>Here are some of the standout student podcasts about immigration.\u003c/p>\n\u003cp>\u003cstrong>My Mother, My Hero\u003c/strong>\u003c/p>\n\u003cp>In this podcast, a ninth grader, Souleymane Diallo, interviews 12th grader Marwa Ahmad Jamshid, 11th grader Bibi Amina Safi, and 10th grader Djeinabou Diallo about their countries of origin, their journey to the United States with, as the title suggests, a special focus on their mothers.\u003c/p>\n\u003cp>Their entry, submitted by teacher Jeremy Dudley of Albany International Center, in Albany, N.Y., concludes with a piece of advice for their listeners: \"Love your parents. We are so busy growing up, we often forget that they are also growing old.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/597972384&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/597972384'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Between Two Worlds\u003c/strong>\u003c/p>\n\u003cp>\"Is it possible to strike a balance between competing ideologies?\"\u003c/p>\n\u003cp>This is the question that 11th graders Alina Naseer and Umema Siddiqui discuss with 12th grader Efrain Citle-Palestino in their podcast.\u003c/p>\n\u003cp>Focusing on \"the culture clash that exists between immigrants and their children,\" the first-generation students talk about hard work, sacrifice, pressure and rebellion — all in the context of their relationship with their parents.\u003c/p>\n\u003cp>This entry was edited by 10th grader Benjamin Joseph, and was submitted by teacher Justin Shepherd of Walt Whitman High School in Huntington Station, N.Y.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598099953&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598099953'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Foreign Natives\u003c/strong>\u003c/p>\n\u003cp>Eleventh-graders Somya Thakur, Sakeena Badrane, Meryem Marasli, and Grace Lee are also first-generation Americans, and they explored what it's like to grow up in an immigrant family in their podcast.\u003c/p>\n\u003cp>With the guidance of teacher Dave Morris at North Allegheny Senior High School in Wexford, Pa., the students delve into the feeling of being \"stuck between two cultures.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598595985&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598595985'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Stories from Arkansas\u003c/strong>\u003c/p>\n\u003cp>Inti Rios, a ninth grader when she created her podcast, introduced us to guests from all over the world, including South Africa, Mexico, El Salvador and Colombia. In an entry submitted by teachers Sam Slaton and Ian Heung of Thaden School, in Bentonville, Ark., Rios shared the immigration stories of immigrants who now call Arkansas home. She asks listeners to remember that, \"We are all people. Legal or illegal. And most of all, we are all equal.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598988214&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598988214'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find out more information about the NPR Student Podcast Challenge \u003c/em>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. You can read more about the winners \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/721729850/periods-why-these-eighth-graders-arent-afraid-to-talk-about-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/722236763/the-town-that-hanged-an-elephant-is-now-working-to-save-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coming+To+America%3A+Our+Best+Student+Podcasts+About+Immigration&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54045/coming-to-america-our-best-student-podcasts-about-immigration","authors":["byline_mindshift_54045"],"categories":["mindshift_193"],"tags":["mindshift_20822","mindshift_20646","mindshift_20851","mindshift_397","mindshift_20784","mindshift_1040","mindshift_74","mindshift_21166"],"featImg":"mindshift_54046","label":"mindshift"},"mindshift_50429":{"type":"posts","id":"mindshift_50429","meta":{"index":"posts_1591205157","site":"mindshift","id":"50429","score":null,"sort":[1517492961000]},"guestAuthors":[],"slug":"how-to-help-older-kids-develop-a-sense-of-imagination","title":"8 Ways to Help Older Kids Develop a Sense of Imagination","publishDate":1517492961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n","blocks":[],"excerpt":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","status":"publish","parent":0,"modified":1517508682,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1498},"headData":{"title":"8 Ways to Help Older Kids Develop a Sense of Imagination | KQED","description":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50429 https://ww2.kqed.org/mindshift/?p=50429","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/01/how-to-help-older-kids-develop-a-sense-of-imagination/","disqusTitle":"8 Ways to Help Older Kids Develop a Sense of Imagination","path":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\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>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_862","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20983","mindshift_20812","mindshift_21166","mindshift_20852","mindshift_1038"],"featImg":"mindshift_50454","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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