7 Strategies to ignite active learning – and help students see its benefits
How two teachers spark a love of history with their wardrobes
How extroverted teachers can engage introverted students
Reimagining student engagement as a continuum of learning behaviors
How Universal Design for Learning helps students merge onto the 'learning expressway'
How arts education builds better brains and better lives
A tale of two science classrooms: How different approaches to participation shape learning
How science class can inspire students to explore inequities in their communities
Using a strengths-based approach to help students realize their potential
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FM","link":"/"}},"mindshift_62841":{"type":"posts","id":"mindshift_62841","meta":{"index":"posts_1591205157","site":"mindshift","id":"62841","score":null,"sort":[1702378835000]},"guestAuthors":[],"slug":"7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","title":"7 Strategies to ignite active learning – and help students see its benefits","publishDate":1702378835,"format":"standard","headTitle":"7 Strategies to ignite active learning – and help students see its benefits | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>, © 2023 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At its core, active learning relies on a collaborative, student-centered approach. As Vanderbilt University professor Cynthia J. Brame \u003c/span>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/active-learning/\">\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “active learning approaches also often embrace the use of cooperative learning groups, a constructivist-based practice that places particular emphasis on the contribution that social interaction can make.” One would think that students embrace such a model, but an unexpected complication of creating a learning environment around active methods is \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\">sometimes a show of student resistance\u003c/a>. After years of a more passive experience, many students can be loath to do something different, even if the end result will be \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">more fulfilling\u003c/a>. In “\u003c/span>\u003cspan style=\"font-weight: 400\">Students Think Lectures Are Best, But Research Suggests They’re Wrong\u003c/span>\u003cspan style=\"font-weight: 400\">,” Edutopia editor Youki Terada cites a study published in the Proceedings of the National Academy of Sciences (PNAS). \u003ca href=\"https://www.edutopia.org/article/students-think-lectures-are-best-research-suggests-theyre-wrong\">As Terada shares\u003c/a>, the research study showed that “strategies that require low cognitive effort — such as passively listening to a lecture — are often perceived by students to be more effective than active strategies such as hands-on experimentation and group problem-solving.” Why might that be?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-62843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg\" alt=\"cover of Writing Their Future Selves by Miriam Plotinsky\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-800x1142.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1020x1456.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-768x1096.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1076x1536.jpeg 1076w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves.jpeg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">PNAS researchers Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.1821936116\">\u003cspan style=\"font-weight: 400\">answer this question\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they “identify an inherent student bias against active learning that can limit its effectiveness and may hinder the wide adoption of these methods.” Essentially, students perceive that they are most successful in traditional, teacher-directed classrooms. There are any number of reasons they might feel this way, from having never experienced anything different to worrying about what might happen if they are asked to do what feels like more. To combat this problem, the study suggests that teachers explicitly share with students why a more active approach is better and then continue to reinforce its benefits. They write: “The success of active learning will be greatly enhanced if students accept that it leads to deeper learning — and acknowledge that it may sometimes feel like exactly the opposite is true.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching students is not just about communicating content; it is also about being instructive about how to access learning. If we are not explicit about the “why” behind the ways in which class is structured, students will form their own assumptions about what works. It is not enough, therefore, to create a student-centered classroom model and expect everyone to get on board without knowing the rationale behind an active learning approach. Instead, developing a space in which all learners (\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">vocal or otherwise\u003c/a>) can flourish is also dependent upon explaining what is happening as it occurs, \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">gathering student voice along the way\u003c/a>, and course-correcting as needed.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get started on the active learning journey, I share below a list of seven strategies and the benefits of each one to share with students. That way, each time we try one of the tools in practice, students will understand how this approach \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">supports their growth\u003c/a> with a clear explanation of the “why” behind each activity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Big Question\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Midway through sharing new information, the teacher pauses and asks students to write down an area of confusion so far. Then, students either post their questions on the wall and respond in writing or hand them to the teacher to share with the group anonymously.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Clears up confusion\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages a culture of welcoming mistakes and misconceptions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Normalizes not knowing and asking questions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to communicate in a variety of modalities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gives everyone a voice\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Connection, Prediction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a daily objective, students pose a question or idea that makes a connection to prior learning. Then, they develop a prediction about what they are about to learn and share their thoughts with classmates via pairings or small groups.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages the use of higher-order, critical thinking skills\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provides an avenue for students to share at low risk (i.e., in smaller groups) rather than in front of the class\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows the teacher to see how students make meaning of the daily objective in front of them\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Question Everything\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a specific timeframe within the class period, students are asked to phrase any response to a question in a shared space (an online document, chart paper, board, etc.) as an open-ended question. \u003c/span>\u003cspan style=\"font-weight: 400\">Then, students answer the question by posing yet another question of their own in the same space.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Engages students in critical questioning\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">All participants have a chance to respond to one another in an accessible space\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The teacher can be on the lookout for misconceptions and adjust instruction accordingly\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Images and Inspiration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a visual image (a photograph, drawing or similar), the teacher asks students to “free write” for a short period of time about what the image inspires. Depending on the course subject, students could write their conjectures about what they see or engage in a more creative approach.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to make their own meaning of an image before the teacher directs learning more specifically toward the daily lesson\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages students to learn in a different way (i.e. visually)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps to facilitate a more inductive approach to course content\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>One Sentence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For an upcoming extended writing project that may be intimidating, ask students to write just one sentence from the assigned prompt. Then, put them in small groups to examine one another’s sentences and discuss the challenges they face.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Embraces the concept that all learners struggle, and that collaboration is key to surmounting obstacles\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teaches students with multiple points of view to help one another\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Breaks a formidable task into more manageable chunks\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Rephrase, Please!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes, ideas get lost in translation. In this activity, students are asked to take the key ideas taught during direct instruction and phrase them in their own words. They can then post their phrases on a wall, share in groups, or be called upon randomly.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps students make meaning of new concepts in their own heads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acts as a check for understanding for the teacher to see where struggles might still exist\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Empowers students to think critically about the salient ideas presented\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Stump the Teacher\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups and create a series of quiz questions on course content. Then, groups take turns posing questions in an attempt to stump the teacher. If the teacher cannot answer enough questions correctly, the class wins!\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">This gamification technique increases student engagement\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teachers provide students with the opportunity to engage in a role reversal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">By creating the quizzes, students learn material more actively\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is dependent upon the act of critical thinking. With the strategies and accompanying rationale provided above, teachers working with multiple grade levels in a variety of content areas can find at least a few approaches that work to increase the involvement of everyone in the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tempting though it might be to rely on vocal students to carry student discourse each day past the point of awkwardness and toward whatever a teacher might wish to highlight, resisting that urge is key to ensuring that every child in the room is an active learner. Even the loudest students in the room who verbally process information may be \u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">more passive than we suppose\u003c/a>. So, finding more effective ways to involve all students in each day’s learning is an effort that is well worth the time. That way, when a teacher leaves the classroom thinking, “Wow. They were really with me today,” that thought will apply to not just the few students who always like to talk — it will also accurately represent the experience of the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/MirPloMCPS\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-60167 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg\" alt=\"Miriam Plotinsky\" width=\"160\" height=\"247\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than twenty years. She is the author of three books for educators: \u003ca href=\"https://wwnorton.com/books/9781324019879\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classrooms\u003c/a>, \u003ca href=\"https://wwnorton.com/books/9781324030836\">Lead Like a Teacher: How to Elevate Expertise in Your School\u003c/a>, and \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>. Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\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=KQINC6387012591&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to the MindShift podcast, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse. Today we’re talking with Miriam Plotinsky, an instructional coach, former high school English teacher and the author of several books. Her newest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selve\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">s, is about nurturing students’ academic identities in uncertain times. So what is academic identity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, it’s a student’s sense of themselves as a learner, scholar and thinker. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Plotinsky conveys a deep belief in every student’s ability to succeed in school. But she also writes that it takes more than belief to help students cultivate a strong academic identity. It takes concrete changes to classroom instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky, Welcome to MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you, Kara. I’m very happy to be here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Your first book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach more, Hover Less\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was about helping teachers stop micromanaging their classrooms. Can you explain what helicopter teaching is and how you spot it?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So it could look like what you would expect it to look like, which would be a teacher literally hovering. However, to me, a lot of the time it means that we have too much teacher talk. So you walk into a classroom and the teacher is running the show the entire time, every single day, day in, day out, and not really giving kids a chance to speak or share or take any kind of control over the learning. And, you know, I I’ve been in classrooms quite frequently where a teacher will be reading out loud to students for an entire class period out of a book. And that’s because there is an underlying fear that if they stop doing that and teach a different way, a more risky way, perhaps that everything will suddenly veer out of their control. Or that kids will stop focusing. And the truth is, if you sort of look around in classrooms where teachers think that they’re keeping a lid on things, the opposite is happening. So whether it’s, you know, very visible signs of disengagement or a kid just sort of politely spacing out, although these days we have the phones. So that’s a whole different look. You know, you’re not going to have them that way. It’s just not going to work. So strangely, helicopter teaching doesn’t have to be about you constantly standing over kids, although it can be, you know, moving from kid to kid and playing sort of a classroom game of whack a mole as well in terms of keeping kids on task when they’re doing something more independently. So it can also look like that. But generally speaking, it’s just this deep seated belief that you have to manage every single thing, which of course, becomes so exhausting.