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Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.","status":"publish","parent":0,"modified":1713534330,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1109},"headData":{"title":"8 Free AI-powered Tools that Can Save Teachers Time and Enhance Instruction | KQED","description":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency.","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 Free AI-powered Tools that Can Save Teachers Time and Enhance Instruction","datePublished":"2023-10-03T10:00:14.000Z","dateModified":"2024-04-19T13:45:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\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>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","authors":["11721"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21027","mindshift_739","mindshift_22","mindshift_962","mindshift_21294","mindshift_995","mindshift_421","mindshift_21398"],"featImg":"mindshift_62466","label":"mindshift"},"mindshift_52536":{"type":"posts","id":"mindshift_52536","meta":{"index":"posts_1591205157","site":"mindshift","id":"52536","score":null,"sort":[1542400805000]},"guestAuthors":[],"slug":"different-definitions-of-personalized-learning-conflict-cause-confusion","title":"Different Definitions of Personalized Learning Conflict, Cause Confusion","publishDate":1542400805,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If you do a Google image search for \"classroom,\" you'll mostly see one familiar scene: rows or \u003ca href=\"https://www.google.com/search?biw=1340&bih=687&tbm=isch&sa=1&ei=wcCzW9fEGsO0_Aa7waqgCw&q=classroom&oq=classroom&gs_l=img.3..35i39j0i67l2j0j0i67j0j0i67l2j0l2.2586.3508..3726...0.0..0.58.472.9......1....1..gws-wiz-img.N2J3HsobZNs\">groups of desks\u003c/a>, with a spot at the front of the room for the teacher.\u003c/p>\n\u003cp>One teacher, many students: It's basically the definition of school as we know it, going back to the earliest days of the Republic. \"We couldn't afford to have an individual teacher for every student, so we developed a way of teaching large groups,\" as John Pane, an education researcher at the RAND Corporation, puts it.\u003c/p>\n\u003cp>Pane is among a wave of education watchers getting excited by the idea that technology may finally offer a solution to the historic constraints of one-to-many teaching.\u003c/p>\n\u003cp>It's called personalized learning: What if each student had something like a private tutor, and more power over what and how they learned?\u003c/p>\n\u003cp>Pane is the lead author of one of the \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\">few empirical studies \u003c/a>to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we'll talk about later on).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In a personalized system,\" he says, \"students are receiving instruction exactly at the point where they need it.\"\u003c/p>\n\u003cp>It's a concept grounded in the psychology of motivation, learning science and growing technologies like artificial intelligence (AI). And the hype around it is blowing up. Personalized learning is the No. 1 educational technology priority around the country, according to a recent survey by the Center for Digital Education, a news service that promotes ed-tech. More than nine out of 10 districts polled said they were directing devices, software and professional development resources toward personalized learning.\u003c/p>\n\u003cp>Personalized learning is also a major priority of the Bill & Melinda Gates Foundation (which is a supporter of NPR's education coverage) and the Chan Zuckerberg Initiative. The \u003ca href=\"http://www.attoreassociates.com/news/chan-zuckerberg-push-ambitious-new-vision-personalized-learning/\">commitment \u003c/a>by the Facebook founder's philanthropy is expected to run into the hundreds of millions of dollars per year.\u003c/p>\n\u003cfigure id=\"attachment_52538\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Competency-based education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's already a backlash to the idea: it's drawn teacher, parent and student protests--even walkouts--in several states.\u003c/p>\n\u003cp>So what is personalized learning, exactly? The term has buzz, for sure. But it's also a bit — or more than a bit — baggy.\u003c/p>\n\u003cp>In fact, in speaking about it with more than a dozen educators, technologists, innovation experts and researchers, I've developed a theory: \"Personalized learning\" has become a \u003ca href=\"https://macaulay.cuny.edu/eportfolios/purves17/2017/09/03/janus-faced-trickster/\">Janus-faced \u003c/a>word, with at least two meanings in tension:\u003c/p>\n\u003col>\n\u003cli>The use of software to allow each student to proceed through a pre-determined body of knowledge, most often math, at his or her own pace.\u003c/li>\n\u003cli>A whole new way of doing school, not necessarily focused on technology, where students set their own goals. They work both independently and together on projects that match their interests, while adults facilitate and invest in getting to know each student one-on-one, both their strengths and their challenges.\u003c/li>\n\u003c/ol>\n\u003cp>Which vision of personalization will prevail? Pace alone, or \"Personalize it all\"? And what proportion of the hype will be realized?\u003c/p>\n\u003cp>\u003cstrong>At your own pace \u003c/strong>\u003c/p>\n\u003cp>The first version of personalization is less radical and, by that token, already more common. It's the selling point of software programs, primarily in math, that are already found in millions of classrooms around the country. Two examples are McGraw Hill's ALEKS and Khan Academy.\u003c/p>\n\u003cp>In a traditional 3rd grade classroom, the teacher may give a test one Friday on adding and subtracting numbers up to a thousand.\u003c/p>\n\u003cp>Let's say you don't quite get it, and you bomb that test. On the following Monday, the teacher will introduce multiplication. What are the chances that you're going to grasp the new concept? And what about the student sitting next to you? She already learned her multiplication tables over the summer. She's doodling in her notebook and passing notes during the lesson.\u003c/p>\n\u003cp>Sal Khan, the founder of Khan Academy, defines personalization by pace. He tells me: \"It's about every student getting to remediate if necessary, or accelerate if they can.\"\u003c/p>\n\u003cp>Khan Academy is a giant online library, viewed by tens of millions of people worldwide, of multiple-choice practice exercises and short instructional videos, with the strongest offerings in STEM disciplines.\u003c/p>\n\u003cp>In theory, it's possible to follow Khan's roadmap \u003ca href=\"https://www.khanacademy.org/exercisedashboard\">step-by-step\u003c/a>, node by node, from simple counting all the way through AP calculus. Students, parents or teachers can keep track of progress using a dashboard.\u003c/p>\n\u003cp>When it comes to the transformation of education, \"I strongly believe the biggest lever is moving from fixed-pace to mastery-based education,\" Khan says.\u003c/p>\n\u003cp>What he means by \"mastery-based,\" is that students move on to the next topic only when they are ready. It's simple in concept, yet it's not the way school usually works.\u003c/p>\n\u003cp>In our example of a third grader using Khan or another software system, you'd get the chance to keep doing practice problems and watching videos on addition and subtraction. You wouldn't move on until you'd answered a certain number of problems correctly. Your teacher would be put on notice that you haven't quite grasped the concept \u003cem>before \u003c/em>you bombed a test, so she could give you extra help. Meanwhile, your friend could move from multiplication on to division and beyond.\u003c/p>\n\u003cfigure id=\"attachment_52544\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52544\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg\" alt=\"Proficiency vs. mastery\" width=\"800\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-160x80.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-768x382.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-240x119.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-375x187.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-520x259.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Proficiency vs. mastery \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Khan Academy, you can show \"mastery\" by getting a certain number of questions right in a row. Khan Academy has recently introduced more assessments, so that more of the exercises in their free library can be used in this way.\u003c/p>\n\u003cp>So there you have it. Personalized learning: a cost-effective, efficient way to improve direct instruction through pacing, while giving young people a little more autonomy. What's not to love?\u003c/p>\n\u003cp>Jade Davis has thoughts about that. She's an expert in emerging technologies in education, and the director of digital project management at Columbia University Libraries. When she thinks of personalized learning, \"I think of kids with machines that have algorithms attached to them that move them through learning at the pace where the student is.\"\u003c/p>\n\u003cp>Does that excite her?\u003c/p>\n\u003cp>\"No, it doesn't,\" she answers. \"Because learning is a collaborative process. When you take away the ability for people to make things together, I think you lose something.\"\u003c/p>\n\u003cp>And, she adds, there's another issue. Many recent critics have pointed out how biases, such as racial biases, can be baked into all kinds of algorithms, from search engines to credit ratings. Davis argues that educational software is no exception. \"It's going to sort students. It's going to stereotype, put up roadblocks and make assumptions about how students should be thinking.\" In other words, what's sold as \"personalization\" can actually become dehumanizing.\u003c/p>\n\u003cp>Teachers, I point out, can and do show biases as well. Point taken, she says. But, \"teachers can attempt to remedy their bias ... teachers are learners in the space, too, but software is not.\"\u003c/p>\n\u003cp>Equating personalized learning simply with pacing is \"a fairly large problem,\" according to Susan Patrick, the president and CEO of the International Association for K-12 Online Learning. She says part of the issue is that personalization has become a flimsy marketing term, with\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>software vendors putting a sticker on a product because there's variation in pacing.