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But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What are your favorite collaboration and sharing tools for the classroom?\u003c/p>\n\n","blocks":[],"excerpt":"Educators and students of CS50, a widely popular computer science class at Harvard that's also available in a high school AP version, use a variety of tools to help with the collaborative part of learning computer science. ","status":"publish","parent":0,"modified":1513036028,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/59pfsj4nvI8"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":2234},"headData":{"title":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized | KQED","description":"Educators and students of CS50, a widely popular computer science class at Harvard that's also available in a high school AP version, use a variety of tools to help with the collaborative part of learning computer science. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","datePublished":"2017-12-11T07:53:39.000Z","dateModified":"2017-12-11T23:47:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49588 https://ww2.kqed.org/mindshift/?p=49588","disqusUrl":"https://ww2.kqed.org/mindshift/2017/12/10/tools-harvard-computer-science-students-use-to-collaborate-stay-organized/","disqusTitle":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","path":"/mindshift/49588/tools-harvard-computer-science-students-use-to-collaborate-stay-organized","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Harvard University is one of the \u003ca href=\"http://college.usatoday.com/2014/10/12/the-20-most-selective-colleges-in-the-u-s-and-why-selectivity-can-be-misleading/\" target=\"_blank\" rel=\"noopener\">most selective schools\u003c/a> in the United States, so it isn’t the first place that comes to mind when discussing how to make computer science appealing and open to a broad range of students. But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\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>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\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>What are your favorite collaboration and sharing tools for the classroom?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49588/tools-harvard-computer-science-students-use-to-collaborate-stay-organized","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20707","mindshift_981","mindshift_557","mindshift_21154","mindshift_20784","mindshift_1040","mindshift_125"],"featImg":"mindshift_49862","label":"mindshift"},"mindshift_48627":{"type":"posts","id":"mindshift_48627","meta":{"index":"posts_1591205157","site":"mindshift","id":"48627","score":null,"sort":[1499670222000]},"guestAuthors":[],"slug":"7-questions-principals-should-ask-when-hiring-future-ready-teachers","title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","publishDate":1499670222,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n","blocks":[],"excerpt":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","status":"publish","parent":0,"modified":1499670222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":2922},"headData":{"title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers | KQED","description":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","datePublished":"2017-07-10T07:03:42.000Z","dateModified":"2017-07-10T07:03:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48627 https://ww2.kqed.org/mindshift/?p=48627","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/","disqusTitle":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","path":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\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>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\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>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20707","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_85","mindshift_21114","mindshift_608","mindshift_646"],"featImg":"mindshift_48662","label":"mindshift"},"mindshift_41157":{"type":"posts","id":"mindshift_41157","meta":{"index":"posts_1591205157","site":"mindshift","id":"41157","score":null,"sort":[1439811041000]},"guestAuthors":[],"slug":"five-critical-skills-to-empower-students-in-the-digital-age","title":"Five Critical Skills to Empower Students in the Digital Age","publishDate":1439811041,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=G-9M4I1HRt8\u003c/p>\n\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=R7SatupLTqs\u003c/p>\n\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\n\u003cp>https://twitter.com/mscassidysclass/status/613444628021297152\u003c/p>\n\u003cp>The students also reached out to global peers in Milan, Italy to learn math and play games using the hashtag #guessmynumber.\u003c/p>\n\u003cp>https://twitter.com/MsDiaz1stGrade/status/422644942058422272\u003c/p>\n\u003cp>Through the exchanges, young students are learning about other cultures and one another. November said teachers haven't tapped the full potential of digital tools like Twitter to help students connect globally in part because of concerns over creating safe learning environments.