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> And you said you’ve taught this way for the first decade of your career.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was a creative writing class that challenged you to change. What was it about that class that made you rethink your practice?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Essentially what happened was I would assign a project that I thought was really great and they would say, you know, could we do this a different way? And in their case, the different way wasn’t drawing or doing a podcast or whatever it is they wanted to do. It was writing in a different way. Or sometimes it was – and this happened more often than you would think – “I’m working on my novel,” which I thought was so awesome because when I was 15 or 16, I was definitely not working on a novel. And instead of doing your project, can I write more chapters of my novel? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, you know, my instinct at first was to say no. And then I started really thinking about it, and I was like, why am I saying no to them? They want to write things and I’m shutting them down. And so I just decided to give myself, essentially, I decided to just test myself a little bit. And unless their suggestions were completely crazy. I was going to say yes. And what I noticed was this increase in engagement and enthusiasm. And also they wrote more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it really made me rethink that piece of it. And then I started to think, okay, well, I can’t obviously say to students in, you know, my English 10th grade, 11th grade, 12th grade, whatever class that they can do whatever they want. However, what I can do is just be more open to having them write things a different way when when I can do that and sort of say, okay, well, we’re working on this particular skill, how would you like to present that? And sometimes when I just asked kids for ideas of how they wanted to write something. You know, how long do you want to be? What elements do you want to include? What kinds of examples? And I wouldn’t do this all the time, but I would do it intermittently. That gave them more choice in that respect too. And they were more involved.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah, how did it affect your students when you started doing more choice-driven activities in the regular classes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think what happened was they did more and so I could do more to help them. The time where they were, you know, choosing, you know, if I had a day or two days a week where I’d say, okay, we have these three things that we have to do by the end of the week, you pick which one you’re going to do. We’re going to have three sections of the classroom, and one of those sections was always dedicated to me helping individual students with things, whether it was small group instruction, or giving kids feedback, or having conferences on what they were doing. And that gave me time to do things in class with them that I hadn’t been able to do and also to make me more aware of their work so that when I was in the evaluative phase of looking at what they had done, I was so much more informed that I had been before and I knew so much more about the kids in front of me. And so it made a difference for all of us. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In all of your books, you write about things that you later realized weren’t great and you changed them. That kind of intellectual humility is rare, and it’s scary. How has it helped you as an educator to acknowledge those things that you didn’t get quite right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I really think that if we don’t admit that we could be doing things a better way, we are not going to stay in the profession. The only way to allay burnout and to make sure that we are getting better as teachers and to avoid the sort of complacency that I think becomes autopilot and then a gradual downward slide from good teaching to mediocre teaching is to really get uncomfortable and say, I don’t think that this is the best way that I could be doing this. Because, again, you know, there’s this sort of idea from teaching that is much more of a prior era that we’re there to be the focal point and we’re there to really just be this this pillar of knowledge. And then, you know, students will sit there and eagerly learn from us. And what I’ve realized over time is that I’m not the focal point, you know. I’m there actually to turn the light on in others so that they can be the focal point and it shouldn’t center around me. So I just try to find ways to redirect things as much as I can to give kids that that understanding that we’re all in this together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam’s newest book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about showing kids that we ARE all in this together. We’ll get into that, right after this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MIDROLL\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky’s latest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, contains a wealth of tools for classroom teachers. They include journal prompts, discussion formats, and some of her favorite writing games.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I had this tradition when I was teaching creative writing that Friday was called Fun Friday. And what that meant was that whatever projects we were working on or whatever we were doing, sort of in the longer term, we would put on pause on Friday to play some of these writing games. And so the one, and I believe I talk about this in the book too, and I invented it to a degree. It was inspired by a childhood book that I loved called The Magic Box. But the point of the book is that we have these magical empty spaces that we can fill with collective work. And so I took that idea and students would write a story idea on like a little slip of paper each kid individually, and they would take their story idea and put it into the magic box all folded up so that no one else could see it. And then they would draw one at random, and whatever story they pulled, they were going to try to write out the story. And, you know, sometimes there would be this whole, “Oh, do I have to do this one?” Because it could be challenging to get somebody else’s idea and try to write it on paper. But we did it. And then there was an option for sharing where either you could ask for the story idea that you wrote to be shared, or you could go ahead and share what you’d written. And then the person would say, “Oh, that was my idea.” But either way, you’re getting all of this richness out of it, because it might have been an idea that germinated in your brain, but you were seeing what somebody else could do with it. And it was always just really I mean, it could be gratifying, it could be funny, it could be a lot of things, but it was also just a lot of fun.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It reminds me a little bit of elementary school writers workshop or even when I was in middle school, we had these like journals that we would do creative prompts just for like five minutes at the beginning of the class. But that stuff really seems to disappear in high school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s funny that you say that because we would have these conversations in my classes about how creative writing turned into this really serious and very often competitive thing, and the way that I saw creative writing in high school was that we needed to recapture or retain the joy of writing. Like that was goal number one, because kids who signed up to take that class were doing that because they express themselves through writing. That’s what they wanted to do. And so we had to create that sort of space where it really did have that feeling of community and that feeling of togetherness. And I used to call it a warm and fuzzy space, but that was really the intention behind it, because you can’t improve as a writer if you’re already not feeling that validation. It’s a lot harder.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also write that these games nurture a collective spirit of learning. Why does that matter?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It builds a sense of empathy that we all feel this way. My book starts with a section that I call “the disclaimer,” and that section talks about how no matter how old we are or how seasoned we are as writers, we all have this thing that we do before we share something, which is to say, “Oh, you know, I’m really sorry, I was in a hurry” or “This isn’t as good as I usually would do.” But the idea is that when you’re creating that collective spirit of learning, you’re making people comfortable enough that they can transcend that feeling of insecurity and letting them know that this is a space where writing is nurtured and you’re there to grow and we’re not there to create finished products.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Well, they may not be finished products, but feedback is always a part of writing and all kinds of assignments in school. And it’s one of the ways that teachers contribute to students’ academic identities. But it’s often given in ways that confuse students. How can teachers improve the process?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So to me, in order to make the distinction of what feedback is really clear, we have to separate out from two other what we call response categories, which is how teachers respond to students. So we have feedback and we have guidance, which are like suggestions about your work. And then we have evaluation, which usually takes the form of a grade, but it’s a judgment. So feedback is a completely objective series of criteria that we give students or we’re commenting on the criteria about where they – where their work stood in relation to a goal. So, you know, I was teaching a PE teacher a few months ago who taught yoga and she was teaching the lunge and her criteria for success included, you know, your knee has to stay over your ankle and not move over your foot, because that’s going to cause you an injury. So she was she had a criteria for success for the performance of a lunge and watching how students did it. And so if her feedback was “your knee is moving forward,” that’s objective. But if she says “next time try shifting your weight backward a little bit,” that’s guidance, which is a suggestion. And the evaluation would be whatever grade she gave that. So just as long as we help students understand that feedback is not biased or personal because it’s based on that set of criteria and they can see we give them that criteria before they ever do the assignment. We make sure it stays with them. We make sure that we bring it back when we give the feedback, they’ll transparently see what it is they need to do and won’t be a mystery anymore. The problem is that when we don’t have that figured out ahead of time, we give students work and then we do this thing, especially in humanities, where we’re writing endless comments. We get really mad because kids don’t read the comments or they don’t change their behavior, but we haven’t given them a focused sense of what they did. And so we have to focus our feedback so they can understand the expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Right, and it’s it’s kind of easy to recognize how confusing those response categories in qualitative comments is unhelpful to, um, students who aren’t meeting the criteria as well. But it’s also not that helpful to students who are, I would imagine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s funny that you say that because I had a friend who showed me a paper that made him really angry. He got a paper back for a grad class and at the bottom it just said, “Well done. A.” So he’d done really well. But he didn’t know why he’d done really well. He didn’t know what he had to do next time to get the same result. He had no data, no information about his performance and that wasn’t feedback. That was a quick evaluative statement. And also, you know, as a student, you think “Did this person even read this?” So there’s also that doubt. You know, evenif you’re performing, as you would think would be ideal, it’s still not good for you not to get feedback. Everybody needs feedback. And also, no matter how well you do, we can all improve.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also recommend, for sake of improvement, that teachers seek regular feedback from their students, and you stressed that teachers should communicate with students about what feedback they end up using and what feedback they’re unable to use. How might they communicate those things?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think it’s important to be as transparent as possible about what it is you’re trying to do as a teacher. You know, I’ve had students come up to me several times over the years and ask to do something a different way. So, you know, “this is supposed to be a written assignment, but I want to do it as a visual because I’m a really strong visual artist.” And I have to think about as a teacher, if students are telling me we’d like to do this project a different way, can I accommodate that? Or is there a reason that I’ve chosen to do it in this way, in this modality? And if the the bottom line is that I’m trying to get kids to meet a specific standard that has them doing it in that way, I can’t change it. However, I need to tell them that. I need to say, “Hey, you told me you wanted to create this visually. Here’s why we can’t do that this time. However, I do want to make sure that that you’re heard and that you have a chance, an opportunity to show me your skill set in this area. So I’m going to make sure that there’s an assignment that comes up in the next week, two weeks, three weeks that gives you that flexibility. I just can’t do it this time, and here’s why.” So you just have to be very, very clear about where you’re coming from and what your responsibility is, because we have we have a curriculum usually, and we have things that we have to do, and we can’t just let that go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is it important to communicate that with students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Otherwise, everything you do seems arbitrary and they don’t really see. I mean, I hear students talking in schools and I hear my own kids talking to me about this, of, ‘Oh, you know, this teacher is just doing whatever they want and they don’t see that I have five other classes and we just have this this test today. And I don’t know why. This this teacher just loves giving tests.’ And that’s their perception. And my whole my whole thing with this is if you don’t tell someone the real story of what’s happening, they will make up their own. You know, a lot of times I think teachers assume that kids either don’t need to know or that they’re not interested or whatever it might be. But the truth is, they like to know more than we think. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miriam Plotinsky is an instructional coach in Montgomery County, Maryland. Her newest book is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Miriam Plotinsky, thank you for being with MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thanks for having me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Student-centered teaching takes more than beliefs. It requires real instructional change. Miriam Plotinsky's newest book, \"Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\" shares tools to help teachers get started.","status":"publish","parent":0,"modified":1708464609,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":4977},"headData":{"title":"7 Strategies to ignite active learning – and help students see its benefits | KQED","description":"Student-centered teaching takes more than beliefs. It takes real instructional change. Miriam Plotinsky's newest book shares tools to help teachers get started.