\" That, she says, \"does not equal a truly personalized approach.\"\u003c/p>\n\u003cp>I also talked to Ted Dintersmith. He's a technology venture capitalist who has visited schools in all 50 states. He presents himself as an expert, not in education, but in innovation, and is the author of \u003cem>What School Could Be, \u003c/em>which features teachers talking about the promise of education.\u003c/p>\n\u003cp>For Dintersmith, the at-your-own-pace model falls well short of what personalization could be.\u003c/p>\n\u003cp>\"If it's plopping down some obsolete or irrelevant curriculum on a laptop and letting every kid go at their own pace, It's hard to get excited about that,\" he says. \"If it's giving students more voice, helping them find their own talents in distinct ways, that's better.\"\u003c/p>\n\u003cp>When it comes to software like Khan Academy, \"I think it's a fair criticism to say most of what's on Khan has kids listening to lectures and practicing and taking multiple-choice tests to get good at some low-level procedure\" — such as multiplication, say — \"that the device they're working on does perfectly, instantly.\"\u003c/p>\n\u003cfigure id=\"attachment_52540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52540\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Interest-driven education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's not good enough for the demands of the 21st century, Dintersmith adds. \"Being pretty good — even very good — at the same thing that everyone else is pretty good to very good at doesn't get you anywhere. You really want bold, audacious, curious, creative problem-solving kids that embrace ambiguity.\"\u003c/p>\n\u003cp>He believes letting students choose more about what, and how, they learn is the way to awaken those qualities: letting them go off-roading, not merely letting them move at their own pace through a \"closed course\" of facts and skills that's already been set up for them.\u003c/p>\n\u003cp>\u003cstrong>Learn what you want\u003c/strong>\u003c/p>\n\u003cp>When you leave behind the narrow path of personalization simply as a matter of pacing, you enter a world that is broader. To some people that's more exciting, but it's also more difficult to sum up.\u003c/p>\n\u003cp>\"At the beginning of a fad there's a naming problem,\"Rich Halverson says. He's an education professor at the University of Wisconsin-Madison who has spent the last few years traveling around the country to see personalized learning in action at public schools.\u003c/p>\n\u003cp>He's found that, \"what schools call personalized varies considerably,\" and also that \"a lot of schools are doing personalized learning, but don't call it that.\"\u003c/p>\n\u003cp>Still, he's managed to identify some key common elements:\u003c/p>\n\u003cp>At the schools he's studied, students meet regularly, one on one, with teachers. They set individual learning goals, follow up and discuss progress. All of this may be recorded using some simple software, like a shared Google Doc. It's kind of like a schoolwide version of special education, with an IEP — an individualized education program — for every student.\u003c/p>\n\u003cp>This sounds simple, but face-to-face interaction is \"expensive,\" says Halverson. Think 28 meetings of 15 minutes each — that's a full day of a teacher's time, somewhere between once a week and once a month. In fact, the entire school day, week, year may need to be reconfigured to allow for it.\u003c/p>\n\u003cp>Some schools Halverson has studied, especially charter schools with more freedom, have remade the curriculum to emphasize group projects and presentations, where students can prove the necessary knowledge and skills while pursuing topics that interest them. Students are grouped by ability and interest, not age, and may change groups from subject to subject or day to day. Scheduling and staffing is necessarily fluid; even the building may need to be reconfigured for maximum flexibility.\u003c/p>\n\u003cp>\u003cstrong>\"I love school!\"\u003c/strong>\u003c/p>\n\u003cp>James Murray is the principal of Waukesha STEM Academy, a K-8 charter school in Wisconsin that is one of Halverson's exemplars. It has elements of at-your-own-pace, software-enabled learning: In middle school, students have the ability to take whatever math they need, from 4th grade through calculus.\u003c/p>\n\u003cp>There's also flexible scheduling, with Tuesday and Thursday \"flex time\" blocks for whatever students want to do, Murray said. On any give day, a student can say, \" 'If I need to work on a science lab, I go do that. When I'm done, I go to another class.'\"\u003c/p>\n\u003cp>Murray says a lot of parents will ask, \" 'Well what if my kid just takes gym class every day?' \" The answer is, with guidance and feedback, \"They really start to advocate for themselves and they start to understand what they need to do and why.\"\u003c/p>\n\u003cp>By middle school, his students propose their own long-term \"capstone\" projects, which range from raising money for a women's shelter to sharing their love of go-kart racing.\u003c/p>\n\u003cfigure id=\"attachment_52541\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52541\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Self-efficacy \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sounds like fun. And indeed, a common element to personalized learning schools, Halverson has found, is that \"when it's done well, there's a lot of parent and teacher enthusiasm.\"\u003c/p>\n\u003cp>Amy Bigelow is one of those enthusiastic parents. Her daughter started this fall at Murray's school, Waukesha STEM Academy. She's says she's seeing her daughter \"thrive\" and grow in self-confidence.\u003c/p>\n\u003cp>\"She can think outside the box, and be creative and work with her hands,\" Bigelow says. \"She has classes with seventh-graders, eighth-graders. It allows her to be with people on the same level, not based off age or grade, and that's been a refreshing outlook, too.\"\u003c/p>\n\u003cp>Last year, when her daughter was in fifth grade, Bigelow said, \"she would come home from school just in a funk at the end of the day.\" But now? \"She came home the first week and she said, 'Mom — I'm learning, but it doesn't feel like I'm learning.' \"\u003c/p>\n\u003cp>John Pane, the researcher at Rand, says this enthusiasm comes from two places. The first is that students care more about their learning when they have an element of choice and agency.\u003c/p>\n\u003cp>Amy Bigelow agrees: \"There are so many opportunities ... for her to be able to be empowered and take her schooling into her own hands.\"\u003c/p>\n\u003cp>The second point, Pane says, is that students care more about learning when they feel that teachers know them personally. And that happens through those regular one-on-one meetings, and through kids having the chance to share their passions.\u003c/p>\n\u003cp>It's what Halverson calls, \"an effort to build the instruction on a personal relationship: 'What do you need to know and how can I guide you to get there?' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's hard to implement.\"\u003c/strong>\u003c/p>\n\u003cp>So there you have it. Personalized learning: a transformative, labor-intensive approach giving students ownership over their learning. What's not to love?\u003c/p>\n\u003cp>Well, Sal Khan, for one, is a bit dismissive of what he calls this 'flavor' of interest-driven personalization. \"We're all learning about factoring polynomials,\" he says, \"but you're doing it in a context of something that interests you, say soccer, and I'm doing it in the context of something that interests me, say architecture. Or maybe there's instruction in different modalities. That's not the type that we focus on. There's not evidence it's effective, and it's hard to implement.\"\u003c/p>\n\u003cp>The research by Pane and his colleagues bears this view out, to a point. Their study of charter networks that were early adopters of personalized learning found large average effects on student achievement.\u003c/p>\n\u003cp>But a second study by Pane, with a more diverse set of schools, found a smaller average positive effect, which included negative impacts on learning at \"a substantial number\" of schools.\u003c/p>\n\u003cp>\"So that, to me, is a warning sign that personalized learning appears not to be working every place that people are trying it,\" says Pane. \"While conceptually they are good ideas, when you come down to analyzing it there are potential pitfalls.\"\u003c/p>\n\u003cp>One emerging issue is that, as the \"fad\" spreads, teachers may not always be getting the supports they need.\u003c/p>\n\u003cfigure id=\"attachment_52545\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52545\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg\" alt=\"Differentiation\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-240x144.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-375x225.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-520x312.jpg 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Differentiation \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a \u003ca href=\"https://www.crpe.org/publications/personalized-learning-crossroads\">report published in 2018\u003c/a> by the Center on Reinventing Public Education, researchers interviewed and surveyed hundreds of teachers at schools that had received funding from the Gates Foundation to design and implement personalized learning. They found that, while many teachers were wildly enthusiastic, they were often left on their own.\u003c/p>\n\u003cp>They had little guidance to set meaningful learning outcomes for students outside the state frameworks of standardized tests. And, they had little support at the school- or district-level to change key elements of school, like age-based grouping or all-at-once scheduling. So personalization efforts often didn't spread beyond pilot classrooms.\u003c/p>\n\u003cp>The case of Summit Learning is another example of personalized learning's growing pains. It's a personalized learning platform that originated at a California-based charter school network called Summit Public Schools. After investments from the Chan Zuckerberg Initiative and some work from Facebook engineers, the platform and curriculum, plus training, was offered up for free, and has been adopted by almost 400 schools around the country.