\u003c/p>\n\u003cp>\"Eventually, we need to get past this,\" said November. \"We need to realize that when they’re young is the time to teach them the ethics and moral high ground of using something like Twitter.”\u003c/p>\n\u003cp>\u003cstrong>5. Self-Reflect Upon Their Work\u003c/strong>\u003c/p>\n\u003cp>Traditionally teachers are in charge of assessing student performance. But what would happen if the student were to evaluate her own work? What if self-reflection became a skill as important as reading?\u003c/p>\n\u003cp>November cited John Hattie's work analyzing the effect of \u003ca href=\"http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\">138 influences on student achievement\u003c/a>. Homework, class size, gender and motivation are some of the influencers on the list. But according to Hattie’s findings, the ability to “self-report grades” has the greatest effect on student achievement.\u003c/p>\n\u003cp>Even as educators are turning to technology to offer ever more granular data on children's learning, November maintains teaching them to assess their own performance is more useful. Students could grade themselves, providing evidence to support conclusions and comparing the grades against the findings of the teacher.\u003c/p>\n\u003cp>After all, November said, kids won't be in school forever and when they are in college or at their first job, the ability to self-assess will be invaluable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Using the first five days of school to teach learning skills that will be used throughout the course is a great way to start the new school year.","status":"publish","parent":0,"modified":1439795870,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1054},"headData":{"title":"Five Critical Skills to Empower Students in the Digital Age | KQED","description":"Using the first five days of school to teach learning skills that will be used throughout the course is a great way to start the new school year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Critical Skills to Empower Students in the Digital Age","datePublished":"2015-08-17T11:30:41.000Z","dateModified":"2015-08-17T07:17:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41157 http://ww2.kqed.org/mindshift/?p=41157","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/17/five-critical-skills-to-empower-students-in-the-digital-age/","disqusTitle":"Five Critical Skills to Empower Students in the Digital Age","path":"/mindshift/41157/five-critical-skills-to-empower-students-in-the-digital-age","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/G-9M4I1HRt8'\n title='//www.youtube.com/embed/G-9M4I1HRt8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/R7SatupLTqs'\n title='//www.youtube.com/embed/R7SatupLTqs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"613444628021297152"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The students also reached out to global peers in Milan, Italy to learn math and play games using the hashtag #guessmynumber.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"422644942058422272"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Through the exchanges, young students are learning about other cultures and one another. November said teachers haven't tapped the full potential of digital tools like Twitter to help students connect globally in part because of concerns over creating safe learning environments.\u003c/p>\n\u003cp>\"Eventually, we need to get past this,\" said November. \"We need to realize that when they’re young is the time to teach them the ethics and moral high ground of using something like Twitter.”\u003c/p>\n\u003cp>\u003cstrong>5. Self-Reflect Upon Their Work\u003c/strong>\u003c/p>\n\u003cp>Traditionally teachers are in charge of assessing student performance. But what would happen if the student were to evaluate her own work? What if self-reflection became a skill as important as reading?\u003c/p>\n\u003cp>November cited John Hattie's work analyzing the effect of \u003ca href=\"http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\">138 influences on student achievement\u003c/a>. Homework, class size, gender and motivation are some of the influencers on the list. But according to Hattie’s findings, the ability to “self-report grades” has the greatest effect on student achievement.\u003c/p>\n\u003cp>Even as educators are turning to technology to offer ever more granular data on children's learning, November maintains teaching them to assess their own performance is more useful. Students could grade themselves, providing evidence to support conclusions and comparing the grades against the findings of the teacher.