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Student-centered teaching takes more than beliefs. It takes real instructional change. Miriam Plotinsky's newest book shares tools to help teachers get started."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6387012591.mp3?updated=1702337676","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>, © 2023 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At its core, active learning relies on a collaborative, student-centered approach. As Vanderbilt University professor Cynthia J. Brame \u003c/span>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/active-learning/\">\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “active learning approaches also often embrace the use of cooperative learning groups, a constructivist-based practice that places particular emphasis on the contribution that social interaction can make.” One would think that students embrace such a model, but an unexpected complication of creating a learning environment around active methods is \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\">sometimes a show of student resistance\u003c/a>. After years of a more passive experience, many students can be loath to do something different, even if the end result will be \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">more fulfilling\u003c/a>. In “\u003c/span>\u003cspan style=\"font-weight: 400\">Students Think Lectures Are Best, But Research Suggests They’re Wrong\u003c/span>\u003cspan style=\"font-weight: 400\">,” Edutopia editor Youki Terada cites a study published in the Proceedings of the National Academy of Sciences (PNAS). \u003ca href=\"https://www.edutopia.org/article/students-think-lectures-are-best-research-suggests-theyre-wrong\">As Terada shares\u003c/a>, the research study showed that “strategies that require low cognitive effort — such as passively listening to a lecture — are often perceived by students to be more effective than active strategies such as hands-on experimentation and group problem-solving.” Why might that be?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-62843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg\" alt=\"cover of Writing Their Future Selves by Miriam Plotinsky\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-800x1142.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1020x1456.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-768x1096.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1076x1536.jpeg 1076w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves.jpeg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">PNAS researchers Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.1821936116\">\u003cspan style=\"font-weight: 400\">answer this question\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they “identify an inherent student bias against active learning that can limit its effectiveness and may hinder the wide adoption of these methods.” Essentially, students perceive that they are most successful in traditional, teacher-directed classrooms. There are any number of reasons they might feel this way, from having never experienced anything different to worrying about what might happen if they are asked to do what feels like more. To combat this problem, the study suggests that teachers explicitly share with students why a more active approach is better and then continue to reinforce its benefits. They write: “The success of active learning will be greatly enhanced if students accept that it leads to deeper learning — and acknowledge that it may sometimes feel like exactly the opposite is true.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching students is not just about communicating content; it is also about being instructive about how to access learning. If we are not explicit about the “why” behind the ways in which class is structured, students will form their own assumptions about what works. It is not enough, therefore, to create a student-centered classroom model and expect everyone to get on board without knowing the rationale behind an active learning approach. Instead, developing a space in which all learners (\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">vocal or otherwise\u003c/a>) can flourish is also dependent upon explaining what is happening as it occurs, \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">gathering student voice along the way\u003c/a>, and course-correcting as needed.\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\">To get started on the active learning journey, I share below a list of seven strategies and the benefits of each one to share with students. That way, each time we try one of the tools in practice, students will understand how this approach \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">supports their growth\u003c/a> with a clear explanation of the “why” behind each activity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Big Question\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Midway through sharing new information, the teacher pauses and asks students to write down an area of confusion so far. Then, students either post their questions on the wall and respond in writing or hand them to the teacher to share with the group anonymously.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Clears up confusion\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages a culture of welcoming mistakes and misconceptions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Normalizes not knowing and asking questions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to communicate in a variety of modalities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gives everyone a voice\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Connection, Prediction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a daily objective, students pose a question or idea that makes a connection to prior learning. Then, they develop a prediction about what they are about to learn and share their thoughts with classmates via pairings or small groups.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages the use of higher-order, critical thinking skills\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provides an avenue for students to share at low risk (i.e., in smaller groups) rather than in front of the class\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows the teacher to see how students make meaning of the daily objective in front of them\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Question Everything\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a specific timeframe within the class period, students are asked to phrase any response to a question in a shared space (an online document, chart paper, board, etc.) as an open-ended question. \u003c/span>\u003cspan style=\"font-weight: 400\">Then, students answer the question by posing yet another question of their own in the same space.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Engages students in critical questioning\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">All participants have a chance to respond to one another in an accessible space\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The teacher can be on the lookout for misconceptions and adjust instruction accordingly\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Images and Inspiration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a visual image (a photograph, drawing or similar), the teacher asks students to “free write” for a short period of time about what the image inspires. Depending on the course subject, students could write their conjectures about what they see or engage in a more creative approach.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to make their own meaning of an image before the teacher directs learning more specifically toward the daily lesson\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages students to learn in a different way (i.e. visually)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps to facilitate a more inductive approach to course content\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>One Sentence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For an upcoming extended writing project that may be intimidating, ask students to write just one sentence from the assigned prompt. Then, put them in small groups to examine one another’s sentences and discuss the challenges they face.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Embraces the concept that all learners struggle, and that collaboration is key to surmounting obstacles\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teaches students with multiple points of view to help one another\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Breaks a formidable task into more manageable chunks\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Rephrase, Please!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes, ideas get lost in translation. In this activity, students are asked to take the key ideas taught during direct instruction and phrase them in their own words. They can then post their phrases on a wall, share in groups, or be called upon randomly.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps students make meaning of new concepts in their own heads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acts as a check for understanding for the teacher to see where struggles might still exist\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Empowers students to think critically about the salient ideas presented\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Stump the Teacher\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups and create a series of quiz questions on course content. Then, groups take turns posing questions in an attempt to stump the teacher. If the teacher cannot answer enough questions correctly, the class wins!\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">This gamification technique increases student engagement\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teachers provide students with the opportunity to engage in a role reversal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">By creating the quizzes, students learn material more actively\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is dependent upon the act of critical thinking. With the strategies and accompanying rationale provided above, teachers working with multiple grade levels in a variety of content areas can find at least a few approaches that work to increase the involvement of everyone in the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tempting though it might be to rely on vocal students to carry student discourse each day past the point of awkwardness and toward whatever a teacher might wish to highlight, resisting that urge is key to ensuring that every child in the room is an active learner. Even the loudest students in the room who verbally process information may be \u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">more passive than we suppose\u003c/a>. So, finding more effective ways to involve all students in each day’s learning is an effort that is well worth the time. That way, when a teacher leaves the classroom thinking, “Wow. They were really with me today,” that thought will apply to not just the few students who always like to talk — it will also accurately represent the experience of the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/MirPloMCPS\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-60167 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg\" alt=\"Miriam Plotinsky\" width=\"160\" height=\"247\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than twenty years. She is the author of three books for educators: \u003ca href=\"https://wwnorton.com/books/9781324019879\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classrooms\u003c/a>, \u003ca href=\"https://wwnorton.com/books/9781324030836\">Lead Like a Teacher: How to Elevate Expertise in Your School\u003c/a>, and \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>. Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\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=KQINC6387012591&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to the MindShift podcast, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse. Today we’re talking with Miriam Plotinsky, an instructional coach, former high school English teacher and the author of several books. Her newest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selve\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">s, is about nurturing students’ academic identities in uncertain times. So what is academic identity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, it’s a student’s sense of themselves as a learner, scholar and thinker. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Plotinsky conveys a deep belief in every student’s ability to succeed in school. But she also writes that it takes more than belief to help students cultivate a strong academic identity. It takes concrete changes to classroom instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky, Welcome to MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you, Kara. I’m very happy to be here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Your first book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach more, Hover Less\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was about helping teachers stop micromanaging their classrooms. Can you explain what helicopter teaching is and how you spot it?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So it could look like what you would expect it to look like, which would be a teacher literally hovering. However, to me, a lot of the time it means that we have too much teacher talk. So you walk into a classroom and the teacher is running the show the entire time, every single day, day in, day out, and not really giving kids a chance to speak or share or take any kind of control over the learning. And, you know, I I’ve been in classrooms quite frequently where a teacher will be reading out loud to students for an entire class period out of a book. And that’s because there is an underlying fear that if they stop doing that and teach a different way, a more risky way, perhaps that everything will suddenly veer out of their control. Or that kids will stop focusing. And the truth is, if you sort of look around in classrooms where teachers think that they’re keeping a lid on things, the opposite is happening. So whether it’s, you know, very visible signs of disengagement or a kid just sort of politely spacing out, although these days we have the phones. So that’s a whole different look. You know, you’re not going to have them that way. It’s just not going to work. So strangely, helicopter teaching doesn’t have to be about you constantly standing over kids, although it can be, you know, moving from kid to kid and playing sort of a classroom game of whack a mole as well in terms of keeping kids on task when they’re doing something more independently. So it can also look like that. But generally speaking, it’s just this deep seated belief that you have to manage every single thing, which of course, becomes so exhausting.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> And you said you’ve taught this way for the first decade of your career.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was a creative writing class that challenged you to change. What was it about that class that made you rethink your practice?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Essentially what happened was I would assign a project that I thought was really great and they would say, you know, could we do this a different way? And in their case, the different way wasn’t drawing or doing a podcast or whatever it is they wanted to do. It was writing in a different way. Or sometimes it was – and this happened more often than you would think – “I’m working on my novel,” which I thought was so awesome because when I was 15 or 16, I was definitely not working on a novel. And instead of doing your project, can I write more chapters of my novel? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, you know, my instinct at first was to say no. And then I started really thinking about it, and I was like, why am I saying no to them? They want to write things and I’m shutting them down. And so I just decided to give myself, essentially, I decided to just test myself a little bit. And unless their suggestions were completely crazy. I was going to say yes. And what I noticed was this increase in engagement and enthusiasm. And also they wrote more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it really made me rethink that piece of it. And then I started to think, okay, well, I can’t obviously say to students in, you know, my English 10th grade, 11th grade, 12th grade, whatever class that they can do whatever they want. However, what I can do is just be more open to having them write things a different way when when I can do that and sort of say, okay, well, we’re working on this particular skill, how would you like to present that? And sometimes when I just asked kids for ideas of how they wanted to write something. You know, how long do you want to be? What elements do you want to include? What kinds of examples? And I wouldn’t do this all the time, but I would do it intermittently. That gave them more choice in that respect too. And they were more involved.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah, how did it affect your students when you started doing more choice-driven activities in the regular classes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think what happened was they did more and so I could do more to help them. The time where they were, you know, choosing, you know, if I had a day or two days a week where I’d say, okay, we have these three things that we have to do by the end of the week, you pick which one you’re going to do. We’re going to have three sections of the classroom, and one of those sections was always dedicated to me helping individual students with things, whether it was small group instruction, or giving kids feedback, or having conferences on what they were doing. And that gave me time to do things in class with them that I hadn’t been able to do and also to make me more aware of their work so that when I was in the evaluative phase of looking at what they had done, I was so much more informed that I had been before and I knew so much more about the kids in front of me. And so it made a difference for all of us. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In all of your books, you write about things that you later realized weren’t great and you changed them. That kind of intellectual humility is rare, and it’s scary. How has it helped you as an educator to acknowledge those things that you didn’t get quite right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I really think that if we don’t admit that we could be doing things a better way, we are not going to stay in the profession. The only way to allay burnout and to make sure that we are getting better as teachers and to avoid the sort of complacency that I think becomes autopilot and then a gradual downward slide from good teaching to mediocre teaching is to really get uncomfortable and say, I don’t think that this is the best way that I could be doing this. Because, again, you know, there’s this sort of idea from teaching that is much more of a prior era that we’re there to be the focal point and we’re there to really just be this this pillar of knowledge. And then, you know, students will sit there and eagerly learn from us. And what I’ve realized over time is that I’m not the focal point, you know. I’m there actually to turn the light on in others so that they can be the focal point and it shouldn’t center around me. So I just try to find ways to redirect things as much as I can to give kids that that understanding that we’re all in this together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam’s newest book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about showing kids that we ARE all in this together. We’ll get into that, right after this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MIDROLL\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky’s latest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, contains a wealth of tools for classroom teachers. They include journal prompts, discussion formats, and some of her favorite writing games.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I had this tradition when I was teaching creative writing that Friday was called Fun Friday. And what that meant was that whatever projects we were working on or whatever we were doing, sort of in the longer term, we would put on pause on Friday to play some of these writing games. And so the one, and I believe I talk about this in the book too, and I invented it to a degree. It was inspired by a childhood book that I loved called The Magic Box. But the point of the book is that we have these magical empty spaces that we can fill with collective work. And so I took that idea and students would write a story idea on like a little slip of paper each kid individually, and they would take their story idea and put it into the magic box all folded up so that no one else could see it. And then they would draw one at random, and whatever story they pulled, they were going to try to write out the story. And, you know, sometimes there would be this whole, “Oh, do I have to do this one?” Because it could be challenging to get somebody else’s idea and try to write it on paper. But we did it. And then there was an option for sharing where either you could ask for the story idea that you wrote to be shared, or you could go ahead and share what you’d written. And then the person would say, “Oh, that was my idea.” But either way, you’re getting all of this richness out of it, because it might have been an idea that germinated in your brain, but you were seeing what somebody else could do with it. And it was always just really I mean, it could be gratifying, it could be funny, it could be a lot of things, but it was also just a lot of fun.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It reminds me a little bit of elementary school writers workshop or even when I was in middle school, we had these like journals that we would do creative prompts just for like five minutes at the beginning of the class. But that stuff really seems to disappear in high school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s funny that you say that because we would have these conversations in my classes about how creative writing turned into this really serious and very often competitive thing, and the way that I saw creative writing in high school was that we needed to recapture or retain the joy of writing. Like that was goal number one, because kids who signed up to take that class were doing that because they express themselves through writing. That’s what they wanted to do. And so we had to create that sort of space where it really did have that feeling of community and that feeling of togetherness. And I used to call it a warm and fuzzy space, but that was really the intention behind it, because you can’t improve as a writer if you’re already not feeling that validation. It’s a lot harder.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also write that these games nurture a collective spirit of learning. Why does that matter?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It builds a sense of empathy that we all feel this way. My book starts with a section that I call “the disclaimer,” and that section talks about how no matter how old we are or how seasoned we are as writers, we all have this thing that we do before we share something, which is to say, “Oh, you know, I’m really sorry, I was in a hurry” or “This isn’t as good as I usually would do.” But the idea is that when you’re creating that collective spirit of learning, you’re making people comfortable enough that they can transcend that feeling of insecurity and letting them know that this is a space where writing is nurtured and you’re there to grow and we’re not there to create finished products.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Well, they may not be finished products, but feedback is always a part of writing and all kinds of assignments in school. And it’s one of the ways that teachers contribute to students’ academic identities. But it’s often given in ways that confuse students. How can teachers improve the process?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So to me, in order to make the distinction of what feedback is really clear, we have to separate out from two other what we call response categories, which is how teachers respond to students. So we have feedback and we have guidance, which are like suggestions about your work. And then we have evaluation, which usually takes the form of a grade, but it’s a judgment. So feedback is a completely objective series of criteria that we give students or we’re commenting on the criteria about where they – where their work stood in relation to a goal. So, you know, I was teaching a PE teacher a few months ago who taught yoga and she was teaching the lunge and her criteria for success included, you know, your knee has to stay over your ankle and not move over your foot, because that’s going to cause you an injury. So she was she had a criteria for success for the performance of a lunge and watching how students did it. And so if her feedback was “your knee is moving forward,” that’s objective. But if she says “next time try shifting your weight backward a little bit,” that’s guidance, which is a suggestion. And the evaluation would be whatever grade she gave that. So just as long as we help students understand that feedback is not biased or personal because it’s based on that set of criteria and they can see we give them that criteria before they ever do the assignment. We make sure it stays with them. We make sure that we bring it back when we give the feedback, they’ll transparently see what it is they need to do and won’t be a mystery anymore. The problem is that when we don’t have that figured out ahead of time, we give students work and then we do this thing, especially in humanities, where we’re writing endless comments. We get really mad because kids don’t read the comments or they don’t change their behavior, but we haven’t given them a focused sense of what they did. And so we have to focus our feedback so they can understand the expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Right, and it’s it’s kind of easy to recognize how confusing those response categories in qualitative comments is unhelpful to, um, students who aren’t meeting the criteria as well. But it’s also not that helpful to students who are, I would imagine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s funny that you say that because I had a friend who showed me a paper that made him really angry. He got a paper back for a grad class and at the bottom it just said, “Well done. A.” So he’d done really well. But he didn’t know why he’d done really well. He didn’t know what he had to do next time to get the same result. He had no data, no information about his performance and that wasn’t feedback. That was a quick evaluative statement. And also, you know, as a student, you think “Did this person even read this?” So there’s also that doubt. You know, evenif you’re performing, as you would think would be ideal, it’s still not good for you not to get feedback. Everybody needs feedback. And also, no matter how well you do, we can all improve.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also recommend, for sake of improvement, that teachers seek regular feedback from their students, and you stressed that teachers should communicate with students about what feedback they end up using and what feedback they’re unable to use. How might they communicate those things?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think it’s important to be as transparent as possible about what it is you’re trying to do as a teacher. You know, I’ve had students come up to me several times over the years and ask to do something a different way. So, you know, “this is supposed to be a written assignment, but I want to do it as a visual because I’m a really strong visual artist.” And I have to think about as a teacher, if students are telling me we’d like to do this project a different way, can I accommodate that? Or is there a reason that I’ve chosen to do it in this way, in this modality? And if the the bottom line is that I’m trying to get kids to meet a specific standard that has them doing it in that way, I can’t change it. However, I need to tell them that. I need to say, “Hey, you told me you wanted to create this visually. Here’s why we can’t do that this time. However, I do want to make sure that that you’re heard and that you have a chance, an opportunity to show me your skill set in this area. So I’m going to make sure that there’s an assignment that comes up in the next week, two weeks, three weeks that gives you that flexibility. I just can’t do it this time, and here’s why.” So you just have to be very, very clear about where you’re coming from and what your responsibility is, because we have we have a curriculum usually, and we have things that we have to do, and we can’t just let that go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is it important to communicate that with students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Otherwise, everything you do seems arbitrary and they don’t really see. I mean, I hear students talking in schools and I hear my own kids talking to me about this, of, ‘Oh, you know, this teacher is just doing whatever they want and they don’t see that I have five other classes and we just have this this test today. And I don’t know why. This this teacher just loves giving tests.’ And that’s their perception. And my whole my whole thing with this is if you don’t tell someone the real story of what’s happening, they will make up their own. You know, a lot of times I think teachers assume that kids either don’t need to know or that they’re not interested or whatever it might be. But the truth is, they like to know more than we think. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miriam Plotinsky is an instructional coach in Montgomery County, Maryland. Her newest book is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Miriam Plotinsky, thank you for being with MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thanks for having me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\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\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","authors":["4354"],"categories":["mindshift_21130","mindshift_193"],"tags":["mindshift_20786","mindshift_21015","mindshift_21777","mindshift_20616","mindshift_851","mindshift_21866"],"featImg":"mindshift_62845","label":"mindshift"},"mindshift_62588":{"type":"posts","id":"mindshift_62588","meta":{"index":"posts_1591205157","site":"mindshift","id":"62588","score":null,"sort":[1698019208000]},"guestAuthors":[],"slug":"how-two-teachers-spark-a-love-of-history-with-their-wardrobes","title":"How two teachers spark a love of history with their wardrobes","publishDate":1698019208,"format":"standard","headTitle":"How two teachers spark a love of history with their wardrobes | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Two teachers demonstrate the impact of dressing up play in the classroom. Explore their creative teaching methods and tips for making learning come alive.","status":"publish","parent":0,"modified":1698025987,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1579},"headData":{"title":"How two teachers spark a love of history with their wardrobes | KQED","description":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \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\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \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\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","authors":["11721"],"categories":["mindshift_21357","mindshift_20579","mindshift_194","mindshift_193"],"tags":["mindshift_21534","mindshift_999","mindshift_21479","mindshift_21371","mindshift_1013","mindshift_21423","mindshift_498","mindshift_20616","mindshift_20557","mindshift_21007"],"featImg":"mindshift_62621","label":"mindshift"},"mindshift_62119":{"type":"posts","id":"mindshift_62119","meta":{"index":"posts_1591205157","site":"mindshift","id":"62119","score":null,"sort":[1690884022000]},"guestAuthors":[],"slug":"how-extroverted-teachers-can-engage-introverted-students","title":"How extroverted teachers can engage introverted students","publishDate":1690884022,"format":"audio","headTitle":"How extroverted teachers can engage introverted students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\u003c/span>\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=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Brett Vogelsinger said his introverted students speak up more when using colored index cards for different types of responses. Plus, his extroverted students are reminded to listen and reflect a little more than usual.","status":"publish","parent":0,"modified":1711035493,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1944},"headData":{"title":"How extroverted teachers can engage introverted students | KQED","description":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6014610124.mp3?updated=1690828652","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\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\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\u003c/span>\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=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\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\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","authors":["11487"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21693","mindshift_21737","mindshift_21741","mindshift_21739","mindshift_20646","mindshift_21736","mindshift_21734","mindshift_21777","mindshift_21735","mindshift_20970","mindshift_21733","mindshift_21132","mindshift_21740","mindshift_21742","mindshift_20616","mindshift_21692","mindshift_20852","mindshift_20971"],"featImg":"mindshift_62130","label":"mindshift_21847"},"mindshift_61926":{"type":"posts","id":"mindshift_61926","meta":{"index":"posts_1591205157","site":"mindshift","id":"61926","score":null,"sort":[1688523348000]},"guestAuthors":[],"slug":"reimagining-student-engagement-as-a-continuum-of-learning-behaviors","title":"Reimagining student engagement as a continuum of learning behaviors","publishDate":1688523348,"format":"standard","headTitle":"Reimagining student engagement as a continuum of learning behaviors | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “Reimagining Student Engagement: From Disrupting to Driving” by Amy Berry. Copyright © 2022 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003ch3>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-61943\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/reimagining-student-engagement-by-Amy-Berry.jpeg\" alt=\"reimagining student engagement book cover by Amy Berry\" width=\"188\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/reimagining-student-engagement-by-Amy-Berry.jpeg 188w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/reimagining-student-engagement-by-Amy-Berry-160x228.jpeg 160w\" sizes=\"(max-width: 188px) 100vw, 188px\">Disrupting to Driving: A Continuum of Student Engagement\u003c/h3>\n\u003cp>In 2016–2017, I decided to investigate the concept of student engagement from the perspective of the classroom teacher. I conducted in-depth interviews with teachers to explore their conceptions of student engagement in learning. In particular, I was interested in both the everyday examples of student engagement these teachers described, as well as their descriptions of less common, but often powerful, examples of highly engaged students. In this way, I was trying to capture the full range of engagement that teachers might encounter in the classroom. Since this research, I have had many other opportunities to ask teachers to describe engagement and recount their experiences of student engagement in the classroom. I’ve also received feedback from teachers, parents and others in the education community to suggest that the forms of engagement I described resonate with their own experiences and provide a useful reference point for their work with students. In 2020, Douglas Fisher, Nancy Frey and John Hattie included the continuum in \u003ca href=\"https://us.corwin.com/books/distance-learning-playbook-275865\">\u003cspan class=\"s5\">\u003ci>The Distance Learning Playbook\u003c/i>\u003c/span>\u003c/a>, introducing it to a wide range of education professionals and extending it beyond its origins in the classroom and into the realm of distance \u003cspan class=\"s6\">learning.\u003c/span>\u003c/p>\n\u003cp>Using teachers’ descriptions of engagement from the interviews, I created a continuum describing six different forms of engagement in the planned learning experience. This includes their engagement \u003cspan class=\"s5\">\u003ci>in\u003c/i>\u003c/span>\u003ci> \u003c/i>the activity, as well as their engagement \u003cspan class=\"s5\">\u003ci>with \u003c/i>\u003c/span>peers during the planned activity. On the left of the continuum are three forms of students disengaging from the planned learning experience, and on the right are three forms of students engaging in the learning experience. The most active forms are on either end, and the most passive forms are in the middle. Finally, possible goals that a teacher might have for student engagement in the learning experience are offered as a way of connecting teacher expectations with the different forms of engagement.\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61940\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from \u003cem>Reimagining Student Engagement\u003c/em> by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p3\">Let’s take a closer look at these six forms of engagement, beginning with three ways that students engage in the planned learning experience. These forms range from passively participating and going along with what the teacher has planned, to actively investing in the focus for learning and driving their progress toward meaningful goals for learning.\u003c/p>\n\u003ch2>Participating\u003c/h2>\n\u003cp>\u003cem>“Probably the first thing is where their focus is at, so if they’re looking at their work or quietly completing the task.”\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">This form of engagement is characterized by students’ compliant behavior and willingness to do what the teacher has asked them to do. Behaviors associated with this type of engagement include being on task, being focused, paying attention, doing work, and responding to teacher questions. In relation to engaging with peers, this is limited to working in groups or pairs when directed to do so by the teacher. When expectations for engagement sit at this level, the focus is on listening to the teacher, following the teacher’s instructions, and completing the tasks that have been assigned by the \u003cspan class=\"s3\">teacher.\u003c/span>\u003c/p>\n\u003ch2>Investing\u003c/h2>\n\u003cp>\u003cem>“Students who are engaged ask a lot of questions, are keen and curious, want to know more, and think actively about what they are working on.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">When students move from passive compliance to this more active form of engagement, we see signs that they are personally invested in and finding value in what they are learning. Behaviors include showing curiosity and interest, displaying signs they are enjoying learning, asking questions about what they are learning, engaging in discussions about the learning, and thinking more deeply about what they are learning. This includes wanting to share their questions, ideas, and experiences with peers during the learning experience, either as part of a whole-class discussion or during small-group activities. When expectations for engagement sit at this level, the focus is on deeper thinking, more active involvement in learning, and students feeling that what they are learning is both interesting and meaningful.\u003c/p>\n\u003ch2>Driving\u003c/h2>\n\u003cp>\u003cem>“That was important to them. That was the focus that was driving them, and every thought they had was what they wanted to do. \u003c/em>\u003cem>They kept asking, ‘When are we having time to plan?’”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">In this most active form of engagement, students are striving toward a goal they have set for themselves, one that is personally meaningful to them and involves a certain level of challenge. We sometimes refer to this kind of challenge as “hard fun.” Behaviors associated with \u003cspan class=\"s2\">\u003ci>driving\u003c/i>\u003c/span>\u003ci> \u003c/i>include setting goals for learning; engaging in self-reflection, self-assessment, and self-evaluation; seeking feedback to help them improve; and looking for ways to extend their learning. At this level, engagement with peers is also at its highest level. This can include actively collaborating with others to learn together and actively seeking out peers as a valuable source of feedback and support during learning. When expectations for engagement are at this level, the focus is on wanting students to successfully “drive” their own learning, either individually or collaboratively, and make use of available resources (including peers) to support improvements in learning.\u003c/p>\n\u003cp class=\"p2\">When students are \u003cspan class=\"s2\">\u003ci>driving\u003c/i>\u003c/span>, they are becoming masters of their own learning and engaging in behaviors characteristic of \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00422/full\">\u003cspan class=\"s2\">\u003ci>self-regulated learning\u003c/i>\u003c/span>\u003c/a>. This includes setting goals for improving, making a plan for improvement, taking actions and using strategies to achieve that goal, monitoring and evaluating progress toward the goal, and using feedback to guide improvement.\u003c/p>\n\u003cp class=\"p3\">Three forms describe students disengaging from the planned learning activity; they range from passive withdrawal through actively attempting to disrupt the learning environment.\u003c/p>\n\u003ch2>Withdrawing\u003c/h2>\n\u003cp>\u003cem>“They’ve just pulled the blinds down; you can see them automatically glaze over, and it doesn’t matter what you’re saying — you’ve lost them.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Students who are passively disengaged in the learning experience are often described as “flying under the radar.” They are not trying to call attention to themselves or cause any disruption, but they are also not participating in the planned learning experience. Behaviors that are associated with this form of disengagement include appearing distracted, not making eye contact, daydreaming, physically withdrawing from the group, staring out the window, and lacking participation or effort. In this passive form of disengaging from the learning experience, students are only engaging with peers when directed to do so by the teacher. This may involve sitting with a group as part of a group activity but not interacting with others during the \u003cspan class=\"s3\">activity.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">Some students actively engage in not being visible to the teacher, hoping never to be asked questions in class, and seeming like they are there but not. While this may seem like a harmless form of disengaging, the impact of passive disengagement on learning is \u003ca href=\"https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=8000&context=ecuworks\">just as serious as the more active forms of disengaging\u003c/a>.\u003c/p>\n\u003ch2>Avoiding\u003c/h2>\n\u003cp>\u003cem>“They find excuses to go out of the room a lot, or go to their bag a lot. They sit on the computer and find other things to do instead of staying on task.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Students at this level of disengagement are often described as being off task and actively looking to avoid engaging in the planned learning experience. Unlike the \u003cspan class=\"s2\">\u003ci>withdrawing \u003c/i>\u003c/span>form, students are not as concerned with going unnoticed, and they are actively seeking out other things to do rather than passively disengaging. Behaviors associated with this form of disengagement include moving around the room unnecessarily, being off task, asking to leave the room, and being unprepared. In relation to engaging with peers, students may engage in off-task behavior like talking or playing with materials with other students who are also looking to avoid engaging in the planned learning activity.\u003c/p>\n\u003ch2>Disrupting\u003c/h2>\n\u003cp>\u003cem>“They go around to someone else’s desk and start an argument about something — goofing around, being loud, and causing a bit of trouble.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">In this form of disengagement, students are actively disrupting the learning environment or explicitly refusing to participate in the planned learning experience. Behaviors include arguing \u003cspan class=\"s3\">with\u003c/span> \u003cspan class=\"s3\">the\u003c/span> \u003cspan class=\"s3\">teacher\u003c/span> \u003cspan class=\"s3\">or\u003c/span> \u003cspan class=\"s3\">peers,\u003c/span> \u003cspan class=\"s3\">being\u003c/span> \u003cspan class=\"s3\">noncompliant,\u003c/span> \u003cspan class=\"s3\">trying\u003c/span> \u003cspan class=\"s3\">to\u003c/span> \u003cspan class=\"s3\">distract \u003c/span>others, and moving around the room in a way that causes a disruption to learning (e.g., running around, rolling around on chairs). In relation to engaging with peers, students at this level might get into arguments with peers or try to distract them by attempting to attract their attention away from the planned learning activity. They can be actively engaged in being disruptive, and reprimands can reinforce these behaviors by showing the disruptive students and their peers how successful they can be in their disrupting role.\u003c/p>\n\u003cp class=\"p2\">This continuum offers an additional vantage point from which we can think about student engagement, this time from \u003cspan class=\"s5\">the \u003c/span>perspective of the teacher, and an expanded vocabulary for discussing engagement within the context of classroom learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft size-full wp-image-61942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Berry-Amy_cmyk_05_22-scaled-e1688162282470.jpg\" alt=\"\" width=\"200\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Berry-Amy_cmyk_05_22-scaled-e1688162282470.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Berry-Amy_cmyk_05_22-scaled-e1688162282470-160x201.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Amy Berry has over 20 years of experience working in education as a teacher, researcher and professional learning facilitator. She is a Research Fellow with the Australian Council for Educational Research and an Honorary Fellow at the University of Melbourne. Amy was a teacher in Queensland, Australia for 10 years before returning to university to pursue her interest in education research and teacher professional learning. She has extensive experience working with pre-service and practicing teachers to develop their skills and improve their practice. She has designed and facilitated numerous professional learning programs for teachers, including programs on formative assessment, student engagement, and learning through play. As well as working with teachers in Australia, Amy has worked with teachers, school leaders, and education officials from the U.S,, Saudi Arabia, Singapore, Indonesia, the Philippines and Ukraine. She is passionate about helping learners of all ages find their joy in learning.