\u003c/p>\n\u003cp>Summit Learning is different from single-subject systems like ALEKS. It's been advertised more like a whole-school personalized learning transformation in a box: from mentoring sessions with teachers to \"playlists\" of lessons in every subject. The company says that participating schools are reporting academic gains for students who start out behind, as well as \"greater student engagement, increased attendance, better behavior.\"\u003c/p>\n\u003cp>But not everyone loves the program. It's drawn teacher, parent and student protests in \u003ca href=\"https://www.edsurge.com/news/2017-12-20-connecticut-school-district-suspends-use-of-summit-learning-platform\">Cheshire, CT\u003c/a>; \u003ca href=\"https://www.cincinnati.com/story/news/2017/03/06/facebook-program-school-causes-controversy/97711414/\">Boone County, KY\u003c/a>; \u003ca href=\"https://www.ipetitions.com/petition/remove-the-summit-personalized-learning-program\">Fairview Park City\u003c/a> in Ohio; \u003ca href=\"https://www.indianagazette.com/news/directors-vote-to-scale-back-summit-learning-program/article_b3bc086a-e4d1-11e7-8c95-57ffb928e16e.html\">Indiana Area School District\u003c/a> in Indiana, PA; \u003ca href=\"http://www.clearwatertribune.com/news/top_stories/summit-learning-under-fire-gains-attention-and-lots-of-criticism/article_da14721a-74b2-11e8-8a35-33a44ea23f1d.html\">Clearwater County, ID\u003c/a>, and recently in \u003ca href=\"https://nypost.com/2018/11/10/brooklyn-students-hold-walkout-in-protest-of-facebook-designed-online-program/amp/?fbclid=IwAR2ATi_LGGl4QS1Y9OS1VaPMbbttTdwO9hCJRh6rkDekZbswldqfdzHtBn0&__twitter_impression=true\">New York City\u003c/a>.\u003c/p>\n\u003cp>Some have privacy concerns about students' personal data reportedly being shared with Microsoft, Amazon and other companies. Some object to the quality of the curriculum and supplementary materials. Some say students are getting distracted by working on the laptop or merely Googling for answers to quizzes. Some just don't want to learn on their own at their own pace.\u003c/p>\n\u003cp>\"It's annoying to just sit there staring at one screen for so long,\" Mitchel Storman, a ninth grader at the Secondary School for Journalism in Brooklyn, told the\u003ca href=\"%20the%20Secondary%20School%20for%20Journalism%20in%20Park%20Slope\">\u003cem> New York Post\u003c/em> \u003c/a>at a student walkout earlier this month. \"You have to teach yourself.\"\u003c/p>\n\u003cp>Summit shared with NPR a letter from Andrew Goldin, the Chief Program Officer of Summit Learning, to the principal of the Secondary School for Journalism, Livingston Hilaire. Goldin stated that the school lacked enough laptops, Internet bandwidth, and teacher training to successfully implement the program, and recommended that they suspend it immediately for 11th and 12th graders.\u003c/p>\n\u003cp>\u003cstrong>Backlash to the backlash\u003c/strong>\u003c/p>\n\u003cp>Is personalized learning, aided by computers, destined to be just another ed reform flash-in-the-pan? Will it have a narrow impact in just a few subjects? Or will it be transformative, and is that a good thing?\u003c/p>\n\u003cp>As the Gates Foundation experience suggests, the future of personalized learning may hinge on what kinds of supports are offered teachers. The experience of the state of Maine is instructive here too.\u003c/p>\n\u003cp>In 2012, Maine became the first state to adopt what's called a \"proficiency-based diploma.\" The idea behind it was that instead of needing to pass a certain set of classes to graduate, students in Maine now had to show they were \"proficient\" in certain skills and subjects.\u003c/p>\n\u003cp>To comply with the new law, many districts adopted \"proficiency-based learning.\" The new system shared elements of personalized learning, like students being allowed to re-do assignments and work at their own pace. Yet schools received little funding or guidance on how to implement these changes, leaving some teachers lost and overwhelmed.\u003c/p>\n\u003cp>Heather Finn, a veteran math teacher at a high school in central Maine, told NPRit was \"impossible ... so, so frustrating.\"\u003c/p>\n\u003cp>\"It works really well, like, the first month,\" Finn says. Then, students started to progress at different speeds.\u003c/p>\n\u003cp>\"So I have the kids who are on pace, and I have the kids who are perpetually, always behind. And it got to the point where I had 20 kids in 20 spots.\"\u003c/p>\n\u003cp>This past April, Maine lawmakers heard complaints from parents and teachers, as well as the statewide teachers union. Three months later, Gov. Paul LePage \u003ca href=\"https://www.pressherald.com/2018/07/20/bill-to-roll-back-proficiency-based-diplomas-becomes-law/\">signed a bill \u003c/a>to make \"proficiency-based diplomas\" optional. Some districts have already declared that they're leaving the new system behind and will return to a more traditional education style.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Some districts, though, like Kennebec Intra-District Schools in Maine, aren't going back. Kaylee Bodge, a fourth-grader at Marcia Buker Elementary School, says the appeal is simple. \"We get to make choices instead of the teacher choosing. If you like something and you want to do that first, you get to do that first.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Future+Of+Learning%3F+Well%2C+It%27s+Personal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Personalization is a huge ed-tech buzzword, but not everyone agrees on what that means or if it's a good thing.","status":"publish","parent":0,"modified":1542400805,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":85,"wordCount":3388},"headData":{"title":"Different Definitions of Personalized Learning Conflict, Cause Confusion | KQED","description":"Personalization is a huge ed-tech buzzword, but not everyone agrees on what that means or if it's a good thing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Different Definitions of Personalized Learning Conflict, Cause Confusion","datePublished":"2018-11-16T20:40:05.000Z","dateModified":"2018-11-16T20:40:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52536 https://ww2.kqed.org/mindshift/?p=52536","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/16/different-definitions-of-personalized-learning-conflict-cause-confusion/","disqusTitle":"Different Definitions of Personalized Learning Conflict, Cause Confusion","nprByline":"Anya Kamenetz, Robbie Feinberg, Kyla Calvert Mason","nprImageAgency":"Drew Lytle for NPR","nprStoryId":"657895964","nprApiLink":"http://api.npr.org/query?id=657895964&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2018/11/16/657895964/the-future-of-learning-well-it-s-personal?ft=nprml&f=657895964","nprRetrievedStory":"1","nprPubDate":"Fri, 16 Nov 2018 10:33:00 -0500","nprStoryDate":"Fri, 16 Nov 2018 05:00:51 -0500","nprLastModifiedDate":"Fri, 16 Nov 2018 10:33:44 -0500","path":"/mindshift/52536/different-definitions-of-personalized-learning-conflict-cause-confusion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you do a Google image search for \"classroom,\" you'll mostly see one familiar scene: rows or \u003ca href=\"https://www.google.com/search?biw=1340&bih=687&tbm=isch&sa=1&ei=wcCzW9fEGsO0_Aa7waqgCw&q=classroom&oq=classroom&gs_l=img.3..35i39j0i67l2j0j0i67j0j0i67l2j0l2.2586.3508..3726...0.0..0.58.472.9......1....1..gws-wiz-img.N2J3HsobZNs\">groups of desks\u003c/a>, with a spot at the front of the room for the teacher.\u003c/p>\n\u003cp>One teacher, many students: It's basically the definition of school as we know it, going back to the earliest days of the Republic. \"We couldn't afford to have an individual teacher for every student, so we developed a way of teaching large groups,\" as John Pane, an education researcher at the RAND Corporation, puts it.\u003c/p>\n\u003cp>Pane is among a wave of education watchers getting excited by the idea that technology may finally offer a solution to the historic constraints of one-to-many teaching.\u003c/p>\n\u003cp>It's called personalized learning: What if each student had something like a private tutor, and more power over what and how they learned?\u003c/p>\n\u003cp>Pane is the lead author of one of the \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\">few empirical studies \u003c/a>to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we'll talk about later on).\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>\"In a personalized system,\" he says, \"students are receiving instruction exactly at the point where they need it.\"\u003c/p>\n\u003cp>It's a concept grounded in the psychology of motivation, learning science and growing technologies like artificial intelligence (AI). And the hype around it is blowing up. Personalized learning is the No. 1 educational technology priority around the country, according to a recent survey by the Center for Digital Education, a news service that promotes ed-tech. More than nine out of 10 districts polled said they were directing devices, software and professional development resources toward personalized learning.\u003c/p>\n\u003cp>Personalized learning is also a major priority of the Bill & Melinda Gates Foundation (which is a supporter of NPR's education coverage) and the Chan Zuckerberg Initiative. The \u003ca href=\"http://www.attoreassociates.com/news/chan-zuckerberg-push-ambitious-new-vision-personalized-learning/\">commitment \u003c/a>by the Facebook founder's philanthropy is expected to run into the hundreds of millions of dollars per year.\u003c/p>\n\u003cfigure id=\"attachment_52538\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Competency-based education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's already a backlash to the idea: it's drawn teacher, parent and student protests--even walkouts--in several states.\u003c/p>\n\u003cp>So what is personalized learning, exactly? The term has buzz, for sure. But it's also a bit — or more than a bit — baggy.\u003c/p>\n\u003cp>In fact, in speaking about it with more than a dozen educators, technologists, innovation experts and researchers, I've developed a theory: \"Personalized learning\" has become a \u003ca href=\"https://macaulay.cuny.edu/eportfolios/purves17/2017/09/03/janus-faced-trickster/\">Janus-faced \u003c/a>word, with at least two meanings in tension:\u003c/p>\n\u003col>\n\u003cli>The use of software to allow each student to proceed through a pre-determined body of knowledge, most often math, at his or her own pace.\u003c/li>\n\u003cli>A whole new way of doing school, not necessarily focused on technology, where students set their own goals. They work both independently and together on projects that match their interests, while adults facilitate and invest in getting to know each student one-on-one, both their strengths and their challenges.