Many students are using study strategies that don't work — and better options exist
Are We Thinking About Reading Comprehension All Wrong?
What Works For Getting Kids to Enjoy Reading?
Can Technology Help Students Find the "Sweet Spot" for Learning?
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He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=-t5pr11Vj2E]\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=JmhYnvm0kPg]\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book, “Outsmart Your Brain,” University of Virginia psychologist Daniel Willingham points out all the wrong ways that students do homework, take notes in class or study for tests, and he offers almost 100 research-based tips on how to be a better student.","status":"publish","parent":0,"modified":1700528855,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1334},"headData":{"title":"Many students are using study strategies that don't work — and better options exist | KQED","description":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5796443433.mp3?updated=1684894148","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Daniel Willingham is a University of Virginia psychologist who frequently engages in pop culture battles armed with academic research. He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\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/-t5pr11Vj2E'\n title='//www.youtube.com/embed/-t5pr11Vj2E'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\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/JmhYnvm0kPg'\n title='//www.youtube.com/embed/JmhYnvm0kPg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\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>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","authors":["byline_mindshift_60868"],"programs":["mindshift_21847"],"categories":["mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_20552","mindshift_20556","mindshift_46","mindshift_20725","mindshift_20823","mindshift_21421","mindshift_20736"],"featImg":"mindshift_60872","label":"mindshift_21847"},"mindshift_49773":{"type":"posts","id":"mindshift_49773","meta":{"index":"posts_1591205157","site":"mindshift","id":"49773","score":null,"sort":[1511913522000]},"guestAuthors":[],"slug":"are-we-thinking-about-reading-comprehension-all-wrong","title":"Are We Thinking About Reading Comprehension All Wrong?","publishDate":1511913522,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators and parents are obsessed with reading; and the emphasis has only grown in recent decades as reading became a defining indicator of academic success on standardized tests. Yet despite the obsession with teaching reading in the early grades, many educators don't fully understand how the brain reads, writes \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/31/what-works-for-getting-kids-to-enjoy-reading/\" target=\"_blank\" rel=\"noopener\">Daniel Willingham\u003c/a>, a professor of psychology at the University of Virginia, in a \u003ca href=\"https://www.nytimes.com/2017/11/25/opinion/sunday/how-to-get-your-mind-to-read.html\" target=\"_blank\" rel=\"noopener\">New York Times op-ed\u003c/a>.\u003c/p>\n\u003cp>Willingham has long studied the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\" target=\"_blank\" rel=\"noopener\">best ways to teach reading\u003c/a> and has noticed that factual knowledge often gets left out of the reading comprehension equation. Well-intentioned teachers help kids learn to decode words, but can't understand why so many kids have trouble comprehending what they read. Willingham contends that lack of knowledge about the subject of the reading is a big culprit.\u003c/p>\n\u003cp>Kids are generally tested on reading comprehension as a separate skill, divorced from any subject they've learned about, and that favors kids who come to school with more prior knowledge -- often wealthier kids. Willingham has some concrete ideas about how districts and schools can rethink reading curriculum to solve this problem:\u003c/p>\n\u003cblockquote>\u003cp>Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge. That suggests three significant changes in schooling.\u003c/p>\n\u003cp>First, it points to decreasing the time spent on literacy instruction in early grades. Third-graders spend 56 percent of their time on literacy activities but 6 percent each on science and social studies. This disproportionate emphasis on literacy backfires in later grades, when children’s lack of subject matter knowledge impedes comprehension. Another positive step would be to use high-information texts in early elementary grades. Historically, they have been light in content.\u003c/p>\n\u003cp>Second, understanding the importance of knowledge to reading ought to make us think differently about year-end standardized tests. If a child has studied New Zealand, she ought to be good at reading and thinking about passages on New Zealand. Why test her reading with a passage about spiders, or the Titanic? If topics are random, the test weights knowledge learned outside the classroom — knowledge that wealthy children have greater opportunity to pick up.\u003c/p>\u003c/blockquote>\n\u003cp>Read the full New York Times op-ed below for that third suggestion.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/11/25/opinion/sunday/how-to-get-your-mind-to-read.html?utm_source=pocket&utm_medium=email&utm_campaign=pockethits&_r=0\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"It's tempting to blame digital devices for students' poor reading scores, but there may be a more fundamental problem with how we teach reading.","status":"publish","parent":0,"modified":1511913522,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":417},"headData":{"title":"Are We Thinking About Reading Comprehension All Wrong? | KQED","description":"It's tempting to blame digital devices for students' poor reading scores, but there may be a more fundamental problem with how we teach reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49773 https://ww2.kqed.org/mindshift/?p=49773","disqusUrl":"https://ww2.kqed.org/mindshift/2017/11/28/are-we-thinking-about-reading-comprehension-all-wrong/","disqusTitle":"Are We Thinking About Reading Comprehension All Wrong?","path":"/mindshift/49773/are-we-thinking-about-reading-comprehension-all-wrong","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators and parents are obsessed with reading; and the emphasis has only grown in recent decades as reading became a defining indicator of academic success on standardized tests. Yet despite the obsession with teaching reading in the early grades, many educators don't fully understand how the brain reads, writes \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/31/what-works-for-getting-kids-to-enjoy-reading/\" target=\"_blank\" rel=\"noopener\">Daniel Willingham\u003c/a>, a professor of psychology at the University of Virginia, in a \u003ca href=\"https://www.nytimes.com/2017/11/25/opinion/sunday/how-to-get-your-mind-to-read.html\" target=\"_blank\" rel=\"noopener\">New York Times op-ed\u003c/a>.