How a Moveable Space Can Ignite Creativity in the Classroom
Why Learning Should Be Messy
Lessons Learned: How a Progressive New School Adapts to Realities
Giving Kids a Chance to Make
What's So Important About Tinkering?
Brightworks: A School that Rethinks School
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(Courtesy of Earthworm)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38555\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Scavenged casters. (Courtesy of Earthworm)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Peter Pfau, FAIA\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most exciting models of learning is “design thinking.” It combines hands on learning (tinkering) with independent problem solving methodologies. This concept is basically the same as the problem solving-based creative process taught in many design disciplines, like architecture, engineering, and game design. The basic steps of design thinking can be characterized as follows:\u003c/p>\n\u003cp>1.\tIdentify the problem and research to understand the problem better\u003cbr>\n2.\tBrainstorm possible strategies and identify solutions\u003cbr>\n3.\tTest these solutions (welcoming failure as a learning tool)\u003cbr>\n4.\tApply what you learn to evolve best solutions\u003c/p>\n\u003cp>When students practice design-thinking projects in the classroom, they not only master the concepts within the project, they exercise their skills of collaborating with teammates, investigating their topic thoroughly, using empathy to generate ideas for solutions, prototyping, and testing. Most importantly, they learn that failure is not a setback. This activity fosters the lifelong skill and mindset that learning new things to help solve problems is part of day-to-day practice and no longer confined to the classroom. Because this quest for knowledge is self-initiated and involves the direct application of learned skills, the retention of information that kids have as a result of this process is significantly higher. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences.\u003c/aside>\n\u003cp>A challenge for many public and cash-strapped schools is that this hands-on, project-based learning approach needs to be directly supported by the spaces where the learning occurs. Design thinking in education requires open spaces with flexible, moveable pieces that can be used in different ways each day depending on the topic being explored. Schools like Brightworks in San Francisco and the Nueva School in Hillsborough have fashioned their learning spaces and laboratories specifically for this type of culture, but similar results can be achieved without renovating your classroom or school. Here are six ideas that any school can implement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. Put wheels on classroom furniture.\u003c/strong>\u003cbr>\nSpaces need to be flexible to accommodate a wide variety of student-use scenarios and project-driven set ups. Furniture that can be easily rolled out of the way can go from collaboration lounge to prototype lab with little effort. A variety of casters can be found at IKEA or your local hardware store. Use casters with stems for desks and tables. These have sleeves that can be inserted into the legs. Plate mounted casters can be screwed directly into the base of the furniture. Look for wheels that swivel in all directions so that students can move them easily. Many casters have locks which help to keep them from moving once you’ve got them in place. \u003c/p>\n\u003cp>\u003cstrong>2. Create comfortable and customizable “break-out spaces” with couches or soft chairs where students can work together. \u003c/strong>\u003cbr>\nStanford University's “d.school” (design and engineering school), where the current design thinking trend was jump started, exemplifies the importance of comfortable collaboration spaces. d.school students draw from a mobile “kit of parts” to assemble work environments shaped to their project based activities and then put them all back afterwards. d.school has created a culture of creating the space for the environment you need. Furniture here easily rolls or stacks out of the way to leave an open room after the activity is finished. Working in this space requires presence of mind of how you will interact and how the space should be shaped to accommodate that. \u003c/p>\n\u003cp>\u003cstrong>3. Look for spaces on your campus that can be transformed into a student-driven collaboration classroom. \u003c/strong>\u003cbr>\nThe \u003ca href=\"https://asms.sa.edu.au/\">Australian Science and Mathematics School\u003c/a>, a public high school in Adelaide, repurposed a basement storeroom as their innovation “shed.” The shed supports 17 students in self-organized learning and tinkering on Thursday mornings and was designed to be a “funky” place teenagers would be comfortable perusing what they are interested in. Sivam Krish directs programs at the shed, but does not teach in the traditional sense. He encourages peer-to-peer learning in the space. The shed is furnished with cheap garage equipment and relatively inexpensive technology. Nothing is fixed: monitors, 3-D printers, computer workstations, and other equipment are mounted on wheeled scaffolding carts so that students can frequently adjust their space to suit their projects. \u003c/p>\n\u003cp>\u003cstrong>4. Create a shared design-thinking space for all students to use.\u003c/strong>\u003cbr>\nBy being inclusive of all students, the program can serve as a compliment to the rest of the curriculum. At \u003ca href=\"http://www.mpms.org/\">Marin Primary and Middle School in Northern California\u003c/a>, the kindergarten through 8th grade classroom curriculum links to hands-on projects that kids do in the school’s “Projects Lab.” The lab is a locus where all the equipment that can facilitate student tinkering and prototyping is concentrated, with some inherent flexibility in its layout to accommodate student creativity. \u003c/p>\n\u003cp>[contextly_sidebar id=\"du40aWLme4cEBCytbfwkf4z5TctMcRqG\"]\u003c/p>\n\u003cp>In San Francisco, \u003ca href=\"http://www.lwhs.org/page/Curriculum/Departments/Technical-Arts\">Lick-Wilmerding High School’s Design and Technology Center\u003c/a> takes sharing a step further by bringing together many of the schools communal resources. The center houses teaching workspaces and shops for wood, metal, glass and electronics, as well as a multi-purpose room, computer lab, and two conference rooms. The central, single level, configuration of the spaces allows for a shared work area between disciplines and encourages student interaction and interdisciplinary collaboration. \u003c/p>\n\u003cp>\u003cstrong>5. Create a design-thinking space is a design-thinking exercise.