\u003c/li>\n\u003c/ol>\n\u003cp>Which vision of personalization will prevail? Pace alone, or \"Personalize it all\"? And what proportion of the hype will be realized?\u003c/p>\n\u003cp>\u003cstrong>At your own pace \u003c/strong>\u003c/p>\n\u003cp>The first version of personalization is less radical and, by that token, already more common. It's the selling point of software programs, primarily in math, that are already found in millions of classrooms around the country. Two examples are McGraw Hill's ALEKS and Khan Academy.\u003c/p>\n\u003cp>In a traditional 3rd grade classroom, the teacher may give a test one Friday on adding and subtracting numbers up to a thousand.\u003c/p>\n\u003cp>Let's say you don't quite get it, and you bomb that test. On the following Monday, the teacher will introduce multiplication. What are the chances that you're going to grasp the new concept? And what about the student sitting next to you? She already learned her multiplication tables over the summer. She's doodling in her notebook and passing notes during the lesson.\u003c/p>\n\u003cp>Sal Khan, the founder of Khan Academy, defines personalization by pace. He tells me: \"It's about every student getting to remediate if necessary, or accelerate if they can.\"\u003c/p>\n\u003cp>Khan Academy is a giant online library, viewed by tens of millions of people worldwide, of multiple-choice practice exercises and short instructional videos, with the strongest offerings in STEM disciplines.\u003c/p>\n\u003cp>In theory, it's possible to follow Khan's roadmap \u003ca href=\"https://www.khanacademy.org/exercisedashboard\">step-by-step\u003c/a>, node by node, from simple counting all the way through AP calculus. Students, parents or teachers can keep track of progress using a dashboard.\u003c/p>\n\u003cp>When it comes to the transformation of education, \"I strongly believe the biggest lever is moving from fixed-pace to mastery-based education,\" Khan says.\u003c/p>\n\u003cp>What he means by \"mastery-based,\" is that students move on to the next topic only when they are ready. It's simple in concept, yet it's not the way school usually works.\u003c/p>\n\u003cp>In our example of a third grader using Khan or another software system, you'd get the chance to keep doing practice problems and watching videos on addition and subtraction. You wouldn't move on until you'd answered a certain number of problems correctly. Your teacher would be put on notice that you haven't quite grasped the concept \u003cem>before \u003c/em>you bombed a test, so she could give you extra help. Meanwhile, your friend could move from multiplication on to division and beyond.\u003c/p>\n\u003cfigure id=\"attachment_52544\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52544\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg\" alt=\"Proficiency vs. mastery\" width=\"800\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-160x80.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-768x382.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-240x119.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-375x187.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-520x259.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Proficiency vs. mastery \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Khan Academy, you can show \"mastery\" by getting a certain number of questions right in a row. Khan Academy has recently introduced more assessments, so that more of the exercises in their free library can be used in this way.\u003c/p>\n\u003cp>So there you have it. Personalized learning: a cost-effective, efficient way to improve direct instruction through pacing, while giving young people a little more autonomy. What's not to love?\u003c/p>\n\u003cp>Jade Davis has thoughts about that. She's an expert in emerging technologies in education, and the director of digital project management at Columbia University Libraries. When she thinks of personalized learning, \"I think of kids with machines that have algorithms attached to them that move them through learning at the pace where the student is.\"\u003c/p>\n\u003cp>Does that excite her?\u003c/p>\n\u003cp>\"No, it doesn't,\" she answers. \"Because learning is a collaborative process. When you take away the ability for people to make things together, I think you lose something.\"\u003c/p>\n\u003cp>And, she adds, there's another issue. Many recent critics have pointed out how biases, such as racial biases, can be baked into all kinds of algorithms, from search engines to credit ratings. Davis argues that educational software is no exception. \"It's going to sort students. It's going to stereotype, put up roadblocks and make assumptions about how students should be thinking.\" In other words, what's sold as \"personalization\" can actually become dehumanizing.\u003c/p>\n\u003cp>Teachers, I point out, can and do show biases as well. Point taken, she says. But, \"teachers can attempt to remedy their bias ... teachers are learners in the space, too, but software is not.\"\u003c/p>\n\u003cp>Equating personalized learning simply with pacing is \"a fairly large problem,\" according to Susan Patrick, the president and CEO of the International Association for K-12 Online Learning. She says part of the issue is that personalization has become a flimsy marketing term, with\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>software vendors putting a sticker on a product because there's variation in pacing.\" That, she says, \"does not equal a truly personalized approach.\"\u003c/p>\n\u003cp>I also talked to Ted Dintersmith. He's a technology venture capitalist who has visited schools in all 50 states. He presents himself as an expert, not in education, but in innovation, and is the author of \u003cem>What School Could Be, \u003c/em>which features teachers talking about the promise of education.\u003c/p>\n\u003cp>For Dintersmith, the at-your-own-pace model falls well short of what personalization could be.\u003c/p>\n\u003cp>\"If it's plopping down some obsolete or irrelevant curriculum on a laptop and letting every kid go at their own pace, It's hard to get excited about that,\" he says. \"If it's giving students more voice, helping them find their own talents in distinct ways, that's better.\"\u003c/p>\n\u003cp>When it comes to software like Khan Academy, \"I think it's a fair criticism to say most of what's on Khan has kids listening to lectures and practicing and taking multiple-choice tests to get good at some low-level procedure\" — such as multiplication, say — \"that the device they're working on does perfectly, instantly.\"\u003c/p>\n\u003cfigure id=\"attachment_52540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52540\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Interest-driven education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's not good enough for the demands of the 21st century, Dintersmith adds. \"Being pretty good — even very good — at the same thing that everyone else is pretty good to very good at doesn't get you anywhere. You really want bold, audacious, curious, creative problem-solving kids that embrace ambiguity.\"\u003c/p>\n\u003cp>He believes letting students choose more about what, and how, they learn is the way to awaken those qualities: letting them go off-roading, not merely letting them move at their own pace through a \"closed course\" of facts and skills that's already been set up for them.\u003c/p>\n\u003cp>\u003cstrong>Learn what you want\u003c/strong>\u003c/p>\n\u003cp>When you leave behind the narrow path of personalization simply as a matter of pacing, you enter a world that is broader. To some people that's more exciting, but it's also more difficult to sum up.\u003c/p>\n\u003cp>\"At the beginning of a fad there's a naming problem,\"Rich Halverson says. He's an education professor at the University of Wisconsin-Madison who has spent the last few years traveling around the country to see personalized learning in action at public schools.\u003c/p>\n\u003cp>He's found that, \"what schools call personalized varies considerably,\" and also that \"a lot of schools are doing personalized learning, but don't call it that.\"\u003c/p>\n\u003cp>Still, he's managed to identify some key common elements:\u003c/p>\n\u003cp>At the schools he's studied, students meet regularly, one on one, with teachers. They set individual learning goals, follow up and discuss progress. All of this may be recorded using some simple software, like a shared Google Doc. It's kind of like a schoolwide version of special education, with an IEP — an individualized education program — for every student.\u003c/p>\n\u003cp>This sounds simple, but face-to-face interaction is \"expensive,\" says Halverson. Think 28 meetings of 15 minutes each — that's a full day of a teacher's time, somewhere between once a week and once a month. In fact, the entire school day, week, year may need to be reconfigured to allow for it.\u003c/p>\n\u003cp>Some schools Halverson has studied, especially charter schools with more freedom, have remade the curriculum to emphasize group projects and presentations, where students can prove the necessary knowledge and skills while pursuing topics that interest them. Students are grouped by ability and interest, not age, and may change groups from subject to subject or day to day. Scheduling and staffing is necessarily fluid; even the building may need to be reconfigured for maximum flexibility.\u003c/p>\n\u003cp>\u003cstrong>\"I love school!\"\u003c/strong>\u003c/p>\n\u003cp>James Murray is the principal of Waukesha STEM Academy, a K-8 charter school in Wisconsin that is one of Halverson's exemplars. It has elements of at-your-own-pace, software-enabled learning: In middle school, students have the ability to take whatever math they need, from 4th grade through calculus.\u003c/p>\n\u003cp>There's also flexible scheduling, with Tuesday and Thursday \"flex time\" blocks for whatever students want to do, Murray said. On any give day, a student can say, \" 'If I need to work on a science lab, I go do that. When I'm done, I go to another class.'\"\u003c/p>\n\u003cp>Murray says a lot of parents will ask, \" 'Well what if my kid just takes gym class every day?' \" The answer is, with guidance and feedback, \"They really start to advocate for themselves and they start to understand what they need to do and why.