\u003c/p>\n\u003cp>Willingham has long studied the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\" target=\"_blank\" rel=\"noopener\">best ways to teach reading\u003c/a> and has noticed that factual knowledge often gets left out of the reading comprehension equation. Well-intentioned teachers help kids learn to decode words, but can't understand why so many kids have trouble comprehending what they read. Willingham contends that lack of knowledge about the subject of the reading is a big culprit.\u003c/p>\n\u003cp>Kids are generally tested on reading comprehension as a separate skill, divorced from any subject they've learned about, and that favors kids who come to school with more prior knowledge -- often wealthier kids. Willingham has some concrete ideas about how districts and schools can rethink reading curriculum to solve this problem:\u003c/p>\n\u003cblockquote>\u003cp>Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge. That suggests three significant changes in schooling.\u003c/p>\n\u003cp>First, it points to decreasing the time spent on literacy instruction in early grades. Third-graders spend 56 percent of their time on literacy activities but 6 percent each on science and social studies. This disproportionate emphasis on literacy backfires in later grades, when children’s lack of subject matter knowledge impedes comprehension. Another positive step would be to use high-information texts in early elementary grades. Historically, they have been light in content.\u003c/p>\n\u003cp>Second, understanding the importance of knowledge to reading ought to make us think differently about year-end standardized tests. If a child has studied New Zealand, she ought to be good at reading and thinking about passages on New Zealand. Why test her reading with a passage about spiders, or the Titanic? If topics are random, the test weights knowledge learned outside the classroom — knowledge that wealthy children have greater opportunity to pick up.\u003c/p>\u003c/blockquote>\n\u003cp>Read the full New York Times op-ed below for that third suggestion.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/11/25/opinion/sunday/how-to-get-your-mind-to-read.html?utm_source=pocket&utm_medium=email&utm_campaign=pockethits&_r=0\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/49773/are-we-thinking-about-reading-comprehension-all-wrong","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20552","mindshift_20784","mindshift_1040","mindshift_550","mindshift_21128"],"featImg":"mindshift_49775","label":"mindshift"},"mindshift_48754":{"type":"posts","id":"mindshift_48754","meta":{"index":"posts_1591205157","site":"mindshift","id":"48754","score":null,"sort":[1501484414000]},"guestAuthors":[],"slug":"what-works-for-getting-kids-to-enjoy-reading","title":"What Works For Getting Kids to Enjoy Reading?","publishDate":1501484414,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://www.wiley.com/buy/1119301378\">The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/a>\" by Daniel T. Willingham.\u003c/em>\u003cem> \u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">G\u003c/span>\u003cb>etting \u003c/b>\u003cspan class=\"s2\">\u003cb>K\u003c/b>\u003c/span>\u003cb>ids to \u003c/b>\u003cspan class=\"s2\">\u003cb>R\u003c/b>\u003c/span>\u003cb>e\u003c/b>a\u003cb>d \u003c/b>\u003c/p>\n\u003cp class=\"p3\">I said at the outset that our goal is simply to get kids reading—it’s reading, not positive attitudes toward reading that will make for better lexical representations and broader background knowledge. But then we saw that reading attitudes, reading self-image, and frequency of reading are interconnected. So in fact, getting kids to read will not only improve their reading, it will make them like reading more. Getting children to like reading more in order to prompt more reading is not our only option. We can reverse it—get them reading more, and that will improve reading attitudes and reading self-concept. Well then, how do we prompt a child with negative or indifferent attitudes toward reading to pick up a book?\u003c/p>\n\u003cp class=\"p4\">\u003cb>Rewards \u003c/b>\u003c/p>\n\u003cp class=\"p3\">Adults are frequently confronted with children who don’t want to do what we want them to do. A common solution is to use rewards or punishments as short-term motivators. What if I told a fourth-grader, “If you read a chapter of that book, you can have some ice cream”? The child will likely take me up on the deal and it sounds like he’d have a positive experience. And that’s what we said we’re aiming for, positive reading experiences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p5\">Rewards do work, at least in the short term. If you find a reward that the child cares about, he will read in order to get it. The problem is that you don’t get the attitude boost we’ve predicted. In fact, the attitude is often \u003ci>less \u003c/i>positive because of the reward. The classic experiment on this phenomenon was conducted in a preschool.\u003cspan class=\"s3\"> \u003c/span>A set of really attractive Magic Markers appeared during free play, and the researchers confirmed that kids often chose the markers from among many toys. Then the markers disappeared from the classroom. A few weeks later, researchers took kids, one at a time, into a separate room. They offered the child a fancy “good player” certificate if she would draw with the markers. Other kids were given the opportunity to draw with the markers but were not offered the certificate. A few weeks later, the Magic Markers reappeared in the classroom. The kids who got the certificate showed notably less interest in the Magic Markers than the kids who didn’t get the certificate. The reward had backfired. It had made kids like the markers \u003ci>less\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">The interpretation of the study rests on how kids think about their own behavior. The rewarded kids likely thought, “I drew with the markers because I was offered a reward to do so. Now here are the markers, but no reward. So why would I draw with them?” There have been many studies of rewards in academic contexts, and they often backfire in this way.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119301378,descCd-buy.html\">\u003cimg class=\"alignleft wp-image-48756\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Reading-Mind.png\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-160x242.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-240x362.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-375x566.png 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp class=\"p5\">We can imagine that rewarding kids for reading \u003ci>could \u003c/i>work in certain circumstances. What if the child has such a positive experience while reading that it overwhelms his thinking that he’s only reading for the sake of the reward? In other words, the child thinks, “Gosh, I only started this book to get the ice cream I was promised, but actually it’s awesome. Mom was a sucker to offer me a reward!” This scenario is, of course, the fond hope of the adult who offers a reward for reading, but let’s be honest, it’s probably rare. If you’re thinking of rewarding a child to read, that is surely a child who has not been reading recently, and whose attitude toward reading is pretty set. A massive turnaround is unlikely. If not rewards, then what?