\u003c/p>\n\u003cp>After all, November said, kids won't be in school forever and when they are in college or at their first job, the ability to self-assess will be invaluable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41157/five-critical-skills-to-empower-students-in-the-digital-age","authors":["4596"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_20707","mindshift_108","mindshift_1015","mindshift_20784","mindshift_1040","mindshift_32"],"featImg":"mindshift_41195","label":"mindshift"},"mindshift_36793":{"type":"posts","id":"mindshift_36793","meta":{"index":"posts_1591205157","site":"mindshift","id":"36793","score":null,"sort":[1408629641000]},"guestAuthors":[],"slug":"four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november","title":"Four Skills to Teach Students In the First Five Days of School","publishDate":1408629641,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36719\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\">\u003cimg class=\"wp-image-36719 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The first few days of school are a vital time to set the right tone for the rest of the year. Many teachers focus on important things like getting to know their students, building relationships and making sure students know what the classroom procedures will be. While those things are important, \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a>, a former teacher-turned-author and lecturer says the most important ideas to hammer home will help students learn on their own for the rest of the year.\u003c/p>\n\u003cp>\u003cstrong>POWER RESEARCHING\u003c/strong>\u003c/p>\n\u003cp>“The name of the game is to find the right information with the right question,” said November during a workshop at the 2014 gathering of the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">International Society of Technology in Education\u003c/a> in Atlanta. “My job used to be to give you the information, now my job is to teach you how to find the information.” November firmly believes this dynamic needs to be made very clear in the first five days of school.\u003c/p>\n\u003cp class=\"pull-quote half left\">\"The best teachers were kids who had really struggled with the material and really understand what it's like to learn.\"\u003c/p>\n\u003cp>Kids think they know how to use the internet to search and find the information they need, but November has found through many interviews and school visits that often students have no idea why Google or any other search provider works the way it does. And they don’t know how to phrase questions to get the answers they seek.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Kids literally take their teachers assignment and Google it,” November said. “They don’t understand that Google doesn’t speak English or any other language.” He’s tested his theory in classrooms, asking students to research the Iran Hostage Crisis. Students inevitably Googled the event and cited the first few pages that came up. But every resource was written from a U.S. perspective on an event that affected two very different countries.\u003c/p>\n\u003cp>“Your kids are not thorough,” November said to the hundreds of educators gathered. “They don’t see what they don’t see, so it’s really important that teachers challenge what’s missing.” Even more important is for students to learn the syntax of searching. To find sources from Iran students need to type “site:ir” in order to direct a search engine to explore that part of the internet. Even using that trick doesn’t solve the problem because Iranians don’t call that event “Iran Hostage Crisis,” they call it \"\u003ca href=\"http://en.wikipedia.org/wiki/Iran_hostage_crisis\" target=\"_blank\">Conquest of the American Spy Den\u003c/a>.\"\u003c/p>\n\u003cp>“It’s my observation that we are not instilling a discipline and rigor of the grammar and syntax of the tool they are going to use more than anything else for homework,” November said. And worse, when he asked kids about the kinds of assignments teachers give, students said 85 to 90 percent of the answers could be found with a quick internet search.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Wck8Hiv3k7PXbLWkWGyxX11ygh0LTzXc\"]\u003c/p>\n\u003cp>“I think we should give kids problems that you can’t look up on the internet,” November said. “Or, if you do, build the capacity to do it well.” With the Iran Hostage Crises example, a teacher could require that students use sources from Iran, and could spend time brainstorming the right questions to ask a search engine to get the best information. These skills will help students throughout the rest of the school year and should be covered early.\u003c/p>\n\u003cp>“In the first 5 days I think we should front load really high level research skills,” November said. That means teaching students to “\u003ca href=\"http://www.powersearchingwithgoogle.com/\" target=\"_blank\">power search\u003c/a>” using \u003ca href=\"https://support.google.com/websearch/answer/136861?hl=en\" target=\"_blank\">Google operators\u003c/a>, the words that define how Google searches. “A lot of kids have never used the advanced system of Google algorithms,” November said. Without it, the internet is a vast space with little organization. November compared power searching to the Dewey Decimal System in a library – without it people are just wandering around a building hoping they find the right book.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL CONTRIBUTIONS\u003c/strong>\u003c/p>\n\u003cp>Another important concept to impart within the first few days of school to students: you can make meaningful contributions to the world, no matter how old you are, November said. He described \u003ca href=\"http://www.mathtrain.com/\" target=\"_blank\">MathTrain\u003c/a>, a website created by middle school math teacher Eric Marcos. Marcos asks his students to make math tutorials to help one another and posts them on the site. Some of the tutorials have been viewed over 50,000 times by people all over the world. When students learn their work can make an impact, they're not only more motivated, but they work harder.