\"\u003c/p>\n\u003cp>By middle school, his students propose their own long-term \"capstone\" projects, which range from raising money for a women's shelter to sharing their love of go-kart racing.\u003c/p>\n\u003cfigure id=\"attachment_52541\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52541\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Self-efficacy \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sounds like fun. And indeed, a common element to personalized learning schools, Halverson has found, is that \"when it's done well, there's a lot of parent and teacher enthusiasm.\"\u003c/p>\n\u003cp>Amy Bigelow is one of those enthusiastic parents. Her daughter started this fall at Murray's school, Waukesha STEM Academy. She's says she's seeing her daughter \"thrive\" and grow in self-confidence.\u003c/p>\n\u003cp>\"She can think outside the box, and be creative and work with her hands,\" Bigelow says. \"She has classes with seventh-graders, eighth-graders. It allows her to be with people on the same level, not based off age or grade, and that's been a refreshing outlook, too.\"\u003c/p>\n\u003cp>Last year, when her daughter was in fifth grade, Bigelow said, \"she would come home from school just in a funk at the end of the day.\" But now? \"She came home the first week and she said, 'Mom — I'm learning, but it doesn't feel like I'm learning.' \"\u003c/p>\n\u003cp>John Pane, the researcher at Rand, says this enthusiasm comes from two places. The first is that students care more about their learning when they have an element of choice and agency.\u003c/p>\n\u003cp>Amy Bigelow agrees: \"There are so many opportunities ... for her to be able to be empowered and take her schooling into her own hands.\"\u003c/p>\n\u003cp>The second point, Pane says, is that students care more about learning when they feel that teachers know them personally. And that happens through those regular one-on-one meetings, and through kids having the chance to share their passions.\u003c/p>\n\u003cp>It's what Halverson calls, \"an effort to build the instruction on a personal relationship: 'What do you need to know and how can I guide you to get there?' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's hard to implement.\"\u003c/strong>\u003c/p>\n\u003cp>So there you have it. Personalized learning: a transformative, labor-intensive approach giving students ownership over their learning. What's not to love?\u003c/p>\n\u003cp>Well, Sal Khan, for one, is a bit dismissive of what he calls this 'flavor' of interest-driven personalization. \"We're all learning about factoring polynomials,\" he says, \"but you're doing it in a context of something that interests you, say soccer, and I'm doing it in the context of something that interests me, say architecture. Or maybe there's instruction in different modalities. That's not the type that we focus on. There's not evidence it's effective, and it's hard to implement.\"\u003c/p>\n\u003cp>The research by Pane and his colleagues bears this view out, to a point. Their study of charter networks that were early adopters of personalized learning found large average effects on student achievement.\u003c/p>\n\u003cp>But a second study by Pane, with a more diverse set of schools, found a smaller average positive effect, which included negative impacts on learning at \"a substantial number\" of schools.\u003c/p>\n\u003cp>\"So that, to me, is a warning sign that personalized learning appears not to be working every place that people are trying it,\" says Pane. \"While conceptually they are good ideas, when you come down to analyzing it there are potential pitfalls.\"\u003c/p>\n\u003cp>One emerging issue is that, as the \"fad\" spreads, teachers may not always be getting the supports they need.\u003c/p>\n\u003cfigure id=\"attachment_52545\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52545\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg\" alt=\"Differentiation\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-240x144.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-375x225.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-520x312.jpg 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Differentiation \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a \u003ca href=\"https://www.crpe.org/publications/personalized-learning-crossroads\">report published in 2018\u003c/a> by the Center on Reinventing Public Education, researchers interviewed and surveyed hundreds of teachers at schools that had received funding from the Gates Foundation to design and implement personalized learning. They found that, while many teachers were wildly enthusiastic, they were often left on their own.\u003c/p>\n\u003cp>They had little guidance to set meaningful learning outcomes for students outside the state frameworks of standardized tests. And, they had little support at the school- or district-level to change key elements of school, like age-based grouping or all-at-once scheduling. So personalization efforts often didn't spread beyond pilot classrooms.\u003c/p>\n\u003cp>The case of Summit Learning is another example of personalized learning's growing pains. It's a personalized learning platform that originated at a California-based charter school network called Summit Public Schools. After investments from the Chan Zuckerberg Initiative and some work from Facebook engineers, the platform and curriculum, plus training, was offered up for free, and has been adopted by almost 400 schools around the country.\u003c/p>\n\u003cp>Summit Learning is different from single-subject systems like ALEKS. It's been advertised more like a whole-school personalized learning transformation in a box: from mentoring sessions with teachers to \"playlists\" of lessons in every subject. The company says that participating schools are reporting academic gains for students who start out behind, as well as \"greater student engagement, increased attendance, better behavior.\"\u003c/p>\n\u003cp>But not everyone loves the program. It's drawn teacher, parent and student protests in \u003ca href=\"https://www.edsurge.com/news/2017-12-20-connecticut-school-district-suspends-use-of-summit-learning-platform\">Cheshire, CT\u003c/a>; \u003ca href=\"https://www.cincinnati.com/story/news/2017/03/06/facebook-program-school-causes-controversy/97711414/\">Boone County, KY\u003c/a>; \u003ca href=\"https://www.ipetitions.com/petition/remove-the-summit-personalized-learning-program\">Fairview Park City\u003c/a> in Ohio; \u003ca href=\"https://www.indianagazette.com/news/directors-vote-to-scale-back-summit-learning-program/article_b3bc086a-e4d1-11e7-8c95-57ffb928e16e.html\">Indiana Area School District\u003c/a> in Indiana, PA; \u003ca href=\"http://www.clearwatertribune.com/news/top_stories/summit-learning-under-fire-gains-attention-and-lots-of-criticism/article_da14721a-74b2-11e8-8a35-33a44ea23f1d.html\">Clearwater County, ID\u003c/a>, and recently in \u003ca href=\"https://nypost.com/2018/11/10/brooklyn-students-hold-walkout-in-protest-of-facebook-designed-online-program/amp/?fbclid=IwAR2ATi_LGGl4QS1Y9OS1VaPMbbttTdwO9hCJRh6rkDekZbswldqfdzHtBn0&__twitter_impression=true\">New York City\u003c/a>.\u003c/p>\n\u003cp>Some have privacy concerns about students' personal data reportedly being shared with Microsoft, Amazon and other companies. Some object to the quality of the curriculum and supplementary materials. Some say students are getting distracted by working on the laptop or merely Googling for answers to quizzes. Some just don't want to learn on their own at their own pace.\u003c/p>\n\u003cp>\"It's annoying to just sit there staring at one screen for so long,\" Mitchel Storman, a ninth grader at the Secondary School for Journalism in Brooklyn, told the\u003ca href=\"%20the%20Secondary%20School%20for%20Journalism%20in%20Park%20Slope\">\u003cem> New York Post\u003c/em> \u003c/a>at a student walkout earlier this month. \"You have to teach yourself.\"\u003c/p>\n\u003cp>Summit shared with NPR a letter from Andrew Goldin, the Chief Program Officer of Summit Learning, to the principal of the Secondary School for Journalism, Livingston Hilaire. Goldin stated that the school lacked enough laptops, Internet bandwidth, and teacher training to successfully implement the program, and recommended that they suspend it immediately for 11th and 12th graders.\u003c/p>\n\u003cp>\u003cstrong>Backlash to the backlash\u003c/strong>\u003c/p>\n\u003cp>Is personalized learning, aided by computers, destined to be just another ed reform flash-in-the-pan? Will it have a narrow impact in just a few subjects? Or will it be transformative, and is that a good thing?\u003c/p>\n\u003cp>As the Gates Foundation experience suggests, the future of personalized learning may hinge on what kinds of supports are offered teachers. The experience of the state of Maine is instructive here too.\u003c/p>\n\u003cp>In 2012, Maine became the first state to adopt what's called a \"proficiency-based diploma.\" The idea behind it was that instead of needing to pass a certain set of classes to graduate, students in Maine now had to show they were \"proficient\" in certain skills and subjects.\u003c/p>\n\u003cp>To comply with the new law, many districts adopted \"proficiency-based learning.\" The new system shared elements of personalized learning, like students being allowed to re-do assignments and work at their own pace. Yet schools received little funding or guidance on how to implement these changes, leaving some teachers lost and overwhelmed.\u003c/p>\n\u003cp>Heather Finn, a veteran math teacher at a high school in central Maine, told NPRit was \"impossible ... so, so frustrating.\"\u003c/p>\n\u003cp>\"It works really well, like, the first month,\" Finn says. Then, students started to progress at different speeds.\u003c/p>\n\u003cp>\"So I have the kids who are on pace, and I have the kids who are perpetually, always behind. And it got to the point where I had 20 kids in 20 spots.\"\u003c/p>\n\u003cp>This past April, Maine lawmakers heard complaints from parents and teachers, as well as the statewide teachers union. Three months later, Gov. Paul LePage \u003ca href=\"https://www.pressherald.com/2018/07/20/bill-to-roll-back-proficiency-based-diplomas-becomes-law/\">signed a bill \u003c/a>to make \"proficiency-based diplomas\" optional. Some districts have already declared that they're leaving the new system behind and will return to a more traditional education style.\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>Some districts, though, like Kennebec Intra-District Schools in Maine, aren't going back. Kaylee Bodge, a fourth-grader at Marcia Buker Elementary School, says the appeal is simple. \"We get to make choices instead of the teacher choosing. If you like something and you want to do that first, you get to do that first.