\u003c/p>\n\u003cp class=\"p6\">The expectancy-value model suggests some strategies, most of them pretty intuitive. The value will be higher if the book is on a topic the child already loves, or if it’s a book that a lot of his peers have read, or if it concerns a topic of practical utility to the child. The expectation of successful reading will be higher if it’s at the right reading level, if it includes a lot of pictures (as a graphic novel does), if the chapters are short, or if the child already knows the story (as in a novelization of a movie she’s seen). So the expectancy-value model suggests that we boost the book’s value to the child, or her expectation of successful reading. What else might we try?\u003c/p>\n\u003cp class=\"p8\">\u003cb>Make the Choice Easy \u003c/b>\u003c/p>\n\u003cp class=\"p3\">People often overlook the fact that leisure reading is a choice. A child is not deciding to read or not read. The child is choosing among competing activities: Should I read, or have a snack, or see what my friend’s doing, or play a video game? When we’re talking about leisure reading, it’s not enough that the child like reading, and that she have a positive attitude; if she’s to choose reading, it must be the most appealing activity available.\u003c/p>\n\u003cp class=\"p6\">That makes our job sound terribly difficult—“good” is no longer enough; now we’re shooting for “best.” But bearing in mind that reading is a choice prompts some other ideas to get kids reading. One thing we can do is make reading an easy choice to make. All of us are on autopilot more often than we like to believe; we make decisions not by carefully weighing out options, but by doing what’s expedient. \u003ci>Expedient \u003c/i>often means obvious, easy. Things that are right in front of us and easy to access are more likely to be selected. For example, researchers were able to make food items at a salad bar more or less likely to be selected by moving them closer or farther from the diner—but the necessary change in distance was just 10 inches.\u003c/p>\n\u003cfigure id=\"attachment_48802\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003ca href=\"https://twitter.com/DTWillingham\">\u003cimg class=\"wp-image-48802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Willingham.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Daniel Willingham\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">A teacher once told me a remarkable story about the power of easy access. He had mentioned a book—Jared Diamond’s \u003ci>Guns, Germs, and Steel—\u003c/i>in the course of a high school class discussion about income inequity across nations. He enthusiastically recommended it, and mentioned that he knew the school library had two copies. There were a few murmurs of interest. The next day he checked the library and found both copies still on the shelves. He checked them out, brought them to class, and asked if anyone was interested in reading this book he had mentioned. Five students raised their hands, and he gave the copies to the two most enthusiastic students. So five students were ready to give the book a try if someone put it in their hands, but going to the school library to find it seemed like too much trouble. The library, the teacher told me, was a 30-second walk from his classroom.\u003c/p>\n\u003cp class=\"p6\">The implication of these examples is that books should not just be available, but virtually falling into children’s laps, or at least, visible in as many locations as possible: in the classroom, in every room of the house, in the car, and so on. If it’s affordable, an e-reader is wonderful for instant access to any book that a child gets excited about. (And many books can be downloaded for free once the child has the device.)\u003c/p>\n\u003cp class=\"p8\">\u003cb>Change the Other Choices \u003c/b>\u003c/p>\n\u003cp class=\"p3\">That leisure reading represents a choice has another implication. If a child must like reading \u003ci>most \u003c/i>from available alternatives, parents can control the other alternatives; that is, make reading the most appealing choice around by restricting access to other activities that the parents think are less enriching. A recent survey showed that 30% of teens say they enjoy reading “a lot,” but they also say they enjoy other media activities more: watching videos, engaging with friends on social media, gaming.\u003cspan class=\"s4\"> \u003c/span>Most kids will choose screens—“screens” generically referring to video content, games, or computer applications—over a book, even a readily available one. For reasons I don’t understand, moving images on a screen entrance us. We stare at them as we stare at flames or ocean waves. I’ve never met a parent who said, “Television? Oh yeah, she watched it a couple of times, but I just couldn’t get her interested.” An obvious implication is that if these other activities were unavailable, kids might read more.\u003c/p>\n\u003cp class=\"p6\">A 2016 survey of parents reported that 55% say they limit teens’ time online, but they also say that they are less concerned with the amount of time spent with media, and more concerned with content.\u003cspan class=\"s5\"> \u003c/span>Content does matter, of course, but so does volume. And volume is high.\u003c/p>\n\u003cp class=\"p5\">Very young children—those in their first two years of life—spend twice as much time watching television and videos as they do being read to (53 vs. 23 minutes per day). Slightly older children (ages five to eight years) watch more television than younger kids do (about two hours per day) although they read or are read to about the same amount of time (33 minutes per day). At this age, children start to use other digital devices: 90% have used a computer at least once, and 22% use a computer daily. For console video games, the figures are only slightly lower. The use of these other devices, along with greater television viewing, means that the average five- to eight-year-old is exposed to about 3 hours and forty-five minutes of various media each day.\u003cspan class=\"s3\"> \u003c/span>By the time kids are in their late teens, average media exposure approaches \u003ci>11 hours per day\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">My guess is that very few parents are happy that their teens spend so much time with digital devices. I’m also guessing those parents didn’t see it coming when their kids were toddlers. But as any parent knows, it’s easier to limit something at an early age than to wait until it’s a problem and then try to change course. Obviously some video content is more enriching than others—\u003ci>Sesame Street \u003c/i>is not equivalent to \u003ci>Tom and Jerry \u003c/i>cartoons—but if children are to choose reading, controlling the content of screen time won’t do it. The amount must be controlled as well. But again, that alone probably won’t be enough. It must be coupled with ensuring ready access to reading material that kids will value.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">DANIEL T. WILLINGHAM, PHD, is professor of psychology at the University of Virginia. He is the author of \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-047059196X.html\">Why Don't Students Like School?\u003c/a>\", \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/a>\" and \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read.