\u003c/strong>\u003cbr>\nAssign students the task of designing the design-thinking environment. Groups of the students enrolled in the one-semester design-thinking course at \u003ca href=\"http://www.flinthill.org/\">Flint Hill School in Oakton, Virginia\u003c/a> came up with blue-sky proposals for redesigning the school library. At the end of the semester, two 11th grade participants, Jack Morrissette and Zane Homsi, used an independent study credit to further consider how design thinking could be expanded at the school. Their study culminated in a more feasible library redesign based on the collective ideas from their classmates—including a proposal to free up space for design-thinking environments by going completely digital. With no more shelves full of hard copy books, there would be room for comfy chairs and moveable white board walls for collaboration spaces, and an innovation lab with 3-D printers, visual design technology and other tools. Their proposal is currently being considered by the school board.\u003c/p>\n\u003cp>\u003cstrong>6. Ask for help.\u003c/strong>\u003cbr>\nAsk students’ families and the community to donate gently used furniture, construction tools, sewing machines, fabric, wood remnants, and other tools and materials they no longer use. Power tools, an integral component of any decent maker-studio space, empower kids with confidence and the independence to prototype and test their ideas. Ask parent volunteers to demonstrate how to use them correctly and with the necessary safety equipment. Ask the PTA or your board to help raise the funds for your program. \u003c/p>\n\u003cp>You can also ask to visit design thinking programs other schools. The \u003ca href=\"http://www.thewillows.org/\">Willows Community School\u003c/a> in Culver City, California visited Castilleja High School's \u003ca href=\"http://www.castilleja.org/page.cfm?p=941600\">Bourn Idea Lab\u003c/a> in Palo Alto where parent and resident tinkerer, Diego Fonstad, showed the space and offered insights into how the school integrates the classroom learning and physical aspects of making into one project. \u003c/p>\n\u003cp>Rethinking learning environments will play an important role in education in the years to come. Are you rehashing old models or covering new ground? Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences. This is the design-thinking process for creating the next generation of learning environments. \u003c/p>\n\u003cp>Let’s keep this conversation going. What ideas for bringing design thinking into schools have you tried? \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Peter Pfau, FAIA, is the founding Principal of \u003ca href=\"http://pfaulong.com/\">Pfau Long Architecture\u003c/a> in San Francisco and a member of the AIA’s National Committee on Architecture for Education. Pfau is a modernist who balances conceptual rigor with a love for building.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Break-out spaces and furniture on wheels can do wonders to enhance a person's learning experience. Here are six low-cost ideas for creating those environments in the classroom. ","status":"publish","parent":0,"modified":1417013574,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1377},"headData":{"title":"How a Moveable Space Can Ignite Creativity in the Classroom | KQED","description":"Break-out spaces and furniture on wheels can do wonders to enhance a person's learning experience. Here are six low-cost ideas for creating those environments in the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38553 http://blogs.kqed.org/mindshift/?p=38553","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/26/how-a-moveable-space-can-ignite-creativity-in-the-classroom/","disqusTitle":"How a Moveable Space Can Ignite Creativity in the Classroom","path":"/mindshift/38553/how-a-moveable-space-can-ignite-creativity-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38555\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Scavenged-Casters-Earthworm.gif\" alt=\"Scavenged casters. (Courtesy of Earthworm)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38555\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Scavenged casters. (Courtesy of Earthworm)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Peter Pfau, FAIA\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most exciting models of learning is “design thinking.” It combines hands on learning (tinkering) with independent problem solving methodologies. This concept is basically the same as the problem solving-based creative process taught in many design disciplines, like architecture, engineering, and game design. The basic steps of design thinking can be characterized as follows:\u003c/p>\n\u003cp>1.\tIdentify the problem and research to understand the problem better\u003cbr>\n2.\tBrainstorm possible strategies and identify solutions\u003cbr>\n3.\tTest these solutions (welcoming failure as a learning tool)\u003cbr>\n4.\tApply what you learn to evolve best solutions\u003c/p>\n\u003cp>When students practice design-thinking projects in the classroom, they not only master the concepts within the project, they exercise their skills of collaborating with teammates, investigating their topic thoroughly, using empathy to generate ideas for solutions, prototyping, and testing. Most importantly, they learn that failure is not a setback. This activity fosters the lifelong skill and mindset that learning new things to help solve problems is part of day-to-day practice and no longer confined to the classroom. Because this quest for knowledge is self-initiated and involves the direct application of learned skills, the retention of information that kids have as a result of this process is significantly higher. \u003c/p>\n\u003caside class=\"pullquote alignleft\"> Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences.\u003c/aside>\n\u003cp>A challenge for many public and cash-strapped schools is that this hands-on, project-based learning approach needs to be directly supported by the spaces where the learning occurs. Design thinking in education requires open spaces with flexible, moveable pieces that can be used in different ways each day depending on the topic being explored. Schools like Brightworks in San Francisco and the Nueva School in Hillsborough have fashioned their learning spaces and laboratories specifically for this type of culture, but similar results can be achieved without renovating your classroom or school. Here are six ideas that any school can implement.\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>1. Put wheels on classroom furniture.