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Future+Of+Learning%3F+Well%2C+It%27s+Personal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52536/different-definitions-of-personalized-learning-conflict-cause-confusion","authors":["byline_mindshift_52536"],"categories":["mindshift_193"],"tags":["mindshift_1021","mindshift_22","mindshift_1040","mindshift_20585","mindshift_21176","mindshift_421"],"featImg":"mindshift_52537","label":"mindshift"},"mindshift_18057":{"type":"posts","id":"mindshift_18057","meta":{"index":"posts_1591205157","site":"mindshift","id":"18057","score":null,"sort":[1326224843000]},"guestAuthors":[],"slug":"girls-and-math-busting-the-stereotype","title":"Girls and Math: Busting the Stereotype","publishDate":1326224843,"format":"aside","headTitle":"GROWTH MINDSET | MindShift | KQED News","labelTerm":{"term":20659,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1376090775,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1070},"headData":{"title":"Girls and Math: Busting the Stereotype | KQED","description":"Do girls need special attention when it comes to science, math, and technology topics? In response to last week's article about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge. "'Steering' something suggests directing it in a path it would not normally, of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Girls and Math: Busting the Stereotype","datePublished":"2012-01-10T19:47:23.000Z","dateModified":"2013-08-09T23:26:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18057 http://blogs.kqed.org/mindshift/?p=18057","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/10/girls-and-math-busting-the-stereotype/","disqusTitle":"Girls and Math: Busting the Stereotype","path":"/mindshift/18057/girls-and-math-busting-the-stereotype","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\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>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18057/girls-and-math-busting-the-stereotype","authors":["180"],"series":["mindshift_20659"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_796","mindshift_22","mindshift_47","mindshift_825"],"featImg":"mindshift_27099","label":"mindshift_20659"},"mindshift_7508":{"type":"posts","id":"mindshift_7508","meta":{"index":"posts_1591205157","site":"mindshift","id":"7508","score":null,"sort":[1296675292000]},"guestAuthors":[],"slug":"love-of-reading-sparked-by-love-of-subject-in-the-future-school-day","title":"Love of Reading Sparked by Love of Subject in the Future School Day","publishDate":1296675292,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cdiv id=\"attachment_7557\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-7557\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/fontfont-2/\">\u003cimg class=\"size-medium wp-image-7557\" style=\"border: none;\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>Innovative educator Lisa Nielsen has been working toward the ideal school day of the future for a while now. In her inspirational blog, she pushes the boundaries of traditional ideas about progress, thinking ten steps ahead while being firmly grounded in today's realities. When I asked her about her ideas the future school day, she sent along \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/02/what-might-21st-century-literacy-class.html\">an article\u003c/a> she wrote last year that addresses the topic directly. Here's her take.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> SETTING THE SCENE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Sam is an eleventh grader \u003c/strong>who has struggled with English Language Arts courses in secondary school. He is accustomed to the cycle of failure after years of low and barely passing grades in elementary school and repeating eighth grade before being allowed to continue on to high school. Although eager to learn and eventually finish high school, Sam has already failed two quarters of English. He is frustrated by the continuing cycle. He often finds himself bored and unmotivated in school, which he thinks might have something to do with his less than stellar performance and motivation. He has friends that feel the same way and they notice there are other students in their classes that seem to have stronger educational drive and performance. He's just not one of them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7522\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/ethan_hickerson/\">\u003cimg class=\"size-medium wp-image-7522 alignright\" title=\"Ethan_Hickerson\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Ethan_Hickerson-300x409.jpg\" alt=\"\" width=\"300\" height=\"409\">\u003c/a>An alert English teacher took notice of Sam and recommended that he participate in a unique class of students with similar academic needs. He was given a chance to participate in an online credit recovery program to make up the credits lost by failing the two quarters of English. The Credit Recovery Program is an Internet-based curriculum for high school students. Students work individually and at their own pace using laptops. Each course is organized into units based on each of the seven standards. Each unit has lessons composed of several different activities. The units and lessons are structured to address varying learning styles and include audio, video, animations, interactive segments as well as traditional text.\u003c/p>\n\u003cp>Participating students have a teacher/mentor who has been specifically trained in online instruction and can focus on individualizing instruction for each student. Students receive timely feedback on assessments. Sam knows that he must complete all activities and receive a grade of 70 or better in order to move on to the next lesson or unit.\u003c/p>\n\u003cp>In New York City, there are seven English Language Arts performance standards that high school students must meet. They are: E1) Reading E2) Writing E3) Listening, Speaking, Viewing E4) Conventions, Grammar, and Usage of the English Language E5) Literature E6) Public documents E7) Functional Documents. In our online learning credit recovery model students must demonstrate achieving mastery in each area. One area that Sam failed in ninth grade English Language Arts was Standard E1b: Read and comprehend at least four books on the same subject, or by the same author, or in the same genre. In this case study we will take a look at how Sam was able to demonstrate mastery in the 21\u003csup>st\u003c/sup> century classroom.\u003c/p>\n\u003cp>Sam reports to school at the beginning of the school day and picks up his laptop from the OLC (Online Learning Cafe). Although all 25 students taking a variety of classes report there, they can use their laptops in any of the school's various study spaces connecting to the Internet through high speed wireless connectivity.\u003c/p>\n\u003cp>\u003cstrong>THE JOURNEY BEGINS\u003c/strong>\u003c/p>\n\u003cp>Sam logs on to his laptop where he has his online bookshelf filled with a variety of texts including contemporary literature (both fiction and nonfiction), magazines, newspapers, textbooks, and more. These books were part of the previous unit he completed that addressed Standard E1A. As Sam logs on, he thinks, “Wow, if reading was like this before, I probably wouldn’t be taking this class.” Sam’s bookshelf is made possible through a variety of partnerships with entities such as the Public Library, NetTrekker, Book Glutton, LuLu, Blurb, Blogger, and Google Books. Here Sam has a collection of every book he has read since entering the school and all those he plans to read.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/aside>\n\u003cp>Sam is actually excited about demonstrating mastery in this area because as he clicked on the standard in this module, his animated teaching assistant explained that this standard is intended to encourage students to invest themselves thoroughly in an area that interests them. He learned that such an investment will generate reading from an array of resources, giving him more experience of reading as well as increased understanding of a subject.\u003c!--more-->\u003c/p>\n\u003cp>\"Huh,\" he thought to himself. \"I had no idea that this is what we were supposed to be doing when I failed this in ninth grade. The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/p>\n\u003cp>Sam was excited to dive into this work and have a chance to read about things that interest him, but what would he choose? Sam clicked on the interest survey which he was excited to take. The system has his profile for reading level, grade, gender, and first language, and produced a series of questions. Based on the interest survey, he decided he wanted to do deep reading about curling. He came to this conclusion because his interest profile suggested he select something in the area of sports...perhaps something in which he participates or watches. Following the Winter Olympics he and his dad had become fascinated with the topic and in fact even signed up for a curling league. He thought this would be a great way to find some reading that maybe he and his dad could do together.\u003c/p>\n\u003cp>When he entered the virtual reading room and typed the topic into the system he instantly got hits based on his profile: reading level, native language, grade, and gender, from all the partner sites along with options of how mastery could be demonstrated. Of the various choices Sam would have to pick four different readings in which to demonstrate such mastery to meet the standard.\u003c/p>\n\u003cp>Sam selected the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> – (Available digitally)\u003c/li>\n\u003cli>\u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book \u003c/a>(Available from his local branch of the public library)\u003c/li>\n\u003cli>\u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> (from Wikipedia, the free encyclopedia)\u003c/li>\n\u003cli>\u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> (Available via Book Glutton)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca rel=\"attachment wp-att-7566\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/flickr-2/\">\u003cimg class=\"alignright size-medium wp-image-7566\" title=\"Flickr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Flickr-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Sam realized that he only needed to select four sources, but that didn’t matter. He was really interested in reading all five. Maybe more. He wasn't sure if this was okay though, so he looked to see which of the ELA facilitators was online. He saw Ms. Michelle was online and sent her an IM asking if he could choose five rather than four selections. \"Sure!