\u003c/a>\" Willingham writes a regular column called Ask the Cognitive Scientist for the American Federation of Teachers' magazine, American Educator. \u003c/span>You can follow him on Twitter at \u003ca href=\"https://twitter.com/DTWillingham\">@DTWillingham\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n","blocks":[],"excerpt":"Reading becomes more enjoyable the more it's practiced, but getting to that point can be a challenge. Parents and teachers compete with screens; rewards are tempting but can backfire. ","status":"publish","parent":0,"modified":1501484778,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1884},"headData":{"title":"What Works For Getting Kids to Enjoy Reading? | KQED","description":"Reading becomes more enjoyable the more it's practiced, but getting to that point can be a challenge. Parents and teachers compete with screens; rewards are tempting but can backfire. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48754 https://ww2.kqed.org/mindshift/?p=48754","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/31/what-works-for-getting-kids-to-enjoy-reading/","disqusTitle":"What Works For Getting Kids to Enjoy Reading?","path":"/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://www.wiley.com/buy/1119301378\">The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/a>\" by Daniel T. Willingham.\u003c/em>\u003cem> \u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">G\u003c/span>\u003cb>etting \u003c/b>\u003cspan class=\"s2\">\u003cb>K\u003c/b>\u003c/span>\u003cb>ids to \u003c/b>\u003cspan class=\"s2\">\u003cb>R\u003c/b>\u003c/span>\u003cb>e\u003c/b>a\u003cb>d \u003c/b>\u003c/p>\n\u003cp class=\"p3\">I said at the outset that our goal is simply to get kids reading—it’s reading, not positive attitudes toward reading that will make for better lexical representations and broader background knowledge. But then we saw that reading attitudes, reading self-image, and frequency of reading are interconnected. So in fact, getting kids to read will not only improve their reading, it will make them like reading more. Getting children to like reading more in order to prompt more reading is not our only option. We can reverse it—get them reading more, and that will improve reading attitudes and reading self-concept. Well then, how do we prompt a child with negative or indifferent attitudes toward reading to pick up a book?\u003c/p>\n\u003cp class=\"p4\">\u003cb>Rewards \u003c/b>\u003c/p>\n\u003cp class=\"p3\">Adults are frequently confronted with children who don’t want to do what we want them to do. A common solution is to use rewards or punishments as short-term motivators. What if I told a fourth-grader, “If you read a chapter of that book, you can have some ice cream”? The child will likely take me up on the deal and it sounds like he’d have a positive experience. And that’s what we said we’re aiming for, positive reading experiences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p5\">Rewards do work, at least in the short term. If you find a reward that the child cares about, he will read in order to get it. The problem is that you don’t get the attitude boost we’ve predicted. In fact, the attitude is often \u003ci>less \u003c/i>positive because of the reward. The classic experiment on this phenomenon was conducted in a preschool.\u003cspan class=\"s3\"> \u003c/span>A set of really attractive Magic Markers appeared during free play, and the researchers confirmed that kids often chose the markers from among many toys. Then the markers disappeared from the classroom. A few weeks later, researchers took kids, one at a time, into a separate room. They offered the child a fancy “good player” certificate if she would draw with the markers. Other kids were given the opportunity to draw with the markers but were not offered the certificate. A few weeks later, the Magic Markers reappeared in the classroom. The kids who got the certificate showed notably less interest in the Magic Markers than the kids who didn’t get the certificate. The reward had backfired. It had made kids like the markers \u003ci>less\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">The interpretation of the study rests on how kids think about their own behavior. The rewarded kids likely thought, “I drew with the markers because I was offered a reward to do so. Now here are the markers, but no reward. So why would I draw with them?” There have been many studies of rewards in academic contexts, and they often backfire in this way.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119301378,descCd-buy.html\">\u003cimg class=\"alignleft wp-image-48756\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Reading-Mind.png\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-160x242.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-240x362.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-375x566.png 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp class=\"p5\">We can imagine that rewarding kids for reading \u003ci>could \u003c/i>work in certain circumstances. What if the child has such a positive experience while reading that it overwhelms his thinking that he’s only reading for the sake of the reward? In other words, the child thinks, “Gosh, I only started this book to get the ice cream I was promised, but actually it’s awesome. Mom was a sucker to offer me a reward!” This scenario is, of course, the fond hope of the adult who offers a reward for reading, but let’s be honest, it’s probably rare. If you’re thinking of rewarding a child to read, that is surely a child who has not been reading recently, and whose attitude toward reading is pretty set. A massive turnaround is unlikely. If not rewards, then what?\u003c/p>\n\u003cp class=\"p6\">The expectancy-value model suggests some strategies, most of them pretty intuitive. The value will be higher if the book is on a topic the child already loves, or if it’s a book that a lot of his peers have read, or if it concerns a topic of practical utility to the child. The expectation of successful reading will be higher if it’s at the right reading level, if it includes a lot of pictures (as a graphic novel does), if the chapters are short, or if the child already knows the story (as in a novelization of a movie she’s seen). So the expectancy-value model suggests that we boost the book’s value to the child, or her expectation of successful reading. What else might we try?\u003c/p>\n\u003cp class=\"p8\">\u003cb>Make the Choice Easy \u003c/b>\u003c/p>\n\u003cp class=\"p3\">People often overlook the fact that leisure reading is a choice. A child is not deciding to read or not read. The child is choosing among competing activities: Should I read, or have a snack, or see what my friend’s doing, or play a video game? When we’re talking about leisure reading, it’s not enough that the child like reading, and that she have a positive attitude; if she’s to choose reading, it must be the most appealing activity available.\u003c/p>\n\u003cp class=\"p6\">That makes our job sound terribly difficult—“good” is no longer enough; now we’re shooting for “best.” But bearing in mind that reading is a choice prompts some other ideas to get kids reading. One thing we can do is make reading an easy choice to make. All of us are on autopilot more often than we like to believe; we make decisions not by carefully weighing out options, but by doing what’s expedient. \u003ci>Expedient \u003c/i>often means obvious, easy. Things that are right in front of us and easy to access are more likely to be selected. For example, researchers were able to make food items at a salad bar more or less likely to be selected by moving them closer or farther from the diner—but the necessary change in distance was just 10 inches.