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Amy Berry's continuum of student engagement expands our vocabulary for discussing engagement within the context of classroom learning. She created it after interviewing dozens of teachers about student engagement.","status":"publish","parent":0,"modified":1688176405,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1666},"headData":{"title":"Reimagining student engagement as a continuum of learning behaviors | KQED","description":"Amy Berry's continuum of student engagement expands our vocabulary for discussing engagement within the context of classroom learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Amy Berry's continuum of student engagement expands our vocabulary for discussing engagement within the context of classroom learning."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “Reimagining Student Engagement: From Disrupting to Driving” by Amy Berry. Copyright © 2022 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003ch3>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-61943\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/reimagining-student-engagement-by-Amy-Berry.jpeg\" alt=\"reimagining student engagement book cover by Amy Berry\" width=\"188\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/reimagining-student-engagement-by-Amy-Berry.jpeg 188w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/reimagining-student-engagement-by-Amy-Berry-160x228.jpeg 160w\" sizes=\"(max-width: 188px) 100vw, 188px\">Disrupting to Driving: A Continuum of Student Engagement\u003c/h3>\n\u003cp>In 2016–2017, I decided to investigate the concept of student engagement from the perspective of the classroom teacher. I conducted in-depth interviews with teachers to explore their conceptions of student engagement in learning. In particular, I was interested in both the everyday examples of student engagement these teachers described, as well as their descriptions of less common, but often powerful, examples of highly engaged students. In this way, I was trying to capture the full range of engagement that teachers might encounter in the classroom. Since this research, I have had many other opportunities to ask teachers to describe engagement and recount their experiences of student engagement in the classroom. I’ve also received feedback from teachers, parents and others in the education community to suggest that the forms of engagement I described resonate with their own experiences and provide a useful reference point for their work with students. In 2020, Douglas Fisher, Nancy Frey and John Hattie included the continuum in \u003ca href=\"https://us.corwin.com/books/distance-learning-playbook-275865\">\u003cspan class=\"s5\">\u003ci>The Distance Learning Playbook\u003c/i>\u003c/span>\u003c/a>, introducing it to a wide range of education professionals and extending it beyond its origins in the classroom and into the realm of distance \u003cspan class=\"s6\">learning.\u003c/span>\u003c/p>\n\u003cp>Using teachers’ descriptions of engagement from the interviews, I created a continuum describing six different forms of engagement in the planned learning experience. This includes their engagement \u003cspan class=\"s5\">\u003ci>in\u003c/i>\u003c/span>\u003ci> \u003c/i>the activity, as well as their engagement \u003cspan class=\"s5\">\u003ci>with \u003c/i>\u003c/span>peers during the planned activity. On the left of the continuum are three forms of students disengaging from the planned learning experience, and on the right are three forms of students engaging in the learning experience. The most active forms are on either end, and the most passive forms are in the middle. Finally, possible goals that a teacher might have for student engagement in the learning experience are offered as a way of connecting teacher expectations with the different forms of engagement.\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61940\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from \u003cem>Reimagining Student Engagement\u003c/em> by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p3\">Let’s take a closer look at these six forms of engagement, beginning with three ways that students engage in the planned learning experience. These forms range from passively participating and going along with what the teacher has planned, to actively investing in the focus for learning and driving their progress toward meaningful goals for learning.\u003c/p>\n\u003ch2>Participating\u003c/h2>\n\u003cp>\u003cem>“Probably the first thing is where their focus is at, so if they’re looking at their work or quietly completing the task.”\u003c/em>\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 class=\"p1\">This form of engagement is characterized by students’ compliant behavior and willingness to do what the teacher has asked them to do. Behaviors associated with this type of engagement include being on task, being focused, paying attention, doing work, and responding to teacher questions. In relation to engaging with peers, this is limited to working in groups or pairs when directed to do so by the teacher. When expectations for engagement sit at this level, the focus is on listening to the teacher, following the teacher’s instructions, and completing the tasks that have been assigned by the \u003cspan class=\"s3\">teacher.\u003c/span>\u003c/p>\n\u003ch2>Investing\u003c/h2>\n\u003cp>\u003cem>“Students who are engaged ask a lot of questions, are keen and curious, want to know more, and think actively about what they are working on.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">When students move from passive compliance to this more active form of engagement, we see signs that they are personally invested in and finding value in what they are learning. Behaviors include showing curiosity and interest, displaying signs they are enjoying learning, asking questions about what they are learning, engaging in discussions about the learning, and thinking more deeply about what they are learning. This includes wanting to share their questions, ideas, and experiences with peers during the learning experience, either as part of a whole-class discussion or during small-group activities. When expectations for engagement sit at this level, the focus is on deeper thinking, more active involvement in learning, and students feeling that what they are learning is both interesting and meaningful.\u003c/p>\n\u003ch2>Driving\u003c/h2>\n\u003cp>\u003cem>“That was important to them. That was the focus that was driving them, and every thought they had was what they wanted to do. \u003c/em>\u003cem>They kept asking, ‘When are we having time to plan?’”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">In this most active form of engagement, students are striving toward a goal they have set for themselves, one that is personally meaningful to them and involves a certain level of challenge. We sometimes refer to this kind of challenge as “hard fun.” Behaviors associated with \u003cspan class=\"s2\">\u003ci>driving\u003c/i>\u003c/span>\u003ci> \u003c/i>include setting goals for learning; engaging in self-reflection, self-assessment, and self-evaluation; seeking feedback to help them improve; and looking for ways to extend their learning. At this level, engagement with peers is also at its highest level. This can include actively collaborating with others to learn together and actively seeking out peers as a valuable source of feedback and support during learning. When expectations for engagement are at this level, the focus is on wanting students to successfully “drive” their own learning, either individually or collaboratively, and make use of available resources (including peers) to support improvements in learning.\u003c/p>\n\u003cp class=\"p2\">When students are \u003cspan class=\"s2\">\u003ci>driving\u003c/i>\u003c/span>, they are becoming masters of their own learning and engaging in behaviors characteristic of \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00422/full\">\u003cspan class=\"s2\">\u003ci>self-regulated learning\u003c/i>\u003c/span>\u003c/a>. This includes setting goals for improving, making a plan for improvement, taking actions and using strategies to achieve that goal, monitoring and evaluating progress toward the goal, and using feedback to guide improvement.\u003c/p>\n\u003cp class=\"p3\">Three forms describe students disengaging from the planned learning activity; they range from passive withdrawal through actively attempting to disrupt the learning environment.\u003c/p>\n\u003ch2>Withdrawing\u003c/h2>\n\u003cp>\u003cem>“They’ve just pulled the blinds down; you can see them automatically glaze over, and it doesn’t matter what you’re saying — you’ve lost them.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Students who are passively disengaged in the learning experience are often described as “flying under the radar.” They are not trying to call attention to themselves or cause any disruption, but they are also not participating in the planned learning experience. Behaviors that are associated with this form of disengagement include appearing distracted, not making eye contact, daydreaming, physically withdrawing from the group, staring out the window, and lacking participation or effort. In this passive form of disengaging from the learning experience, students are only engaging with peers when directed to do so by the teacher. This may involve sitting with a group as part of a group activity but not interacting with others during the \u003cspan class=\"s3\">activity.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">Some students actively engage in not being visible to the teacher, hoping never to be asked questions in class, and seeming like they are there but not. While this may seem like a harmless form of disengaging, the impact of passive disengagement on learning is \u003ca href=\"https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=8000&context=ecuworks\">just as serious as the more active forms of disengaging\u003c/a>.\u003c/p>\n\u003ch2>Avoiding\u003c/h2>\n\u003cp>\u003cem>“They find excuses to go out of the room a lot, or go to their bag a lot. They sit on the computer and find other things to do instead of staying on task.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Students at this level of disengagement are often described as being off task and actively looking to avoid engaging in the planned learning experience. Unlike the \u003cspan class=\"s2\">\u003ci>withdrawing \u003c/i>\u003c/span>form, students are not as concerned with going unnoticed, and they are actively seeking out other things to do rather than passively disengaging. Behaviors associated with this form of disengagement include moving around the room unnecessarily, being off task, asking to leave the room, and being unprepared. In relation to engaging with peers, students may engage in off-task behavior like talking or playing with materials with other students who are also looking to avoid engaging in the planned learning activity.\u003c/p>\n\u003ch2>Disrupting\u003c/h2>\n\u003cp>\u003cem>“They go around to someone else’s desk and start an argument about something — goofing around, being loud, and causing a bit of trouble.”\u003c/em>\u003c/p>\n\u003cp class=\"p1\">In this form of disengagement, students are actively disrupting the learning environment or explicitly refusing to participate in the planned learning experience. Behaviors include arguing \u003cspan class=\"s3\">with\u003c/span> \u003cspan class=\"s3\">the\u003c/span> \u003cspan class=\"s3\">teacher\u003c/span> \u003cspan class=\"s3\">or\u003c/span> \u003cspan class=\"s3\">peers,\u003c/span> \u003cspan class=\"s3\">being\u003c/span> \u003cspan class=\"s3\">noncompliant,\u003c/span> \u003cspan class=\"s3\">trying\u003c/span> \u003cspan class=\"s3\">to\u003c/span> \u003cspan class=\"s3\">distract \u003c/span>others, and moving around the room in a way that causes a disruption to learning (e.g., running around, rolling around on chairs). In relation to engaging with peers, students at this level might get into arguments with peers or try to distract them by attempting to attract their attention away from the planned learning activity. They can be actively engaged in being disruptive, and reprimands can reinforce these behaviors by showing the disruptive students and their peers how successful they can be in their disrupting role.\u003c/p>\n\u003cp class=\"p2\">This continuum offers an additional vantage point from which we can think about student engagement, this time from \u003cspan class=\"s5\">the \u003c/span>perspective of the teacher, and an expanded vocabulary for discussing engagement within the context of classroom learning.\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 class=\"p1\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft size-full wp-image-61942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Berry-Amy_cmyk_05_22-scaled-e1688162282470.jpg\" alt=\"\" width=\"200\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Berry-Amy_cmyk_05_22-scaled-e1688162282470.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Berry-Amy_cmyk_05_22-scaled-e1688162282470-160x201.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Amy Berry has over 20 years of experience working in education as a teacher, researcher and professional learning facilitator. She is a Research Fellow with the Australian Council for Educational Research and an Honorary Fellow at the University of Melbourne. Amy was a teacher in Queensland, Australia for 10 years before returning to university to pursue her interest in education research and teacher professional learning. She has extensive experience working with pre-service and practicing teachers to develop their skills and improve their practice. She has designed and facilitated numerous professional learning programs for teachers, including programs on formative assessment, student engagement, and learning through play. As well as working with teachers in Australia, Amy has worked with teachers, school leaders, and education officials from the U.S,, Saudi Arabia, Singapore, Indonesia, the Philippines and Ukraine. She is passionate about helping learners of all ages find their joy in learning.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors","authors":["4354"],"categories":["mindshift_192","mindshift_21504","mindshift_193"],"tags":["mindshift_21693","mindshift_20616","mindshift_21692"],"featImg":"mindshift_61948","label":"mindshift"},"mindshift_61731":{"type":"posts","id":"mindshift_61731","meta":{"index":"posts_1591205157","site":"mindshift","id":"61731","score":null,"sort":[1688342418000]},"guestAuthors":[],"slug":"how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway","title":"How Universal Design for Learning helps students merge onto the 'learning expressway'","publishDate":1688342418,"format":"standard","headTitle":"How Universal Design for Learning helps students merge onto the ‘learning expressway’ | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When Kate Smith’s second grade class finished their virtual field trip to a local farm, her students chose how they wanted to share what they had learned. Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting UDL practices, teachers approach learning from a variety of angles. Providing multiple means of representation, engagement and expression enables teachers to meet a variety of learning needs. “Everyone is capable of working towards mastery of standards. If we get the conditions right we’re really honoring the learner and allowing them to co-create those conditions,” said Novak. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"By using UDL, teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience. ","status":"publish","parent":0,"modified":1688689183,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1182},"headData":{"title":"How Universal Design for Learning helps students merge onto the 'learning expressway' | KQED","description":"By using Universal Design for Learning (UDL), a framework developed by the Center for Applied Special Technology (CAST), teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"By using Universal Design for Learning (UDL), a framework developed by the Center for Applied Special Technology (CAST), teachers can create on-ramps, traffic patterns, and off-ramps that allow students to navigate their learning experience."