\" Ms. Michelle replied with a smile emoticon. You can always choose a bit more and then just select your top four picks to be assessed. That is a smart strategy.\"\u003c/p>\n\u003cp>Sam wondered if perhaps he could interest any of the other ELA students around the country to study this topic too. He posted the question on the system message board and hoped someone else might be interested in this topic too as it would be fun to collaborate. He also jumped over to his Twitter account and sent out a tweet: If you're interested in curling, DM me. I have some great materials to read. Sam instantly got five responses to his tweet. He was excited to start building a personal learning network around curling.\u003c/p>\n\u003cp>Sam was excited to start by taking a look at \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a>. The digital format was fantastic. Sam immediately thought his dad, who’s in the over-40 crowd, would love that he could zoom in on any text or photos in the magazine. Sam also appreciated being able to select the “Listen” option not only because it was helpful for certain difficult-to-read sections of the magazine, but also because he thought it would be interesting to learn about curling as he was getting ready in the morning for school. Even though he couldn't take the laptop home, he realized he could still listen to it because the magazine had an accompanying podcast he could listen to on his personal iPod. Sam DMed those who tweeted him with a link to the magazine.\u003c/p>\n\u003cp>All materials have \"suggested proof of mastery\" which include a student activity as well as a reflection which is what his online teachers reviews and assesses him on using the unit rubric. Students can submit alternate activities for approval and any of the class facilitators in that content area may approve. For \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> Sam decided to engage in selecting three articles to share with some friends who might enjoy by posting a link on with an accompanying status update on Facebook. Sam was excited because he knew this would help build his curling-focused personal learning network even more. The post had to indicate something about the article and why he thought those tagged would find it of interest.\u003c/p>\n\u003cp>Sam also had to make at least three comments in response to his friends in each update. These conversations were pasted into Sam's reflection, which is shared with the teacher and make up a part of the reflection assessment. The online facilitators read each reflection with the authentic writing samples and provide feedback as well as a grade to students. In many cases this might include tips, tutorials, or one-on-one sessions with the online facilitator to strengthen a particular skill. Students that do not pass are required to engage in the scaffolding activities and resubmit their work. Students that do pass also have the option of engaging in the scaffolding activities and resubmitting their work for a higher grade but this is optional.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Note: As part of the high school curriculum all students learn how to create a responsible digital footprint and Twitter and Facebook are a part of this. In some cases students have set up both a separate personal and student profile. In other cases students have chosen to have one profile only. Sam fell in the later category.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>Before the end of the class someone responded to Sam's message on the system bulletin board. Another student said he was interested in reading about curling too. Sam messaged him back with a note expressing his excitement and a link to his bookshelf. Next, Sam shared his bookshelf and assignment selections with his adviser who he was looking forward to connecting with tomorrow during their weekly online Elluminate webinar session.\u003c/p>\n\u003cp>\u003cstrong>TAKING INITIATIVE \u003c/strong>\u003c/p>\n\u003cp>Here are the other activities Sam engaged in during the semester.\u003c/p>\n\u003cul>\n\u003cli>Subscribed to the \u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>: Sam selected to comment on at least three entries as part of his activity. He challenged his dad to do the same. They ended up in a virtual debate through their comments on the ethics of one of the players. The online conversations bleed into some interesting dinnertime chats and an interesting reflection for his teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Borrowed \u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book\u003c/a> from the public library. His assessment option choice for this book was to write a review that would be submitted on Amazon.com as well as select at least three reviews from others on which he would rate and comment. Of course, this wasn’t as easy as it sounded because Sam kept finding that his Dad had taken the book to work. Eventually they both read the book and commented on one another’s work.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Started his dive into learning about curling with a \u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> article from Wikipedia. His activity for this reading was to use something he found or learned from his curling study to add to the article. Sam started with the resource section and added in the blog he was reading. Sam also wrote about the ethics controversy of the player he had read about in the blog.\u003c/li>\n\u003c/ul>\n\u003cp>The final reading that Sam did on the topic was \u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> from Book Glutton. Sam was excited to learn that this book had actually been published on Book Glutton from another student who had taken the course across the country. He wrote the book as part of the E2 Writing standard. In the back of Sam’s mind he was thinking about a book he might publish that could be interesting for other students to read. The activity selected for this book was that Sam had to make at least three comments in the book and reach out to another reader to set up a time to read a passage that he particularly liked together with that reader and discuss it on Book Glutton. Sam loved this activity. He contacted the author and his own father and the three of them had a Book Glutton online discussion on several different passages. Sam was online from school, his dad during his lunch break at the office, and the author from her gym which had wireless internet.\u003c/p>\n\u003cp>Sam’s goal was to finish two activities per quarter and figured the first four would be the ones for which he submitted his reflection assessment. Sam ended up finishing all five activities in the two quarters and submitted them all. He appreciated the feedback and insight from his online facilitator and hoped she didn’t mind the extra work he was giving her. He IMed her in the chat box to see if it was okay. She said, \"Sam, I've been really impressed with your work and would love to read an additional submission.\"\u003c/p>\n\u003cp>At the completion of the unit Sam was thrilled. He had developed a terrific community of friends with who he could read, write, and converse about curling. He had started on his curling team and got many of his actual friends involved too. \"Hmmm\"...he thought. \"I wonder when the summer Olympics will begin. I've always been interested in beach volleyball and now I know some smart ideas to get started.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7297\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none;\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296675297,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2400},"headData":{"title":"Love of Reading Sparked by Love of Subject in the Future School Day | KQED","description":"Flickr:FontFont Innovative educator Lisa Nielsen has been working toward the ideal school day of the future for a while now. In her inspirational blog, she pushes the boundaries of traditional ideas about progress, thinking ten steps ahead while being firmly grounded in today's realities. When I asked her about her ideas the future school day,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Love of Reading Sparked by Love of Subject in the Future School Day","datePublished":"2011-02-02T19:34:52.000Z","dateModified":"2011-02-02T19:34:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7508 http://blogs.kqed.org/mindshift/?p=7508","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/","disqusTitle":"Love of Reading Sparked by Love of Subject in the Future School Day","path":"/mindshift/7508/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cdiv id=\"attachment_7557\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-7557\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/fontfont-2/\">\u003cimg class=\"size-medium wp-image-7557\" style=\"border: none;\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>Innovative educator Lisa Nielsen has been working toward the ideal school day of the future for a while now. In her inspirational blog, she pushes the boundaries of traditional ideas about progress, thinking ten steps ahead while being firmly grounded in today's realities. When I asked her about her ideas the future school day, she sent along \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/02/what-might-21st-century-literacy-class.html\">an article\u003c/a> she wrote last year that addresses the topic directly. Here's her take.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> SETTING THE SCENE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Sam is an eleventh grader \u003c/strong>who has struggled with English Language Arts courses in secondary school. He is accustomed to the cycle of failure after years of low and barely passing grades in elementary school and repeating eighth grade before being allowed to continue on to high school. Although eager to learn and eventually finish high school, Sam has already failed two quarters of English. He is frustrated by the continuing cycle. He often finds himself bored and unmotivated in school, which he thinks might have something to do with his less than stellar performance and motivation. He has friends that feel the same way and they notice there are other students in their classes that seem to have stronger educational drive and performance. He's just not one of them.