\u003c/p>\n\u003cfigure id=\"attachment_48802\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003ca href=\"https://twitter.com/DTWillingham\">\u003cimg class=\"wp-image-48802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Willingham.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Daniel Willingham\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">A teacher once told me a remarkable story about the power of easy access. He had mentioned a book—Jared Diamond’s \u003ci>Guns, Germs, and Steel—\u003c/i>in the course of a high school class discussion about income inequity across nations. He enthusiastically recommended it, and mentioned that he knew the school library had two copies. There were a few murmurs of interest. The next day he checked the library and found both copies still on the shelves. He checked them out, brought them to class, and asked if anyone was interested in reading this book he had mentioned. Five students raised their hands, and he gave the copies to the two most enthusiastic students. So five students were ready to give the book a try if someone put it in their hands, but going to the school library to find it seemed like too much trouble. The library, the teacher told me, was a 30-second walk from his classroom.\u003c/p>\n\u003cp class=\"p6\">The implication of these examples is that books should not just be available, but virtually falling into children’s laps, or at least, visible in as many locations as possible: in the classroom, in every room of the house, in the car, and so on. If it’s affordable, an e-reader is wonderful for instant access to any book that a child gets excited about. (And many books can be downloaded for free once the child has the device.)\u003c/p>\n\u003cp class=\"p8\">\u003cb>Change the Other Choices \u003c/b>\u003c/p>\n\u003cp class=\"p3\">That leisure reading represents a choice has another implication. If a child must like reading \u003ci>most \u003c/i>from available alternatives, parents can control the other alternatives; that is, make reading the most appealing choice around by restricting access to other activities that the parents think are less enriching. A recent survey showed that 30% of teens say they enjoy reading “a lot,” but they also say they enjoy other media activities more: watching videos, engaging with friends on social media, gaming.\u003cspan class=\"s4\"> \u003c/span>Most kids will choose screens—“screens” generically referring to video content, games, or computer applications—over a book, even a readily available one. For reasons I don’t understand, moving images on a screen entrance us. We stare at them as we stare at flames or ocean waves. I’ve never met a parent who said, “Television? Oh yeah, she watched it a couple of times, but I just couldn’t get her interested.” An obvious implication is that if these other activities were unavailable, kids might read more.\u003c/p>\n\u003cp class=\"p6\">A 2016 survey of parents reported that 55% say they limit teens’ time online, but they also say that they are less concerned with the amount of time spent with media, and more concerned with content.\u003cspan class=\"s5\"> \u003c/span>Content does matter, of course, but so does volume. And volume is high.\u003c/p>\n\u003cp class=\"p5\">Very young children—those in their first two years of life—spend twice as much time watching television and videos as they do being read to (53 vs. 23 minutes per day). Slightly older children (ages five to eight years) watch more television than younger kids do (about two hours per day) although they read or are read to about the same amount of time (33 minutes per day). At this age, children start to use other digital devices: 90% have used a computer at least once, and 22% use a computer daily. For console video games, the figures are only slightly lower. The use of these other devices, along with greater television viewing, means that the average five- to eight-year-old is exposed to about 3 hours and forty-five minutes of various media each day.\u003cspan class=\"s3\"> \u003c/span>By the time kids are in their late teens, average media exposure approaches \u003ci>11 hours per day\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">My guess is that very few parents are happy that their teens spend so much time with digital devices. I’m also guessing those parents didn’t see it coming when their kids were toddlers. But as any parent knows, it’s easier to limit something at an early age than to wait until it’s a problem and then try to change course. Obviously some video content is more enriching than others—\u003ci>Sesame Street \u003c/i>is not equivalent to \u003ci>Tom and Jerry \u003c/i>cartoons—but if children are to choose reading, controlling the content of screen time won’t do it. The amount must be controlled as well. But again, that alone probably won’t be enough. It must be coupled with ensuring ready access to reading material that kids will value.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">DANIEL T. WILLINGHAM, PHD, is professor of psychology at the University of Virginia. He is the author of \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-047059196X.html\">Why Don't Students Like School?\u003c/a>\", \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/a>\" and \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read.\u003c/a>\" Willingham writes a regular column called Ask the Cognitive Scientist for the American Federation of Teachers' magazine, American Educator. \u003c/span>You can follow him on Twitter at \u003ca href=\"https://twitter.com/DTWillingham\">@DTWillingham\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_21078","mindshift_20552","mindshift_20784","mindshift_1040","mindshift_550"],"featImg":"mindshift_48805","label":"mindshift"},"mindshift_31165":{"type":"posts","id":"mindshift_31165","meta":{"index":"posts_1591205157","site":"mindshift","id":"31165","score":null,"sort":[1378399460000]},"guestAuthors":[],"slug":"can-technology-help-students-find-the-sweet-spot-for-learning","title":"Can Technology Help Students Find the \"Sweet Spot\" for Learning?","publishDate":1378399460,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"alignright size-large wp-image-31176\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/1470057351-640x358.jpg\" alt=\"147005735\" width=\"640\" height=\"358\">\u003c/p>\n\u003cp>\u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">\u003cstrong>By Emily Hanford and Stephen Smith, American RadioWorks\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Cognitive scientist Daniel Willingham wrote a book called \u003cem>Why Don't Students Like School?\u003c/em> The book is complex and fascinating - and 228 pages - but you can basically boil the answer down to this: Students don't like school because school isn't set up to help them learn very well.\u003c/p>\n\u003cp>The first thing to know is that everyone likes to learn.