\u003c/p>\n\u003cp>“A global audience can be more motivating than a teacher in the classroom,” November said. And kids love to connect with other kids, so why not give them that experience early in the school year and make it a regular occurrence. Most kids say they will ask a friend for help with something they don’t understand before asking the teacher, November said. So why not let kids teach each other and help them see that what they are learning can help others.\u003c/p>\n\u003cp>“The best teachers were kids who had really struggled with the material and really understand what it's like to learn,” November said. “Sometimes teachers suffer from knowing too much. The material they teach is easy to them and it can be hard to empathize with the stumbles of a new learner. Kids who have struggled with the material understand the pitfalls and can often explain them in ways other kids will understand.\u003c/p>\n\u003cp>\u003cstrong>ASK THEM ABOUT THEIR PASSIONS\u003c/strong>\u003c/p>\n\u003cp>The school year is often broken into so many units of study, standards to cover and snippets of time, that kids rarely get to work on one sustained project for very long. November is a big proponent of letting kids define and work on a project that has very few parameters and no rubric, and that will be presented at the end of the year.\u003c/p>\n\u003cp>“They resist because they have all this anxiety over the unknown,” November said. “They are seeking safety in your rubric.” But insisting students give it a try can yield strong projects, and more importantly it gives students the experience of defining the project and deciding when it’s good enough. In a computer science class November taught, the most resistant student ended up building a massive database of resources for people with disabilities in her town. She couldn’t finish it by the end of the year, so she came in during the summer to complete the work.\u003c/p>\n\u003cp>“That’s the difference when students define their own problems with intrinsic motivation,” November said. They care so much they're begging for the computer lab to stay open during the summer.\u003c/p>\n\u003cp>\u003cstrong>BUILD A LEARNING ECOLOGY\u003c/strong>\u003c/p>\n\u003cp>One great way to teach students how to learn is to show them how teachers learn and what their sources are. \u003ca href=\"https://www.diigo.com/user/globalearner\" target=\"_blank\">November favors Diigo\u003c/a>, but there are lots of sites that help people organize what they’ve read online and share those resources. For teachers who are actively improving their knowledge of the subject matter they teach, why not share that digital library with students and show them what lifelong learning looks like?\u003c/p>\n\u003cp>“I think teachers should demonstrate how they learn in the first five days,” November said. Typically we demonstrate what we already know and have learned. That has to change. We have to teach students to learn to learn.”\u003c/p>\n\u003cp>A great way to do that is through social media, one of the best ways for\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\" target=\"_blank\"> teachers to connect professionally\u003c/a> and find ideas to further their own craft. If Twitter is such an important tool for educators, why keep it from students who also want to know how to connect and build a network?\u003c/p>\n\u003cp>“We should teach them to follow the best minds in the world on whatever their passion is,” November said. He remembers showing a boy interested in becoming an entrepreneur the Harvard Business Review’s Twitter page. The magazine follows heavyweights in their fields, who are accessible to students in ways they never were before the internet, if student know how to look.\u003c/p>\n\u003cp>“Before the internet there were two important things to teach: content and skills, like writing,” November said. “Now there’s a third skill which is to build out your network to the world.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teaching students to view Twitter as a research tool, a way to see what the brightest minds in a discipline are thinking and reading is akin to teaching them to search the internet powerfully. It's giving them the tools to continue learning long after the test.\u003c/p>\n\n","blocks":[],"excerpt":"Alan November explains how he would use the first five days of school to lay the groundwork for a year of learning that goes far beyond the test.","status":"publish","parent":0,"modified":1409249977,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1487},"headData":{"title":"Four Skills to Teach Students In the First Five Days of School | KQED","description":"Alan November explains how he would use the first five days of school to lay the groundwork for a year of learning that goes far beyond the test.