\u003c/strong>\u003cbr>\nSpaces need to be flexible to accommodate a wide variety of student-use scenarios and project-driven set ups. Furniture that can be easily rolled out of the way can go from collaboration lounge to prototype lab with little effort. A variety of casters can be found at IKEA or your local hardware store. Use casters with stems for desks and tables. These have sleeves that can be inserted into the legs. Plate mounted casters can be screwed directly into the base of the furniture. Look for wheels that swivel in all directions so that students can move them easily. Many casters have locks which help to keep them from moving once you’ve got them in place. \u003c/p>\n\u003cp>\u003cstrong>2. Create comfortable and customizable “break-out spaces” with couches or soft chairs where students can work together. \u003c/strong>\u003cbr>\nStanford University's “d.school” (design and engineering school), where the current design thinking trend was jump started, exemplifies the importance of comfortable collaboration spaces. d.school students draw from a mobile “kit of parts” to assemble work environments shaped to their project based activities and then put them all back afterwards. d.school has created a culture of creating the space for the environment you need. Furniture here easily rolls or stacks out of the way to leave an open room after the activity is finished. Working in this space requires presence of mind of how you will interact and how the space should be shaped to accommodate that. \u003c/p>\n\u003cp>\u003cstrong>3. Look for spaces on your campus that can be transformed into a student-driven collaboration classroom. \u003c/strong>\u003cbr>\nThe \u003ca href=\"https://asms.sa.edu.au/\">Australian Science and Mathematics School\u003c/a>, a public high school in Adelaide, repurposed a basement storeroom as their innovation “shed.” The shed supports 17 students in self-organized learning and tinkering on Thursday mornings and was designed to be a “funky” place teenagers would be comfortable perusing what they are interested in. Sivam Krish directs programs at the shed, but does not teach in the traditional sense. He encourages peer-to-peer learning in the space. The shed is furnished with cheap garage equipment and relatively inexpensive technology. Nothing is fixed: monitors, 3-D printers, computer workstations, and other equipment are mounted on wheeled scaffolding carts so that students can frequently adjust their space to suit their projects. \u003c/p>\n\u003cp>\u003cstrong>4. Create a shared design-thinking space for all students to use.\u003c/strong>\u003cbr>\nBy being inclusive of all students, the program can serve as a compliment to the rest of the curriculum. At \u003ca href=\"http://www.mpms.org/\">Marin Primary and Middle School in Northern California\u003c/a>, the kindergarten through 8th grade classroom curriculum links to hands-on projects that kids do in the school’s “Projects Lab.” The lab is a locus where all the equipment that can facilitate student tinkering and prototyping is concentrated, with some inherent flexibility in its layout to accommodate student creativity. \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In San Francisco, \u003ca href=\"http://www.lwhs.org/page/Curriculum/Departments/Technical-Arts\">Lick-Wilmerding High School’s Design and Technology Center\u003c/a> takes sharing a step further by bringing together many of the schools communal resources. The center houses teaching workspaces and shops for wood, metal, glass and electronics, as well as a multi-purpose room, computer lab, and two conference rooms. The central, single level, configuration of the spaces allows for a shared work area between disciplines and encourages student interaction and interdisciplinary collaboration. \u003c/p>\n\u003cp>\u003cstrong>5. Create a design-thinking space is a design-thinking exercise.\u003c/strong>\u003cbr>\nAssign students the task of designing the design-thinking environment. Groups of the students enrolled in the one-semester design-thinking course at \u003ca href=\"http://www.flinthill.org/\">Flint Hill School in Oakton, Virginia\u003c/a> came up with blue-sky proposals for redesigning the school library. At the end of the semester, two 11th grade participants, Jack Morrissette and Zane Homsi, used an independent study credit to further consider how design thinking could be expanded at the school. Their study culminated in a more feasible library redesign based on the collective ideas from their classmates—including a proposal to free up space for design-thinking environments by going completely digital. With no more shelves full of hard copy books, there would be room for comfy chairs and moveable white board walls for collaboration spaces, and an innovation lab with 3-D printers, visual design technology and other tools. Their proposal is currently being considered by the school board.\u003c/p>\n\u003cp>\u003cstrong>6. Ask for help.\u003c/strong>\u003cbr>\nAsk students’ families and the community to donate gently used furniture, construction tools, sewing machines, fabric, wood remnants, and other tools and materials they no longer use. Power tools, an integral component of any decent maker-studio space, empower kids with confidence and the independence to prototype and test their ideas. Ask parent volunteers to demonstrate how to use them correctly and with the necessary safety equipment. Ask the PTA or your board to help raise the funds for your program. \u003c/p>\n\u003cp>You can also ask to visit design thinking programs other schools. The \u003ca href=\"http://www.thewillows.org/\">Willows Community School\u003c/a> in Culver City, California visited Castilleja High School's \u003ca href=\"http://www.castilleja.org/page.cfm?p=941600\">Bourn Idea Lab\u003c/a> in Palo Alto where parent and resident tinkerer, Diego Fonstad, showed the space and offered insights into how the school integrates the classroom learning and physical aspects of making into one project. \u003c/p>\n\u003cp>Rethinking learning environments will play an important role in education in the years to come. Are you rehashing old models or covering new ground? Everyone who cares deeply about education wants to find creative ways to engage the next generation of learners. The thinking about these spaces will continue to evolve and change as we try them out and learn from these experiences. This is the design-thinking process for creating the next generation of learning environments. \u003c/p>\n\u003cp>Let’s keep this conversation going. What ideas for bringing design thinking into schools have you tried? \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Peter Pfau, FAIA, is the founding Principal of \u003ca href=\"http://pfaulong.com/\">Pfau Long Architecture\u003c/a> in San Francisco and a member of the AIA’s National Committee on Architecture for Education. Pfau is a modernist who balances conceptual rigor with a love for building.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38553/how-a-moveable-space-can-ignite-creativity-in-the-classroom","authors":["4354"],"categories":["mindshift_20579","mindshift_20523"],"tags":["mindshift_564","mindshift_20538","mindshift_167","mindshift_20784","mindshift_1040","mindshift_20569"],"featImg":"mindshift_38555","label":"mindshift"},"mindshift_24408":{"type":"posts","id":"mindshift_24408","meta":{"index":"posts_1591205157","site":"mindshift","id":"24408","score":null,"sort":[1350578969000]},"guestAuthors":[],"slug":"why-learning-should-be-messy","title":"Why Learning Should Be Messy","publishDate":1350578969,"format":"aside","headTitle":"PROJECT BASED LEARNING | MindShift | KQED News","labelTerm":{"term":20656,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_24418\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom.jpg\">\u003cimg class=\"size-large wp-image-24418\" title=\"classroom\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School\u003c/a>, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects. Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab’s Human Dynamics group.\u003c/p>\n\u003cp>“Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T. Media Lab.\u003c/p>\n\u003cp>Schools cannot just simply add a “creativity hour” and call it a day.\u003c/p>\n\u003cp>Principal at High Tech High, an innovative, project-based learning school in San Diego, California, Larry Rosenstock, points out, “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After indicating the problem at hand, scoop out the tools, research, networks, and people required to get it solved. Get out of your comfort zone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on.\"\u003c/p>\n\u003c/aside>\n\u003cp>In practice, this means the elimination of English, mathematics, history, and science class. Instead, we need to arrange the curriculum around big ideas, questions, and conundrums. What does learning look like in this model? Letting kids learn by doing — the essence of the philosophy of educator John Dewey. He wrote: “The school must represent present life — life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.” Let kids travel to places, work with mentors, and inquire about the world around them.\u003c/p>\n\u003cp>Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning. School-based education has always been about telling and getting of information, rather than exploring or investigating.” Let kids create for themselves. We can start by employing project-based learning, where students probe real world problems collaboratively. Back in 1918, William Heard Kilpatrick wrote a famous article laying out what he called the “project method”: a curriculum based on “wholehearted purposeful activity proceeding in a social environment...the essential factor [being] the presence of a dominating purpose.” In \u003c!--more-->project-based classrooms, learning literally comes alive.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: BRIGHTWORKS\u003c/strong>\u003c/p>\n\u003cp>Let’s examine three institutions: The Brightworks School, a K-12 private school; Stanford d.school, an institute of design; and the M.I.T. Media Lab, a graduate program.\u003c/p>\n\u003cp>The Brightworks School in San Francisco, California, which opened its doors in September 2011, epitomizes a new style of learning. Founder Gever Tulley told me, “If the pedagogical unit of traditional public education is a day divided into a series of 45 minute periods, then the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.\u003c/p>\n\u003cp>The first phase of the arc is called exploration. “Within this phase,” Tulley says, “we create a landscape of experiences populated by passionate people who have devoted some portion of their lives to an aspect of the topic.” The children begin a journey looking through a kaleidoscope of perspectives and eventually mold a clear statement of what they intend to accomplish in the next phase. The second phase is expression. Tulley notes, “During this phrase, the mixed age teams work together, sharing skills, to take the ideas to completion — within the deadline.” The final phase is called exposition, where the public gets to view what the kids have done.\u003c/p>\n\u003cp>The first topic of the previous school year was cities. For three weeks, the students looked at the history of cities, how cities work, and the future of cities. 18 field trips were built into their schedule. Almost every day, Tulley explains, “we went into the city to see something or work with someone who has dedicated their life to some aspect of the city. Be they in waste water management, city planners, or architects.”\u003c/p>\n\u003cp>“The point is to see the topic in as many ways as you possibly can,” says Tulley. “Part of that is to expand the notion of cities in the students’ minds.”\u003c/p>\n\u003cp>Note: project-based learning is not necessarily expensive. He reveals, “If you look at the net aggregate cost of putting a child through a nearby public school in terms of public expenditure, at Brightworks, we do not spend anymore on kids in our private school in terms of net aggregate cost.”\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: STANFORD D.SCHOOL\u003c/strong>\u003c/p>\n\u003cp>At the Stanford d.school, projects drive the curriculum. Bringing majors from engineering, business, medicine, science, and design to come together to solve real or abstract problems is the underpinning of the institution’s philosophy. The goal is to have students become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Its founder and director is David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges posed in class and regain their creative confidence, often lost in the early years of schooling.\u003c/p>\n\u003cp>Based on the axioms of what Kelley has called “design thinking,” instead of being spoon-fed problems to solve, students must first define problems themselves through observation, research, and dialogue. After, students visualize and brainstorm potential solutions with one another in the stage of “ideation.” Next, by means of prototypes, students make sketches and three-dimensional models of potential ideas to iterate continuously. Lastly, students make the final touches on a finished prototype.\u003c/p>\n\u003cp>The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 education. From extracting water for irrigation in Burma to supplying solar lanterns for the poor in rural India and Africa to building infant warmers in Nepal, these students are certainly making their mark on the world.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: M.I.T. MEDIA LAB\u003c/strong>\u003c/p>\n\u003cp>Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning. Their research program is “focused on inventing a better future through creative applications of innovative digital technologies.” Instead of lectures, grading, and tests, roughly 25 groups of graduate student researchers and a few undergraduate researchers work with faculty members and scientists on a research topic. Due to its non-linear and collaborative process, fascinating innovations are born from Aida, a dashboard-mounted robot for cars and trucks to a trillion-frame-per-second video to Huggable, a robot teddy bear companion for pediatric hospital patients.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you go into a [traditional] classroom where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003c/aside>\n\u003cp>How can we evaluate projects? We can’t grade them the same way as tests. Gever Tulley offered me a very relevant hypothetical situation.\u003c/p>\n\u003cp>“Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development. If the teacher thought the task was too easy for us, he or she might add a twist — the boat needs to have two masts or sail power. Half a day, a few times a week, you and I would work on this project and we have a deadline.”\u003c/p>\n\u003cp>“Suppose then we build the boat, drop it in the Hudson River, and it sinks. No one has to tell us that our boat is not working. We don’t need the ‘F.’ Its unnecessary and inappropriate. That first version of the boat could have been a hypothesis. We learned from the experience and the next version will be more well thought out. So after going back to drawing board and making tweaks, we test the final version. We find that the boat sails well downwind, but cannot sail upwind.”\u003c/p>\n\u003cp>“What grade should a teacher give? Is that a ‘C’ because it only went in one direction? Or is that an ‘A’ because we tried a bold idea but we neglected 3,000 years of sailing history and would have been able to sail it in both directions if we had done our research? You can’t decide. The feedback from the boat is its own incentive to improve our thinking for the next project.”\u003c/p>\n\u003cp>The point is that evaluation is no longer about giving a single number, but rather a documented process from start to finish. At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term. Plus, portfolios and publishing your work online is one of the biggest motivators for kids. When she was teaching at the Science Leadership Academy, Diana Laufenberg said that if you Googled her students’ names, you would find an entire web history linked to them. Couple that with the fact that in project-based learning, kids are working on something they have a passion for, thus they have a stake in the outcome and will keep trying even when something isn’t working. That’s true in life as well.\u003c/p>\n\u003cfigure id=\"attachment_24421\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z.jpg\">\u003cimg class=\"size-medium wp-image-24421\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PROJECT-BASED LEARNING IS MESSY\u003c/strong>\u003c/p>\n\u003cp>Why hasn’t project-based learning picked up yet? There are a few reasons. First, the model of education says principal Chris Lehmann where kids sit in rows, read textbooks, and hear lectures has lasted so long, because it never goes that wrong. “It’s boring as hell, but most principals don’t yell at their teachers if they walk by their classroom and all they see is a quiet classroom with kids reading the textbook. No one gets in trouble.”\u003c/p>\n\u003cp>“If you go into a classroom,” says Lehmann, “where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003cp>Second, the way students attempt to learn via projects does not work. Tulley says, “It amounts to kit-based experiences in 45 minute periods. ‘We’re going to do a biology kit.’ We already know that those recipe like exercises do not stimulate creativity.”\u003c/p>\n\u003cp>I also spoke with Harvard Professor Eric Mazur on this issue as well. He says, “You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on. The word ‘hands-on’ is overused and abused.”\u003c/p>\n\u003cp>The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity. Through a scaffolding strategy, they help us make sense of what we have learned. Still, teachers must understand that learning is uncomfortable, messy, and complicated.” Get over compliance and control!\u003c/p>\n\u003cp>In a summary published on Edutopia, Brigid Barron and Linda Darling-Hammond reviewed numerous studies and found that:\u003c/p>\n\u003col>\n\u003cli>Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.\u003c/li>\n\u003cli>Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.\u003c/li>\n\u003cli>Students are most successful when they are taught how to learn as well as what to learn.\u003c/li>\n\u003c/ol>\n\u003cp>As the old adage goes, “Tell me and I forget, show me and I remember, involve me and I understand.” Harvard Professor Howard Gardner said to me that schools should incorporate the best of two models of learning: a hands-on children’s museum, which encourages open-ended exploration, and an apprenticeship, which provides a more structured environment for practicing meaningful skills in an authentic, real-life context.\u003c/p>\n\u003cp>The bottom line is that you don’t have to learn the boring stuff before you start applying it. Start rolling around in the dirt from the get go.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal lives with his family in Woodbury, New York. His work has appeared in the New York Times, Wall Street Journal, MSNBC Melissa Harris-Perry, Fox and Friends, Fox Business: Varney & Co., NBC Nightly News, and Huffington Post.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1350862050,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2289},"headData":{"title":"Why Learning Should Be Messy | KQED","description":"The following is an excerpt of One Size Does Not Fit All: A Student’s Assessment of School, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York. Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24408 http://blogs.kqed.org/mindshift/?p=24408","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/18/why-learning-should-be-messy/","disqusTitle":"Why Learning Should Be Messy","path":"/mindshift/24408/why-learning-should-be-messy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24418\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom.jpg\">\u003cimg class=\"size-large wp-image-24418\" title=\"classroom\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School\u003c/a>, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects. Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab’s Human Dynamics group.\u003c/p>\n\u003cp>“Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T. Media Lab.\u003c/p>\n\u003cp>Schools cannot just simply add a “creativity hour” and call it a day.\u003c/p>\n\u003cp>Principal at High Tech High, an innovative, project-based learning school in San Diego, California, Larry Rosenstock, points out, “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”\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>After indicating the problem at hand, scoop out the tools, research, networks, and people required to get it solved. Get out of your comfort zone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on.\"\u003c/p>\n\u003c/aside>\n\u003cp>In practice, this means the elimination of English, mathematics, history, and science class. Instead, we need to arrange the curriculum around big ideas, questions, and conundrums. What does learning look like in this model? Letting kids learn by doing — the essence of the philosophy of educator John Dewey. He wrote: “The school must represent present life — life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.” Let kids travel to places, work with mentors, and inquire about the world around them.\u003c/p>\n\u003cp>Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning. School-based education has always been about telling and getting of information, rather than exploring or investigating.” Let kids create for themselves. We can start by employing project-based learning, where students probe real world problems collaboratively. Back in 1918, William Heard Kilpatrick wrote a famous article laying out what he called the “project method”: a curriculum based on “wholehearted purposeful activity proceeding in a social environment...the essential factor [being] the presence of a dominating purpose.” In \u003c!