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Kate Smith’s second grade class finished their virtual field trip to a local farm, her students chose how they wanted to share what they had learned. Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\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\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \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\">By adopting UDL practices, teachers approach learning from a variety of angles. Providing multiple means of representation, engagement and expression enables teachers to meet a variety of learning needs. “Everyone is capable of working towards mastery of standards. If we get the conditions right we’re really honoring the learner and allowing them to co-create those conditions,” said Novak. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway","authors":["11721"],"categories":["mindshift_192","mindshift_20523"],"tags":["mindshift_485","mindshift_20538","mindshift_167","mindshift_20792","mindshift_20616","mindshift_21362","mindshift_21050","mindshift_828"],"featImg":"mindshift_61733","label":"mindshift"},"mindshift_61372":{"type":"posts","id":"mindshift_61372","meta":{"index":"posts_1591205157","site":"mindshift","id":"61372","score":null,"sort":[1683084613000]},"guestAuthors":[],"slug":"how-arts-education-builds-better-brains-and-better-lives","title":"How arts education builds better brains and better lives","publishDate":1683084613,"format":"standard","headTitle":"How arts education builds better brains and better lives | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","status":"publish","parent":0,"modified":1683086002,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1340},"headData":{"title":"How arts education builds better brains and better lives | KQED","description":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\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>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","authors":["4354"],"categories":["mindshift_20579","mindshift_21504"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21036","mindshift_46","mindshift_21038","mindshift_943","mindshift_20616"],"featImg":"mindshift_61569","label":"mindshift"},"mindshift_61319":{"type":"posts","id":"mindshift_61319","meta":{"index":"posts_1591205157","site":"mindshift","id":"61319","score":null,"sort":[1680602433000]},"guestAuthors":[],"slug":"a-tale-of-two-science-classrooms","title":"A tale of two science classrooms: How different approaches to participation shape learning","publishDate":1680602433,"format":"standard","headTitle":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"","status":"publish","parent":0,"modified":1682642172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1829},"headData":{"title":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","description":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61319/a-tale-of-two-science-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\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\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\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\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61319/a-tale-of-two-science-classrooms","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_20524","mindshift_193"],"tags":["mindshift_20786","mindshift_1028","mindshift_20701","mindshift_989","mindshift_20703","mindshift_551","mindshift_47","mindshift_21138","mindshift_391","mindshift_20616","mindshift_20852"],"featImg":"mindshift_61322","label":"mindshift"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_60088":{"type":"posts","id":"mindshift_60088","meta":{"index":"posts_1591205157","site":"mindshift","id":"60088","score":null,"sort":[1669194006000]},"guestAuthors":[],"slug":"using-a-strengths-based-approach-to-help-students-realize-their-potential","title":"Using a strengths-based approach to help students realize their potential","publishDate":1669194006,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.hackingdeficitthinking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hacking Deficit Thinking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Byron McClure and Kelsie Reed. Published by Times 10 Publications. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By taking a strength-based approach to education, you can help your students develop their skills and talents to realize their full potential. Let’s help kids figure out what they’re good at and improve those areas. Let’s prioritize helping students build their strengths and practice using them daily. That will help them feel happier, experience more flow, and keep doing activities they enjoy — even when they have to do other activities they don’t like. Educators and even parents who use a strength-based approach will help children become more invested in their learning and more engaged in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The SPOT process can help students develop their strengths. It stands for: Strength observation; Progress over perfection; Opportunity to shine; and Teach, try, and tap into strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Strength observation. \u003c/b>\u003cspan style=\"font-weight: 400\">A strength observation is a way to proactively search for strengths in your students. Try immersing yourself in their environment, such as the classroom, hallway, cafeteria, and after-school events. A strength observation differs from a traditional observation because you are intentionally searching for the positive. As a strength observer, it’s not your job to be right but to learn more about who you observe. That requires being open and receptive to what you may or may not see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is the most important trait in a strength observer? Curiosity! You need to understand your students’ behaviors, experiences, and desires. You’ll need to ask questions that you might think are obvious or irrelevant. The more time you spend with them, the more you learn about their strengths. One of the most important steps to becoming a strength observer is adopting an explorer’s mindset. This means that you approach the observation with an open mind — without any preconceived notions — and seek to discover various strengths. It also means being open to every possibility. When you immerse yourself in your students’ worlds, you give yourself permission to be curious and wonder. Then you open yourself to discovering new strengths within your students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a successful strength observation, you will ask questions, expect unconventional answers, and learn about the students’ worlds. Searching for strengths in your students might seem intuitive, but it’s not. Since most of us educators were trained to identify students’ deficits, we have to actively work to identify their strengths. Pay attention to the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Does the student work better independently or in a group?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When does the student show excitement, boredom, more energy or less energy, frustration, or sustained focus?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How easily do they initiate tasks, shift between tasks, and stay on task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they inspiring or motivating others?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they creative in how they approach a given task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do they leverage resources or social capital in a meaningful way?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What was challenging for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What seemed easy for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What patterns did you notice throughout the observation?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the observation, review your findings with the student. Specifically, share the strengths you identified. For example, if you observed a student during math class while they had to sustain attention over a long period of time, you might say, “Your attention to detail is strong, and you were able to focus on the entire task to get the job done.” Maybe you observed a student who didn’t contribute much during the brainstorming portion of the group activity in social studies. Still, that student captivated his peers and had them on the edge of their seats during the group presentation to the whole class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, have the student offer their reflections on how they view their strengths. Ask them if they agree with your assessment. This is an opportunity to get feedback on how well your observations match up with how the student sees themself — and it also helps students learn more about themself! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To take this a step further, help students reflect on their strengths by asking questions like: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you think you are good at?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you love to do? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What comes easily to you? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any activities that make you lose track of time?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Progress over perfection.\u003c/b>\u003cspan style=\"font-weight: 400\"> Identifying and using strengths can be hard because most of us aren’t used to tapping into our strengths. The key here is to help young people understand the importance of progress. The reality is that routinely using your strengths is a skill. LeBron James is arguably the greatest basketball player of our generation, and he practices his craft daily.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can also practice our strength-finding skills every day. Some days will be more challenging than others. The key here is to make progress toward the goal, not perfection. Help your students find new ways to use their strengths and get better every day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Opportunity to shine. \u003c/b>\u003cspan style=\"font-weight: 400\">When students use their strengths, it gives them a chance to shine, and they are more likely to experience success. This builds self-efficacy and gives them a reason to persist, even when tasks are challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, when students have an opportunity to use their strengths and shine, they experience positive emotions and feel good about themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine a child with perseverance as a strength who only has one shot at succeeding at a task. If they aren’t successful on the first try, that child might become frustrated and learn that you have to be perfect, contributing to anxiety. Imagine if a student has a signature strength of perseverance, and you give them multiple chances to demonstrate mastery. The student might not succeed on the first try, the second try, or even the third. But providing a student who demonstrates perseverance with the opportunity to work at the task until they are successful will help them feel accomplished and continue to work at it even when they face adversity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating opportunities for students to use and demonstrate their strengths is an excellent way to build self-confidence. Students will begin to believe in themselves, realize they are capable, and leverage their strengths in meaningful ways. Also, there is value in helping students recognize and identify missed opportunities for using their strengths. The idea here is that if students can identify these missed opportunities, then it might help to increase their awareness of future opportunities to use strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach, try, and tap into strengths.\u003c/b>\u003cspan style=\"font-weight: 400\"> Teach students to explicitly name their strengths. Help them to build up their strength-based vocabulary, and show them the power of “yet.” Instead of a student saying they are not good at math facts, please encourage them to say, “I might not be the best in math facts — YET.” Encourage young people to try their strengths in new ways. If their strength is “focus,” ask them to try a new task like finding a solution to a problem no one has figured out yet.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg\" alt=\"Hacking Deficit Thinking\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking.jpg 1000w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help your students find ways to tap into the strengths of others. Why? Because the best schools, communities, teams, and organizations know how to harness the strengths of each other — and you can help your students do the same.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This means helping students become well-attuned to their strengths and limitations and learn how to work with others with different strengths and limitations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some people are fantastic at making decisions quickly and effectively. Others are great at seeing all possible consequences of a decision. Some find inspiration in unexpected places. When you have a team that is familiar with each individual’s approach, you can create a culture where everyone feels comfortable contributing to what they’re best at. This leads to bigger and better ideas than if everyone just worked on their own, and it also leads to increased trust in the team — which is what makes them stronger overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help people tap into the strengths of others is to ask them, “How might you use one of your strengths to help someone else?”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60188\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg\" alt=\"Byron McClure\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1020x681.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-768x513.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1536x1025.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-2048x1367.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1920x1281.jpeg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Byron McClure\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">, D.Ed., is a nationally certified school psychologist and founder of Lessons For SEL. He uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of people front and center. While formerly serving as the assistant director of school redesign at a high school in Southeast Washington, DC, he reimagined social-emotional learning within an inner-city community. His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. McClure has extensive knowledge and expertise in mental health, social-emotional learning, and behavior. He has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African American boys. He has designed and implemented schoolwide initiatives such as SEL, restorative practices, MTSS, and trauma-responsive practices. Dr. McClure has presented as a panelist, featured speaker, and keynote speaker across the country. He believes in shifting from what’s wrong to what’s strong. Follow him on Twitter \u003ca href=\"https://twitter.com/SchoolPsychLife\">@SchoolPsychLife\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/bmcclure6/\" target=\"_blank\" rel=\"noopener noreferrer\">@bmcclure6\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DrKelsieReed\">\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60158\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg\" alt=\"Kelsie Reed\" width=\"250\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1020x1528.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-768x1151.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1025x1536.jpeg 1025w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1367x2048.jpeg 1367w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1920x2877.