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Skills to Teach Students In the First Five Days of School","datePublished":"2014-08-21T14:00:41.000Z","dateModified":"2014-08-28T18:19:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36793 http://blogs.kqed.org/mindshift/?p=36793","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/","disqusTitle":"Four Skills to Teach Students In the First Five Days of School","path":"/mindshift/36793/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36719\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\">\u003cimg class=\"wp-image-36719 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The first few days of school are a vital time to set the right tone for the rest of the year. Many teachers focus on important things like getting to know their students, building relationships and making sure students know what the classroom procedures will be. While those things are important, \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a>, a former teacher-turned-author and lecturer says the most important ideas to hammer home will help students learn on their own for the rest of the year.\u003c/p>\n\u003cp>\u003cstrong>POWER RESEARCHING\u003c/strong>\u003c/p>\n\u003cp>“The name of the game is to find the right information with the right question,” said November during a workshop at the 2014 gathering of the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">International Society of Technology in Education\u003c/a> in Atlanta. “My job used to be to give you the information, now my job is to teach you how to find the information.” November firmly believes this dynamic needs to be made very clear in the first five days of school.\u003c/p>\n\u003cp class=\"pull-quote half left\">\"The best teachers were kids who had really struggled with the material and really understand what it's like to learn.\"\u003c/p>\n\u003cp>Kids think they know how to use the internet to search and find the information they need, but November has found through many interviews and school visits that often students have no idea why Google or any other search provider works the way it does. And they don’t know how to phrase questions to get the answers they seek.\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>“Kids literally take their teachers assignment and Google it,” November said. “They don’t understand that Google doesn’t speak English or any other language.” He’s tested his theory in classrooms, asking students to research the Iran Hostage Crisis. Students inevitably Googled the event and cited the first few pages that came up. But every resource was written from a U.S. perspective on an event that affected two very different countries.\u003c/p>\n\u003cp>“Your kids are not thorough,” November said to the hundreds of educators gathered. “They don’t see what they don’t see, so it’s really important that teachers challenge what’s missing.” Even more important is for students to learn the syntax of searching. To find sources from Iran students need to type “site:ir” in order to direct a search engine to explore that part of the internet. Even using that trick doesn’t solve the problem because Iranians don’t call that event “Iran Hostage Crisis,” they call it \"\u003ca href=\"http://en.wikipedia.org/wiki/Iran_hostage_crisis\" target=\"_blank\">Conquest of the American Spy Den\u003c/a>.\"\u003c/p>\n\u003cp>“It’s my observation that we are not instilling a discipline and rigor of the grammar and syntax of the tool they are going to use more than anything else for homework,” November said. And worse, when he asked kids about the kinds of assignments teachers give, students said 85 to 90 percent of the answers could be found with a quick internet search.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I think we should give kids problems that you can’t look up on the internet,” November said. “Or, if you do, build the capacity to do it well.” With the Iran Hostage Crises example, a teacher could require that students use sources from Iran, and could spend time brainstorming the right questions to ask a search engine to get the best information. These skills will help students throughout the rest of the school year and should be covered early.\u003c/p>\n\u003cp>“In the first 5 days I think we should front load really high level research skills,” November said. That means teaching students to “\u003ca href=\"http://www.powersearchingwithgoogle.com/\" target=\"_blank\">power search\u003c/a>” using \u003ca href=\"https://support.google.com/websearch/answer/136861?hl=en\" target=\"_blank\">Google operators\u003c/a>, the words that define how Google searches. “A lot of kids have never used the advanced system of Google algorithms,” November said. Without it, the internet is a vast space with little organization. November compared power searching to the Dewey Decimal System in a library – without it people are just wandering around a building hoping they find the right book.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL CONTRIBUTIONS\u003c/strong>\u003c/p>\n\u003cp>Another important concept to impart within the first few days of school to students: you can make meaningful contributions to the world, no matter how old you are, November said. He described \u003ca href=\"http://www.mathtrain.com/\" target=\"_blank\">MathTrain\u003c/a>, a website created by middle school math teacher Eric Marcos. Marcos asks his students to make math tutorials to help one another and posts them on the site. Some of the tutorials have been viewed over 50,000 times by people all over the world. When students learn their work can make an impact, they're not only more motivated, but they work harder.