--more-->project-based classrooms, learning literally comes alive.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: BRIGHTWORKS\u003c/strong>\u003c/p>\n\u003cp>Let’s examine three institutions: The Brightworks School, a K-12 private school; Stanford d.school, an institute of design; and the M.I.T. Media Lab, a graduate program.\u003c/p>\n\u003cp>The Brightworks School in San Francisco, California, which opened its doors in September 2011, epitomizes a new style of learning. Founder Gever Tulley told me, “If the pedagogical unit of traditional public education is a day divided into a series of 45 minute periods, then the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.\u003c/p>\n\u003cp>The first phase of the arc is called exploration. “Within this phase,” Tulley says, “we create a landscape of experiences populated by passionate people who have devoted some portion of their lives to an aspect of the topic.” The children begin a journey looking through a kaleidoscope of perspectives and eventually mold a clear statement of what they intend to accomplish in the next phase. The second phase is expression. Tulley notes, “During this phrase, the mixed age teams work together, sharing skills, to take the ideas to completion — within the deadline.” The final phase is called exposition, where the public gets to view what the kids have done.\u003c/p>\n\u003cp>The first topic of the previous school year was cities. For three weeks, the students looked at the history of cities, how cities work, and the future of cities. 18 field trips were built into their schedule. Almost every day, Tulley explains, “we went into the city to see something or work with someone who has dedicated their life to some aspect of the city. Be they in waste water management, city planners, or architects.”\u003c/p>\n\u003cp>“The point is to see the topic in as many ways as you possibly can,” says Tulley. “Part of that is to expand the notion of cities in the students’ minds.”\u003c/p>\n\u003cp>Note: project-based learning is not necessarily expensive. He reveals, “If you look at the net aggregate cost of putting a child through a nearby public school in terms of public expenditure, at Brightworks, we do not spend anymore on kids in our private school in terms of net aggregate cost.”\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: STANFORD D.SCHOOL\u003c/strong>\u003c/p>\n\u003cp>At the Stanford d.school, projects drive the curriculum. Bringing majors from engineering, business, medicine, science, and design to come together to solve real or abstract problems is the underpinning of the institution’s philosophy. The goal is to have students become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Its founder and director is David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges posed in class and regain their creative confidence, often lost in the early years of schooling.\u003c/p>\n\u003cp>Based on the axioms of what Kelley has called “design thinking,” instead of being spoon-fed problems to solve, students must first define problems themselves through observation, research, and dialogue. After, students visualize and brainstorm potential solutions with one another in the stage of “ideation.” Next, by means of prototypes, students make sketches and three-dimensional models of potential ideas to iterate continuously. Lastly, students make the final touches on a finished prototype.\u003c/p>\n\u003cp>The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 education. From extracting water for irrigation in Burma to supplying solar lanterns for the poor in rural India and Africa to building infant warmers in Nepal, these students are certainly making their mark on the world.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: M.I.T. MEDIA LAB\u003c/strong>\u003c/p>\n\u003cp>Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning. Their research program is “focused on inventing a better future through creative applications of innovative digital technologies.” Instead of lectures, grading, and tests, roughly 25 groups of graduate student researchers and a few undergraduate researchers work with faculty members and scientists on a research topic. Due to its non-linear and collaborative process, fascinating innovations are born from Aida, a dashboard-mounted robot for cars and trucks to a trillion-frame-per-second video to Huggable, a robot teddy bear companion for pediatric hospital patients.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you go into a [traditional] classroom where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003c/aside>\n\u003cp>How can we evaluate projects? We can’t grade them the same way as tests. Gever Tulley offered me a very relevant hypothetical situation.\u003c/p>\n\u003cp>“Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development. If the teacher thought the task was too easy for us, he or she might add a twist — the boat needs to have two masts or sail power. Half a day, a few times a week, you and I would work on this project and we have a deadline.”\u003c/p>\n\u003cp>“Suppose then we build the boat, drop it in the Hudson River, and it sinks. No one has to tell us that our boat is not working. We don’t need the ‘F.’ Its unnecessary and inappropriate. That first version of the boat could have been a hypothesis. We learned from the experience and the next version will be more well thought out. So after going back to drawing board and making tweaks, we test the final version. We find that the boat sails well downwind, but cannot sail upwind.”\u003c/p>\n\u003cp>“What grade should a teacher give? Is that a ‘C’ because it only went in one direction? Or is that an ‘A’ because we tried a bold idea but we neglected 3,000 years of sailing history and would have been able to sail it in both directions if we had done our research? You can’t decide. The feedback from the boat is its own incentive to improve our thinking for the next project.”\u003c/p>\n\u003cp>The point is that evaluation is no longer about giving a single number, but rather a documented process from start to finish. At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term. Plus, portfolios and publishing your work online is one of the biggest motivators for kids. When she was teaching at the Science Leadership Academy, Diana Laufenberg said that if you Googled her students’ names, you would find an entire web history linked to them. Couple that with the fact that in project-based learning, kids are working on something they have a passion for, thus they have a stake in the outcome and will keep trying even when something isn’t working. That’s true in life as well.\u003c/p>\n\u003cfigure id=\"attachment_24421\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z.jpg\">\u003cimg class=\"size-medium wp-image-24421\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PROJECT-BASED LEARNING IS MESSY\u003c/strong>\u003c/p>\n\u003cp>Why hasn’t project-based learning picked up yet? There are a few reasons. First, the model of education says principal Chris Lehmann where kids sit in rows, read textbooks, and hear lectures has lasted so long, because it never goes that wrong. “It’s boring as hell, but most principals don’t yell at their teachers if they walk by their classroom and all they see is a quiet classroom with kids reading the textbook. No one gets in trouble.”