\u003c/p>\n\u003cp>\"There is a sense of satisfaction, of fulfillment, in successful thinking,\" writes Willingham.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But it's not fun to try to learn something that's too hard.\u003c/p>\n\u003cp>\"Working on a problem with no sense that you're making progress is not pleasurable,\" writes Willingham. \"In fact, it's frustrating.\"\u003c/p>\n\u003cp>Working on a problem that's too easy is no fun either. It's boring.\u003c/p>\n\u003cp>What people enjoy is working on problems that are the right level of difficulty.\u003c/p>\n\u003cp>\"The problem must be easy enough to be solved yet difficult enough to take some mental effort,\" Willingham writes. He calls this the \"sweet spot\" of difficulty.\u003c/p>\n\u003cp>The problem with most schools is that kids don't get to their sweet spot enough. There are 20 other kids in the class - or maybe 30 or even 40. Everyone is in a slightly different place. Some kids get it and want to move ahead. Others are struggling to catch up and need more explanation. It's a challenge for teachers. The best teachers try to meet each student's needs. But a lot of teachers end up teaching to the middle. That leaves a lot of kids bored, or frustrated, or both.\u003c/p>\n\u003cp>\"I think teachers are acutely aware that this is an enormous problem,\" Willingham said in an interview. \"I don't think it's easily solved.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning.\"\u003c/aside>\n\u003cp>You can trace the roots of the problem back to the Industrial Revolution. That's when American public schools as we know them today got started.\u003c/p>\n\u003cp>Prior to the rise of factories and cities, most people lived on farms and in small villages. Children were typically educated in one-room schoolhouses. \"In such environments, education could be individualized,\" says Angeline Lillard, a professor at the University of Virginia who has written about the history of education.\u003c/p>\n\u003cp>Not everything was perfect in the one-room school. But if you were 10 and needed to learn addition, that's what the teacher taught you. If you were 5 and already knew how to write your name, you'd move on with the older kids.\u003c/p>\n\u003cp>Then in 1847 in Quincy, Massachusetts a new kind of school appeared on the scene. Instead of being together in one room, students were separated into classrooms based on how old they were. It was seen as a more efficient way to educate children.\u003c/p>\n\u003cp>\"The whole country was so taken by this idea that we could improve through industrialization,\" says Lillard. \"Mass production was going to be the wings through which we could fly into the future. And schools were no different.\"\u003c/p>\n\u003cp>By the early 20th century, some education experts were actually referring to schools as factories. Elwood Cubberley, dean of Stanford University's School of Education from 1917 to 1933, put it bluntly: Schools were \"factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life.\"\u003c/p>\n\u003cp>\"What we lost from the one-room schoolhouse days was individualization,\" says Lillard. \"We replaced that with an expectation that all children be the same.\"\u003c/p>\n\u003cp>Today it's a big challenge to deal with the 10-year-olds who haven't learned addition; they're supposed to be doing fifth-grade math. There's not a good way to deal with the 5-year-olds who are ready to move ahead either.\u003c/p>\n\u003cp>The problem of how to meet students' individual needs is at the heart of today's education debates: the achievement gap, tracking, social promotion. These are among the thorniest and most important issues facing American schools, and they all have something to do with the fact that we expect students of a certain age to be in a certain place with their learning, rather than working with each child individually based on their unique learning needs.\u003c/p>\n\u003cp>\"All students are supposed to accomplish exactly the same goals under exactly the same circumstances by exactly the same date and demonstrate their learning in exactly the same way,\" says Carol Ann Tomlinson, sounding a bit exasperated.\u003c/p>\n\u003cp>Tomlinson is an expert on a teaching technique called \"differentiated instruction.\" It's a response to the challenge of working with a classroom full of kids who have different abilities and interests. Rather than teaching to the middle, the teacher offers a variety of lessons or assignments so that the students who are ahead get more challenging work and students who are behind get more practice on basic concepts.\u003c/p>\n\u003cp>Tomlinson's research shows differentiated instruction can be done. But even she admits it's not easy. It takes talented teachers and good training.\u003c/p>\n\u003cp>Keona Walker says she learned all about differentiated instruction during her teacher training. When asked how she pulled it off in the classroom, she laughs. She says differentiated instruction is \"possible, yes. Realistic? No.\"\u003c/p>\n\u003cfigure id=\"attachment_31175\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31175\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/mooresville04-300x201.jpg\" alt=\"mooresville04\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Walker was an English teacher at a high school in Indianapolis, Indiana. In any given class she would have some students who were ready for college-level work and others who couldn't \"tell you what the verb of a sentence was.\" She felt constantly frustrated and unable to meet everyone's needs.\u003c/p>\n\u003cp>Then she heard about a new school with a different approach to learning. The school is called Carpe Diem-Meridian. It's a public charter school that opened in Indianapolis in August 2012. Students spend part of the day in traditional classes, and part of the day learning on computer. There's an online curriculum; students move through each course at their own pace. When they demonstrate they've mastered the material, they move on to the next level.\u003c/p>\n\u003cp>Walker is the English teacher at Carpe Diem. She says because students spend part of their day learning on computer, she has more time to work with students individually. And she thinks when students work on their own at their own pace they actually have a better understanding of what they need help with. \"These are the things I've mastered. I don't need help with that,\" they'll say to her. \"These are the things that I can read and understand on my own. [And] these are the things that I really need help with.\" That's what she focuses on with them. She says it's a more efficient way to teach -- and to learn.\u003c/p>\n\u003cp>Cognitive scientist Daniel Willingham is not familiar enough with Carpe Diem to comment specifically on the school's model. But he says technology is a possible solution to the \"sweet spot\" problem. He says learning on computers does not necessarily result in better learning, though.\u003c/p>\n\u003cp>\"The technological solutions are more difficult to implement than would appear at first blush,\" he says. Teachers need lots of training. And he adds: \"The software has got to be really good.