\u003c/p>\n\u003cp>“A global audience can be more motivating than a teacher in the classroom,” November said. And kids love to connect with other kids, so why not give them that experience early in the school year and make it a regular occurrence. Most kids say they will ask a friend for help with something they don’t understand before asking the teacher, November said. So why not let kids teach each other and help them see that what they are learning can help others.\u003c/p>\n\u003cp>“The best teachers were kids who had really struggled with the material and really understand what it's like to learn,” November said. “Sometimes teachers suffer from knowing too much. The material they teach is easy to them and it can be hard to empathize with the stumbles of a new learner. Kids who have struggled with the material understand the pitfalls and can often explain them in ways other kids will understand.\u003c/p>\n\u003cp>\u003cstrong>ASK THEM ABOUT THEIR PASSIONS\u003c/strong>\u003c/p>\n\u003cp>The school year is often broken into so many units of study, standards to cover and snippets of time, that kids rarely get to work on one sustained project for very long. November is a big proponent of letting kids define and work on a project that has very few parameters and no rubric, and that will be presented at the end of the year.\u003c/p>\n\u003cp>“They resist because they have all this anxiety over the unknown,” November said. “They are seeking safety in your rubric.” But insisting students give it a try can yield strong projects, and more importantly it gives students the experience of defining the project and deciding when it’s good enough. In a computer science class November taught, the most resistant student ended up building a massive database of resources for people with disabilities in her town. She couldn’t finish it by the end of the year, so she came in during the summer to complete the work.\u003c/p>\n\u003cp>“That’s the difference when students define their own problems with intrinsic motivation,” November said. They care so much they're begging for the computer lab to stay open during the summer.\u003c/p>\n\u003cp>\u003cstrong>BUILD A LEARNING ECOLOGY\u003c/strong>\u003c/p>\n\u003cp>One great way to teach students how to learn is to show them how teachers learn and what their sources are. \u003ca href=\"https://www.diigo.com/user/globalearner\" target=\"_blank\">November favors Diigo\u003c/a>, but there are lots of sites that help people organize what they’ve read online and share those resources. For teachers who are actively improving their knowledge of the subject matter they teach, why not share that digital library with students and show them what lifelong learning looks like?\u003c/p>\n\u003cp>“I think teachers should demonstrate how they learn in the first five days,” November said. Typically we demonstrate what we already know and have learned. That has to change. We have to teach students to learn to learn.”\u003c/p>\n\u003cp>A great way to do that is through social media, one of the best ways for\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\" target=\"_blank\"> teachers to connect professionally\u003c/a> and find ideas to further their own craft. If Twitter is such an important tool for educators, why keep it from students who also want to know how to connect and build a network?\u003c/p>\n\u003cp>“We should teach them to follow the best minds in the world on whatever their passion is,” November said. He remembers showing a boy interested in becoming an entrepreneur the Harvard Business Review’s Twitter page. The magazine follows heavyweights in their fields, who are accessible to students in ways they never were before the internet, if student know how to look.\u003c/p>\n\u003cp>“Before the internet there were two important things to teach: content and skills, like writing,” November said. “Now there’s a third skill which is to build out your network to the world.”\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>Teaching students to view Twitter as a research tool, a way to see what the brightest minds in a discipline are thinking and reading is akin to teaching them to search the internet powerfully. It's giving them the tools to continue learning long after the test.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36793/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november","authors":["234"],"categories":["mindshift_20729","mindshift_193"],"tags":["mindshift_20707","mindshift_1040","mindshift_506","mindshift_20708","mindshift_220"],"featImg":"mindshift_36719","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. 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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/2024/04/Possible-Podcast-Tile-360x360-1.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. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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