\u003c/p>\n\u003cp>“If you go into a classroom,” says Lehmann, “where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003cp>Second, the way students attempt to learn via projects does not work. Tulley says, “It amounts to kit-based experiences in 45 minute periods. ‘We’re going to do a biology kit.’ We already know that those recipe like exercises do not stimulate creativity.”\u003c/p>\n\u003cp>I also spoke with Harvard Professor Eric Mazur on this issue as well. He says, “You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on. The word ‘hands-on’ is overused and abused.”\u003c/p>\n\u003cp>The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity. Through a scaffolding strategy, they help us make sense of what we have learned. Still, teachers must understand that learning is uncomfortable, messy, and complicated.” Get over compliance and control!\u003c/p>\n\u003cp>In a summary published on Edutopia, Brigid Barron and Linda Darling-Hammond reviewed numerous studies and found that:\u003c/p>\n\u003col>\n\u003cli>Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.\u003c/li>\n\u003cli>Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.\u003c/li>\n\u003cli>Students are most successful when they are taught how to learn as well as what to learn.\u003c/li>\n\u003c/ol>\n\u003cp>As the old adage goes, “Tell me and I forget, show me and I remember, involve me and I understand.” Harvard Professor Howard Gardner said to me that schools should incorporate the best of two models of learning: a hands-on children’s museum, which encourages open-ended exploration, and an apprenticeship, which provides a more structured environment for practicing meaningful skills in an authentic, real-life context.\u003c/p>\n\u003cp>The bottom line is that you don’t have to learn the boring stuff before you start applying it. Start rolling around in the dirt from the get go.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal lives with his family in Woodbury, New York. His work has appeared in the New York Times, Wall Street Journal, MSNBC Melissa Harris-Perry, Fox and Friends, Fox Business: Varney & Co., NBC Nightly News, and Huffington Post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24408/why-learning-should-be-messy","authors":["4354"],"series":["mindshift_20656"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_564","mindshift_862","mindshift_256","mindshift_956"],"featImg":"mindshift_24418","label":"mindshift_20656"},"mindshift_21675":{"type":"posts","id":"mindshift_21675","meta":{"index":"posts_1591205157","site":"mindshift","id":"21675","score":null,"sort":[1345223877000]},"guestAuthors":[],"slug":"lessons-learned-how-a-progressive-new-school-evolves","title":"Lessons Learned: How a Progressive New School Adapts to Realities","publishDate":1345223877,"format":"aside","headTitle":"PROJECT BASED LEARNING | MindShift | KQED News","labelTerm":{"term":20656,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347041837,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1811},"headData":{"title":"Lessons Learned: How a Progressive New School Adapts to Realities | KQED","description":"When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them. That's the goal at Brightworks, a small, K-12 private school just starting its","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"21675 http://blogs.kqed.org/mindshift/?p=21675","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/17/lessons-learned-how-a-progressive-new-school-evolves/","disqusTitle":"Lessons Learned: How a Progressive New School Adapts to Realities","path":"/mindshift/21675/lessons-learned-how-a-progressive-new-school-evolves","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\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>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21675/lessons-learned-how-a-progressive-new-school-evolves","authors":["4351"],"series":["mindshift_20656"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_564","mindshift_862","mindshift_569","mindshift_567","mindshift_623","mindshift_256"],"featImg":"mindshift_23384","label":"mindshift_20656"},"mindshift_21917":{"type":"posts","id":"mindshift_21917","meta":{"index":"posts_1591205157","site":"mindshift","id":"21917","score":null,"sort":[1339018577000]},"guestAuthors":[],"slug":"giving-kids-a-chance-to-make","title":"Giving Kids a Chance to Make","publishDate":1339018577,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/cQMKvQ-0B64\u003c/p>\n\u003cp>What does the do-it-yourself movement have anything to do with school? This episode of the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a> features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\">Brightworks\u003c/a> in San Francisco and in \u003ca href=\"http://makerspace.com/\">Maker Spaces\u003c/a> around the country, where anyone can design and build anything they imagine.\u003c/p>\n\u003cp>In this episode, ITM creators challenge teachers to create a cool infographic depicting how to spend the ultimate summer vacation. Deadline is June 8. Here's \u003ca href=\"https://docs.google.com/file/d/0B-UXYrzjo7sYNnFrMUlTcktqeDQ/edit?pli=1\">more information\u003c/a>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1339018577,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":92},"headData":{"title":"Giving Kids a Chance to Make | KQED","description":"http://youtu.be/cQMKvQ-0B64 What does the do-it-yourself movement have anything to do with school? This episode of the Infinite Thinking Machine features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like Brightworks in San Francisco and in Maker Spaces around the country, where anyone can design and build anything they imagine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"21917 http://blogs.kqed.org/mindshift/?p=21917","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/06/giving-kids-a-chance-to-make/","disqusTitle":"Giving Kids a Chance to Make","path":"/mindshift/21917/giving-kids-a-chance-to-make","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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/cQMKvQ-0B64'\n title='//www.youtube.com/embed/cQMKvQ-0B64'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>What does the do-it-yourself movement have anything to do with school? This episode of the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a> features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\">Brightworks\u003c/a> in San Francisco and in \u003ca href=\"http://makerspace.com/\">Maker Spaces\u003c/a> around the country, where anyone can design and build anything they imagine.\u003c/p>\n\u003cp>In this episode, ITM creators challenge teachers to create a cool infographic depicting how to spend the ultimate summer vacation. Deadline is June 8. Here's \u003ca href=\"https://docs.google.com/file/d/0B-UXYrzjo7sYNnFrMUlTcktqeDQ/edit?pli=1\">more information\u003c/a>.