\"\u003c/p>\n\u003cp>The software is getting better. So-called \u003ca href=\"http://edgrowthadvisors.com/wp-content/uploads/2013/04/Learning-to-Adapt_Report_Supplier-Landscape_Education-Growth-Advisors_April-2013.pdf\">\"adaptive learning\" programs\u003c/a>, which have been around for more than a decade, are designed to adjust to an individual's needs. A student answers questions or solves problems and the software adapts the level of difficulty depending on how the student is performing. Dozens of companies have developed this kind of software. The software varies in quality. Research suggests some adaptive learning programs do help students learn better, but \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">the research\u003c/a> is sparse and overall the results are mixed.\u003c/p>\n\u003cp>Willingham says technology may be a solution to the \"sweet spot\" problem for some students and some schools. When asked if he would send his own children to a school that uses computers to help teachers individualize instruction for students he says: \"The answer would depend a lot on how old my child is.\" He's not sure putting young children on computers for large or even small parts of the school day is a good idea. He says his own kids, who are 6 and 8, don't use computers at all -- at school or at home. He doesn't see any reason his children need to use computers yet.\u003c/p>\n\u003cp>That's a personal choice, he says, not based on evidence that there's something categorically wrong with young children using technology.\u003c/p>\n\u003cp>Willingham does note, however, that research shows the emotional connection between a student and a teacher is enormously important when it comes to how much a student learns. He doesn't think students of any age should spend all of their time learning on a computer. The balance between time spent with computers and time spent with other human beings is important for schools to consider as they think about bringing technology into classrooms. Willingham says this may be the most important question -- even more important than how good the software is. Technology is only as good as the way it gets used.\u003c/p>\n\u003cp>Willingham says in a few years, when his children are in middle school or high school, he might be open to sending them to a school where they would spend part of their day learning on a computer. But he'd have to see the school first and make a decision based on what he thought of the school, and what the other options were for his children's education.\u003c/p>\n\u003cp>\u003cem>This article is part of the \u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">One Child At a Time series produced by American RadioWorks\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F108631876\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"\"The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning,\" says author Daniel Willingham.","status":"publish","parent":0,"modified":1380161961,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://w.soundcloud.com/player/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1644},"headData":{"title":"Can Technology Help Students Find the \"Sweet Spot\" for Learning? | KQED","description":""The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning," says author Daniel Willingham.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"31165 http://blogs.kqed.org/mindshift/?p=31165","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/05/can-technology-help-students-find-the-sweet-spot-for-learning/","disqusTitle":"Can Technology Help Students Find the \"Sweet Spot\" for Learning?","path":"/mindshift/31165/can-technology-help-students-find-the-sweet-spot-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-31176\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/1470057351-640x358.jpg\" alt=\"147005735\" width=\"640\" height=\"358\">\u003c/p>\n\u003cp>\u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">\u003cstrong>By Emily Hanford and Stephen Smith, American RadioWorks\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Cognitive scientist Daniel Willingham wrote a book called \u003cem>Why Don't Students Like School?\u003c/em> The book is complex and fascinating - and 228 pages - but you can basically boil the answer down to this: Students don't like school because school isn't set up to help them learn very well.\u003c/p>\n\u003cp>The first thing to know is that everyone likes to learn.\u003c/p>\n\u003cp>\"There is a sense of satisfaction, of fulfillment, in successful thinking,\" writes Willingham.\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>But it's not fun to try to learn something that's too hard.\u003c/p>\n\u003cp>\"Working on a problem with no sense that you're making progress is not pleasurable,\" writes Willingham. \"In fact, it's frustrating.\"\u003c/p>\n\u003cp>Working on a problem that's too easy is no fun either. It's boring.\u003c/p>\n\u003cp>What people enjoy is working on problems that are the right level of difficulty.\u003c/p>\n\u003cp>\"The problem must be easy enough to be solved yet difficult enough to take some mental effort,\" Willingham writes. He calls this the \"sweet spot\" of difficulty.\u003c/p>\n\u003cp>The problem with most schools is that kids don't get to their sweet spot enough. There are 20 other kids in the class - or maybe 30 or even 40. Everyone is in a slightly different place. Some kids get it and want to move ahead. Others are struggling to catch up and need more explanation. It's a challenge for teachers. The best teachers try to meet each student's needs. But a lot of teachers end up teaching to the middle. That leaves a lot of kids bored, or frustrated, or both.\u003c/p>\n\u003cp>\"I think teachers are acutely aware that this is an enormous problem,\" Willingham said in an interview. \"I don't think it's easily solved.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning.\"\u003c/aside>\n\u003cp>You can trace the roots of the problem back to the Industrial Revolution. That's when American public schools as we know them today got started.\u003c/p>\n\u003cp>Prior to the rise of factories and cities, most people lived on farms and in small villages. Children were typically educated in one-room schoolhouses. \"In such environments, education could be individualized,\" says Angeline Lillard, a professor at the University of Virginia who has written about the history of education.\u003c/p>\n\u003cp>Not everything was perfect in the one-room school. But if you were 10 and needed to learn addition, that's what the teacher taught you. If you were 5 and already knew how to write your name, you'd move on with the older kids.\u003c/p>\n\u003cp>Then in 1847 in Quincy, Massachusetts a new kind of school appeared on the scene. Instead of being together in one room, students were separated into classrooms based on how old they were. It was seen as a more efficient way to educate children.\u003c/p>\n\u003cp>\"The whole country was so taken by this idea that we could improve through industrialization,\" says Lillard. \"Mass production was going to be the wings through which we could fly into the future. And schools were no different.\"\u003c/p>\n\u003cp>By the early 20th century, some education experts were actually referring to schools as factories. Elwood Cubberley, dean of Stanford University's School of Education from 1917 to 1933, put it bluntly: Schools were \"factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life.