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-scaled.jpeg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Kelsie Reed\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, PhD, is a nationally certified school psychologist who works at the elementary school level in Prince George’s County Public Schools in Maryland. She graduated from Loyola University Chicago in 2020 and was the recipient of two university awards for her dissertation titled “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.” Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AERA).\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. Reed is passionate about advancing educational equity for historically minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline disparities and alternative approaches to punitive practices. As a biracial yet White-presenting woman, she believes in using her privilege to make a difference in the lives of others. Follow her on Twitter \u003ca href=\"https://twitter.com/DrKelsieReed\">@drkelsiereed\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/dr.kelsiereed/\" target=\"_blank\" rel=\"noopener noreferrer\">@dr.kelsiereed\u003c/a>. She also runs a social justice advocacy Instagram page \u003ca href=\"https://www.instagram.com/sassy4socialjustice/\">@sassy4socialjustice\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"In their book, \"Hacking Deficit Thinking,\" school psychologists Kelsie Reed and Byron McClure share how educators can reframe how they see students and offer teaching strategies for helping students develop their skills.","status":"publish","parent":0,"modified":1669606456,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1730},"headData":{"title":"Using a strengths-based approach to help students realize their potential - MindShift","description":"In their book, "Hacking Deficit Thinking," school psychologists Kelsie Reed and Byron McClure share strategies for reframing how we think about students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60088 https://ww2.kqed.org/mindshift/?p=60088","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/23/using-a-strengths-based-approach-to-help-students-realize-their-potential/","disqusTitle":"Using a strengths-based approach to help students realize their potential","excludeFromSiteSearch":"Include","path":"/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.hackingdeficitthinking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hacking Deficit Thinking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Byron McClure and Kelsie Reed. Published by Times 10 Publications. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By taking a strength-based approach to education, you can help your students develop their skills and talents to realize their full potential. Let’s help kids figure out what they’re good at and improve those areas. Let’s prioritize helping students build their strengths and practice using them daily. That will help them feel happier, experience more flow, and keep doing activities they enjoy — even when they have to do other activities they don’t like. Educators and even parents who use a strength-based approach will help children become more invested in their learning and more engaged in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The SPOT process can help students develop their strengths. It stands for: Strength observation; Progress over perfection; Opportunity to shine; and Teach, try, and tap into strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Strength observation. \u003c/b>\u003cspan style=\"font-weight: 400\">A strength observation is a way to proactively search for strengths in your students. Try immersing yourself in their environment, such as the classroom, hallway, cafeteria, and after-school events. A strength observation differs from a traditional observation because you are intentionally searching for the positive. As a strength observer, it’s not your job to be right but to learn more about who you observe. That requires being open and receptive to what you may or may not see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is the most important trait in a strength observer? Curiosity! You need to understand your students’ behaviors, experiences, and desires. You’ll need to ask questions that you might think are obvious or irrelevant. The more time you spend with them, the more you learn about their strengths. One of the most important steps to becoming a strength observer is adopting an explorer’s mindset. This means that you approach the observation with an open mind — without any preconceived notions — and seek to discover various strengths. It also means being open to every possibility. When you immerse yourself in your students’ worlds, you give yourself permission to be curious and wonder. Then you open yourself to discovering new strengths within your students. \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\">In a successful strength observation, you will ask questions, expect unconventional answers, and learn about the students’ worlds. Searching for strengths in your students might seem intuitive, but it’s not. Since most of us educators were trained to identify students’ deficits, we have to actively work to identify their strengths. Pay attention to the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Does the student work better independently or in a group?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When does the student show excitement, boredom, more energy or less energy, frustration, or sustained focus?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How easily do they initiate tasks, shift between tasks, and stay on task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they inspiring or motivating others?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they creative in how they approach a given task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do they leverage resources or social capital in a meaningful way?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What was challenging for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What seemed easy for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What patterns did you notice throughout the observation?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the observation, review your findings with the student. Specifically, share the strengths you identified. For example, if you observed a student during math class while they had to sustain attention over a long period of time, you might say, “Your attention to detail is strong, and you were able to focus on the entire task to get the job done.” Maybe you observed a student who didn’t contribute much during the brainstorming portion of the group activity in social studies. Still, that student captivated his peers and had them on the edge of their seats during the group presentation to the whole class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, have the student offer their reflections on how they view their strengths. Ask them if they agree with your assessment. This is an opportunity to get feedback on how well your observations match up with how the student sees themself — and it also helps students learn more about themself! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To take this a step further, help students reflect on their strengths by asking questions like: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you think you are good at?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you love to do? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What comes easily to you? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any activities that make you lose track of time?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Progress over perfection.\u003c/b>\u003cspan style=\"font-weight: 400\"> Identifying and using strengths can be hard because most of us aren’t used to tapping into our strengths. The key here is to help young people understand the importance of progress. The reality is that routinely using your strengths is a skill. LeBron James is arguably the greatest basketball player of our generation, and he practices his craft daily.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can also practice our strength-finding skills every day. Some days will be more challenging than others. The key here is to make progress toward the goal, not perfection. Help your students find new ways to use their strengths and get better every day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Opportunity to shine. \u003c/b>\u003cspan style=\"font-weight: 400\">When students use their strengths, it gives them a chance to shine, and they are more likely to experience success. This builds self-efficacy and gives them a reason to persist, even when tasks are challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, when students have an opportunity to use their strengths and shine, they experience positive emotions and feel good about themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine a child with perseverance as a strength who only has one shot at succeeding at a task. If they aren’t successful on the first try, that child might become frustrated and learn that you have to be perfect, contributing to anxiety. Imagine if a student has a signature strength of perseverance, and you give them multiple chances to demonstrate mastery. The student might not succeed on the first try, the second try, or even the third. But providing a student who demonstrates perseverance with the opportunity to work at the task until they are successful will help them feel accomplished and continue to work at it even when they face adversity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating opportunities for students to use and demonstrate their strengths is an excellent way to build self-confidence. Students will begin to believe in themselves, realize they are capable, and leverage their strengths in meaningful ways. Also, there is value in helping students recognize and identify missed opportunities for using their strengths. The idea here is that if students can identify these missed opportunities, then it might help to increase their awareness of future opportunities to use strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach, try, and tap into strengths.\u003c/b>\u003cspan style=\"font-weight: 400\"> Teach students to explicitly name their strengths. Help them to build up their strength-based vocabulary, and show them the power of “yet.” Instead of a student saying they are not good at math facts, please encourage them to say, “I might not be the best in math facts — YET.” Encourage young people to try their strengths in new ways. If their strength is “focus,” ask them to try a new task like finding a solution to a problem no one has figured out yet.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg\" alt=\"Hacking Deficit Thinking\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking.jpg 1000w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help your students find ways to tap into the strengths of others. Why? Because the best schools, communities, teams, and organizations know how to harness the strengths of each other — and you can help your students do the same.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This means helping students become well-attuned to their strengths and limitations and learn how to work with others with different strengths and limitations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some people are fantastic at making decisions quickly and effectively. Others are great at seeing all possible consequences of a decision. Some find inspiration in unexpected places. When you have a team that is familiar with each individual’s approach, you can create a culture where everyone feels comfortable contributing to what they’re best at. This leads to bigger and better ideas than if everyone just worked on their own, and it also leads to increased trust in the team — which is what makes them stronger overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help people tap into the strengths of others is to ask them, “How might you use one of your strengths to help someone else?”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60188\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg\" alt=\"Byron McClure\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1020x681.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-768x513.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1536x1025.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-2048x1367.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1920x1281.jpeg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Byron McClure\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">, D.Ed., is a nationally certified school psychologist and founder of Lessons For SEL. He uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of people front and center. While formerly serving as the assistant director of school redesign at a high school in Southeast Washington, DC, he reimagined social-emotional learning within an inner-city community. His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. McClure has extensive knowledge and expertise in mental health, social-emotional learning, and behavior. He has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African American boys. He has designed and implemented schoolwide initiatives such as SEL, restorative practices, MTSS, and trauma-responsive practices. Dr. McClure has presented as a panelist, featured speaker, and keynote speaker across the country. He believes in shifting from what’s wrong to what’s strong. Follow him on Twitter \u003ca href=\"https://twitter.com/SchoolPsychLife\">@SchoolPsychLife\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/bmcclure6/\" target=\"_blank\" rel=\"noopener noreferrer\">@bmcclure6\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DrKelsieReed\">\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60158\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg\" alt=\"Kelsie Reed\" width=\"250\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1020x1528.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-768x1151.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1025x1536.jpeg 1025w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1367x2048.jpeg 1367w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1920x2877.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-scaled.jpeg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Kelsie Reed\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, PhD, is a nationally certified school psychologist who works at the elementary school level in Prince George’s County Public Schools in Maryland. She graduated from Loyola University Chicago in 2020 and was the recipient of two university awards for her dissertation titled “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.” Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AERA).\u003c/span>\u003c/i>\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>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. Reed is passionate about advancing educational equity for historically minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline disparities and alternative approaches to punitive practices. As a biracial yet White-presenting woman, she believes in using her privilege to make a difference in the lives of others. Follow her on Twitter \u003ca href=\"https://twitter.com/DrKelsieReed\">@drkelsiereed\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/dr.kelsiereed/\" target=\"_blank\" rel=\"noopener noreferrer\">@dr.kelsiereed\u003c/a>. She also runs a social justice advocacy Instagram page \u003ca href=\"https://www.instagram.com/sassy4socialjustice/\">@sassy4socialjustice\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential","authors":["4354"],"categories":["mindshift_21491","mindshift_20827","mindshift_193"],"tags":["mindshift_21486","mindshift_20512","mindshift_21487","mindshift_20616"],"featImg":"mindshift_60237","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/Consider-This_3000_V3-copy-scaled-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. 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