\u003c/p>\n\u003cp> \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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21917/giving-kids-a-chance-to-make","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_564","mindshift_876","mindshift_100","mindshift_885"],"featImg":"mindshift_21921","label":"mindshift"},"mindshift_14225":{"type":"posts","id":"mindshift_14225","meta":{"index":"posts_1591205157","site":"mindshift","id":"14225","score":null,"sort":[1312401642000]},"guestAuthors":[],"slug":"whats-so-important-about-tinkering","title":"What's So Important About Tinkering?","publishDate":1312401642,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cobject width=\"526\" height=\"374\">\u003cparam name=\"movie\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talk/stream/2009/Blank/GeverTulley_2009-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/GeverTulley-2009.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=588&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=gever_tulley_s_tinkering_school_in_action;year=2009;theme=art_unusual;theme=speaking_at_ted2009;theme=the_creative_spark;theme=design_like_you_give_a_damn;theme=ted_in_3_minutes;theme=how_we_learn;theme=tales_of_invention;event=TED2009;tag=children;tag=development;tag=education;tag=innovation;tag=invention;tag=tedbooks;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cembed type=\"application/x-shockwave-flash\" width=\"526\" height=\"374\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" pluginspace=\"http://www.macromedia.com/go/getflashplayer\" wmode=\"transparent\" bgcolor=\"#ffffff\" allowfullscreen=\"true\" allowscriptaccess=\"always\" flashvars=\"vu=http://video.ted.com/talk/stream/2009/Blank/GeverTulley_2009-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/GeverTulley-2009.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=588&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=gever_tulley_s_tinkering_school_in_action;year=2009;theme=art_unusual;theme=speaking_at_ted2009;theme=the_creative_spark;theme=design_like_you_give_a_damn;theme=ted_in_3_minutes;theme=how_we_learn;theme=tales_of_invention;event=TED2009;tag=children;tag=development;tag=education;tag=innovation;tag=invention;tag=tedbooks;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>Check out Gever Tulley's \u003ca href=\"http://www.ted.com/talks/gever_tulley_s_tinkering_school_in_action.html\">TED Talk\u003c/a> about the importance of tinkering. \u003ca href=\"http://ww2.kqed.org/mindshift/?p=12830\">Read more about Brightworks\u003c/a>, Tulley's San Francisco school, which opens this fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311812205,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":27},"headData":{"title":"What's So Important About Tinkering? | KQED","description":"Check out Gever Tulley's TED Talk about the importance of tinkering. Read more about Brightworks, Tulley's San Francisco school, which opens this fall.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"14225 http://blogs.kqed.org/mindshift/?p=14225","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/03/whats-so-important-about-tinkering/","disqusTitle":"What's So Important About Tinkering?","path":"/mindshift/14225/whats-so-important-about-tinkering","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cobject width=\"526\" height=\"374\">\u003cparam name=\"movie\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talk/stream/2009/Blank/GeverTulley_2009-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/GeverTulley-2009.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=588&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=gever_tulley_s_tinkering_school_in_action;year=2009;theme=art_unusual;theme=speaking_at_ted2009;theme=the_creative_spark;theme=design_like_you_give_a_damn;theme=ted_in_3_minutes;theme=how_we_learn;theme=tales_of_invention;event=TED2009;tag=children;tag=development;tag=education;tag=innovation;tag=invention;tag=tedbooks;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cembed type=\"application/x-shockwave-flash\" width=\"526\" height=\"374\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" pluginspace=\"http://www.macromedia.com/go/getflashplayer\" wmode=\"transparent\" bgcolor=\"#ffffff\" allowfullscreen=\"true\" allowscriptaccess=\"always\" flashvars=\"vu=http://video.ted.com/talk/stream/2009/Blank/GeverTulley_2009-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/GeverTulley-2009.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=588&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=gever_tulley_s_tinkering_school_in_action;year=2009;theme=art_unusual;theme=speaking_at_ted2009;theme=the_creative_spark;theme=design_like_you_give_a_damn;theme=ted_in_3_minutes;theme=how_we_learn;theme=tales_of_invention;event=TED2009;tag=children;tag=development;tag=education;tag=innovation;tag=invention;tag=tedbooks;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>Check out Gever Tulley's \u003ca href=\"http://www.ted.com/talks/gever_tulley_s_tinkering_school_in_action.html\">TED Talk\u003c/a> about the importance of tinkering. \u003ca href=\"http://ww2.kqed.org/mindshift/?p=12830\">Read more about Brightworks\u003c/a>, Tulley's San Francisco school, which opens this fall.\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14225/whats-so-important-about-tinkering","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_564","mindshift_623","mindshift_135"],"label":"mindshift"},"mindshift_12830":{"type":"posts","id":"mindshift_12830","meta":{"index":"posts_1591205157","site":"mindshift","id":"12830","score":null,"sort":[1312383641000]},"guestAuthors":[],"slug":"brightworks-a-school-that-rethinks-school","title":"Brightworks: A School that Rethinks School","publishDate":1312383641,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311802253,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":942},"headData":{"title":"Brightworks: A School that Rethinks School | KQED","description":" Flickr: tinkering-unlimited At Brightworks, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts. Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"12830 http://blogs.kqed.org/mindshift/?p=12830","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/03/brightworks-a-school-that-rethinks-school/","disqusTitle":"Brightworks: A School that Rethinks School","path":"/mindshift/12830/brightworks-a-school-that-rethinks-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12830/brightworks-a-school-that-rethinks-school","authors":["4351"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_566","mindshift_564","mindshift_565","mindshift_569","mindshift_567","mindshift_568"],"featImg":"mindshift_14214","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/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. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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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. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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