\"\u003c/p>\n\u003cp>\"What we lost from the one-room schoolhouse days was individualization,\" says Lillard. \"We replaced that with an expectation that all children be the same.\"\u003c/p>\n\u003cp>Today it's a big challenge to deal with the 10-year-olds who haven't learned addition; they're supposed to be doing fifth-grade math. There's not a good way to deal with the 5-year-olds who are ready to move ahead either.\u003c/p>\n\u003cp>The problem of how to meet students' individual needs is at the heart of today's education debates: the achievement gap, tracking, social promotion. These are among the thorniest and most important issues facing American schools, and they all have something to do with the fact that we expect students of a certain age to be in a certain place with their learning, rather than working with each child individually based on their unique learning needs.\u003c/p>\n\u003cp>\"All students are supposed to accomplish exactly the same goals under exactly the same circumstances by exactly the same date and demonstrate their learning in exactly the same way,\" says Carol Ann Tomlinson, sounding a bit exasperated.\u003c/p>\n\u003cp>Tomlinson is an expert on a teaching technique called \"differentiated instruction.\" It's a response to the challenge of working with a classroom full of kids who have different abilities and interests. Rather than teaching to the middle, the teacher offers a variety of lessons or assignments so that the students who are ahead get more challenging work and students who are behind get more practice on basic concepts.\u003c/p>\n\u003cp>Tomlinson's research shows differentiated instruction can be done. But even she admits it's not easy. It takes talented teachers and good training.\u003c/p>\n\u003cp>Keona Walker says she learned all about differentiated instruction during her teacher training. When asked how she pulled it off in the classroom, she laughs. She says differentiated instruction is \"possible, yes. Realistic? No.\"\u003c/p>\n\u003cfigure id=\"attachment_31175\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31175\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/mooresville04-300x201.jpg\" alt=\"mooresville04\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Walker was an English teacher at a high school in Indianapolis, Indiana. In any given class she would have some students who were ready for college-level work and others who couldn't \"tell you what the verb of a sentence was.\" She felt constantly frustrated and unable to meet everyone's needs.\u003c/p>\n\u003cp>Then she heard about a new school with a different approach to learning. The school is called Carpe Diem-Meridian. It's a public charter school that opened in Indianapolis in August 2012. Students spend part of the day in traditional classes, and part of the day learning on computer. There's an online curriculum; students move through each course at their own pace. When they demonstrate they've mastered the material, they move on to the next level.\u003c/p>\n\u003cp>Walker is the English teacher at Carpe Diem. She says because students spend part of their day learning on computer, she has more time to work with students individually. And she thinks when students work on their own at their own pace they actually have a better understanding of what they need help with. \"These are the things I've mastered. I don't need help with that,\" they'll say to her. \"These are the things that I can read and understand on my own. [And] these are the things that I really need help with.\" That's what she focuses on with them. She says it's a more efficient way to teach -- and to learn.\u003c/p>\n\u003cp>Cognitive scientist Daniel Willingham is not familiar enough with Carpe Diem to comment specifically on the school's model. But he says technology is a possible solution to the \"sweet spot\" problem. He says learning on computers does not necessarily result in better learning, though.\u003c/p>\n\u003cp>\"The technological solutions are more difficult to implement than would appear at first blush,\" he says. Teachers need lots of training. And he adds: \"The software has got to be really good.\"\u003c/p>\n\u003cp>The software is getting better. So-called \u003ca href=\"http://edgrowthadvisors.com/wp-content/uploads/2013/04/Learning-to-Adapt_Report_Supplier-Landscape_Education-Growth-Advisors_April-2013.pdf\">\"adaptive learning\" programs\u003c/a>, which have been around for more than a decade, are designed to adjust to an individual's needs. A student answers questions or solves problems and the software adapts the level of difficulty depending on how the student is performing. Dozens of companies have developed this kind of software. The software varies in quality. Research suggests some adaptive learning programs do help students learn better, but \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">the research\u003c/a> is sparse and overall the results are mixed.\u003c/p>\n\u003cp>Willingham says technology may be a solution to the \"sweet spot\" problem for some students and some schools. When asked if he would send his own children to a school that uses computers to help teachers individualize instruction for students he says: \"The answer would depend a lot on how old my child is.\" He's not sure putting young children on computers for large or even small parts of the school day is a good idea. He says his own kids, who are 6 and 8, don't use computers at all -- at school or at home. He doesn't see any reason his children need to use computers yet.\u003c/p>\n\u003cp>That's a personal choice, he says, not based on evidence that there's something categorically wrong with young children using technology.\u003c/p>\n\u003cp>Willingham does note, however, that research shows the emotional connection between a student and a teacher is enormously important when it comes to how much a student learns. He doesn't think students of any age should spend all of their time learning on a computer. The balance between time spent with computers and time spent with other human beings is important for schools to consider as they think about bringing technology into classrooms. Willingham says this may be the most important question -- even more important than how good the software is. Technology is only as good as the way it gets used.\u003c/p>\n\u003cp>Willingham says in a few years, when his children are in middle school or high school, he might be open to sending them to a school where they would spend part of their day learning on a computer. But he'd have to see the school first and make a decision based on what he thought of the school, and what the other options were for his children's education.\u003c/p>\n\u003cp>\u003cem>This article is part of the \u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">One Child At a Time series produced by American RadioWorks\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F108631876\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31165/can-technology-help-students-find-the-sweet-spot-for-learning","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_20552","mindshift_1040","mindshift_421"],"featImg":"mindshift_31176","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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