\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>\u003ca rel=\"attachment wp-att-7522\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/ethan_hickerson/\">\u003cimg class=\"size-medium wp-image-7522 alignright\" title=\"Ethan_Hickerson\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Ethan_Hickerson-300x409.jpg\" alt=\"\" width=\"300\" height=\"409\">\u003c/a>An alert English teacher took notice of Sam and recommended that he participate in a unique class of students with similar academic needs. He was given a chance to participate in an online credit recovery program to make up the credits lost by failing the two quarters of English. The Credit Recovery Program is an Internet-based curriculum for high school students. Students work individually and at their own pace using laptops. Each course is organized into units based on each of the seven standards. Each unit has lessons composed of several different activities. The units and lessons are structured to address varying learning styles and include audio, video, animations, interactive segments as well as traditional text.\u003c/p>\n\u003cp>Participating students have a teacher/mentor who has been specifically trained in online instruction and can focus on individualizing instruction for each student. Students receive timely feedback on assessments. Sam knows that he must complete all activities and receive a grade of 70 or better in order to move on to the next lesson or unit.\u003c/p>\n\u003cp>In New York City, there are seven English Language Arts performance standards that high school students must meet. They are: E1) Reading E2) Writing E3) Listening, Speaking, Viewing E4) Conventions, Grammar, and Usage of the English Language E5) Literature E6) Public documents E7) Functional Documents. In our online learning credit recovery model students must demonstrate achieving mastery in each area. One area that Sam failed in ninth grade English Language Arts was Standard E1b: Read and comprehend at least four books on the same subject, or by the same author, or in the same genre. In this case study we will take a look at how Sam was able to demonstrate mastery in the 21\u003csup>st\u003c/sup> century classroom.\u003c/p>\n\u003cp>Sam reports to school at the beginning of the school day and picks up his laptop from the OLC (Online Learning Cafe). Although all 25 students taking a variety of classes report there, they can use their laptops in any of the school's various study spaces connecting to the Internet through high speed wireless connectivity.\u003c/p>\n\u003cp>\u003cstrong>THE JOURNEY BEGINS\u003c/strong>\u003c/p>\n\u003cp>Sam logs on to his laptop where he has his online bookshelf filled with a variety of texts including contemporary literature (both fiction and nonfiction), magazines, newspapers, textbooks, and more. These books were part of the previous unit he completed that addressed Standard E1A. As Sam logs on, he thinks, “Wow, if reading was like this before, I probably wouldn’t be taking this class.” Sam’s bookshelf is made possible through a variety of partnerships with entities such as the Public Library, NetTrekker, Book Glutton, LuLu, Blurb, Blogger, and Google Books. Here Sam has a collection of every book he has read since entering the school and all those he plans to read.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/aside>\n\u003cp>Sam is actually excited about demonstrating mastery in this area because as he clicked on the standard in this module, his animated teaching assistant explained that this standard is intended to encourage students to invest themselves thoroughly in an area that interests them. He learned that such an investment will generate reading from an array of resources, giving him more experience of reading as well as increased understanding of a subject.\u003c!--more-->\u003c/p>\n\u003cp>\"Huh,\" he thought to himself. \"I had no idea that this is what we were supposed to be doing when I failed this in ninth grade. The teacher just showed us bins of raggedy old books and magazines and told us to pick one we liked. I didn't like any of 'em and was left with a bunch of books about Ronald Reagan.\"\u003c/p>\n\u003cp>Sam was excited to dive into this work and have a chance to read about things that interest him, but what would he choose? Sam clicked on the interest survey which he was excited to take. The system has his profile for reading level, grade, gender, and first language, and produced a series of questions. Based on the interest survey, he decided he wanted to do deep reading about curling. He came to this conclusion because his interest profile suggested he select something in the area of sports...perhaps something in which he participates or watches. Following the Winter Olympics he and his dad had become fascinated with the topic and in fact even signed up for a curling league. He thought this would be a great way to find some reading that maybe he and his dad could do together.\u003c/p>\n\u003cp>When he entered the virtual reading room and typed the topic into the system he instantly got hits based on his profile: reading level, native language, grade, and gender, from all the partner sites along with options of how mastery could be demonstrated. Of the various choices Sam would have to pick four different readings in which to demonstrate such mastery to meet the standard.\u003c/p>\n\u003cp>Sam selected the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> – (Available digitally)\u003c/li>\n\u003cli>\u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book \u003c/a>(Available from his local branch of the public library)\u003c/li>\n\u003cli>\u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> (from Wikipedia, the free encyclopedia)\u003c/li>\n\u003cli>\u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> (Available via Book Glutton)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca rel=\"attachment wp-att-7566\" href=\"http://ww2.kqed.org/mindshift/2011/02/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day/flickr-2/\">\u003cimg class=\"alignright size-medium wp-image-7566\" title=\"Flickr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Flickr-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Sam realized that he only needed to select four sources, but that didn’t matter. He was really interested in reading all five. Maybe more. He wasn't sure if this was okay though, so he looked to see which of the ELA facilitators was online. He saw Ms. Michelle was online and sent her an IM asking if he could choose five rather than four selections. \"Sure!\" Ms. Michelle replied with a smile emoticon. You can always choose a bit more and then just select your top four picks to be assessed. That is a smart strategy.\"\u003c/p>\n\u003cp>Sam wondered if perhaps he could interest any of the other ELA students around the country to study this topic too. He posted the question on the system message board and hoped someone else might be interested in this topic too as it would be fun to collaborate. He also jumped over to his Twitter account and sent out a tweet: If you're interested in curling, DM me. I have some great materials to read. Sam instantly got five responses to his tweet. He was excited to start building a personal learning network around curling.\u003c/p>\n\u003cp>Sam was excited to start by taking a look at \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a>. The digital format was fantastic. Sam immediately thought his dad, who’s in the over-40 crowd, would love that he could zoom in on any text or photos in the magazine. Sam also appreciated being able to select the “Listen” option not only because it was helpful for certain difficult-to-read sections of the magazine, but also because he thought it would be interesting to learn about curling as he was getting ready in the morning for school. Even though he couldn't take the laptop home, he realized he could still listen to it because the magazine had an accompanying podcast he could listen to on his personal iPod. Sam DMed those who tweeted him with a link to the magazine.\u003c/p>\n\u003cp>All materials have \"suggested proof of mastery\" which include a student activity as well as a reflection which is what his online teachers reviews and assesses him on using the unit rubric. Students can submit alternate activities for approval and any of the class facilitators in that content area may approve. For \u003ca href=\"http://www.sweepmag.com/\">Sweep Magazine\u003c/a> Sam decided to engage in selecting three articles to share with some friends who might enjoy by posting a link on with an accompanying status update on Facebook. Sam was excited because he knew this would help build his curling-focused personal learning network even more. The post had to indicate something about the article and why he thought those tagged would find it of interest.\u003c/p>\n\u003cp>Sam also had to make at least three comments in response to his friends in each update. These conversations were pasted into Sam's reflection, which is shared with the teacher and make up a part of the reflection assessment. The online facilitators read each reflection with the authentic writing samples and provide feedback as well as a grade to students. In many cases this might include tips, tutorials, or one-on-one sessions with the online facilitator to strengthen a particular skill. Students that do not pass are required to engage in the scaffolding activities and resubmit their work. Students that do pass also have the option of engaging in the scaffolding activities and resubmitting their work for a higher grade but this is optional.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Note: As part of the high school curriculum all students learn how to create a responsible digital footprint and Twitter and Facebook are a part of this. In some cases students have set up both a separate personal and student profile. In other cases students have chosen to have one profile only. Sam fell in the later category.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>Before the end of the class someone responded to Sam's message on the system bulletin board. Another student said he was interested in reading about curling too. Sam messaged him back with a note expressing his excitement and a link to his bookshelf. Next, Sam shared his bookshelf and assignment selections with his adviser who he was looking forward to connecting with tomorrow during their weekly online Elluminate webinar session.\u003c/p>\n\u003cp>\u003cstrong>TAKING INITIATIVE \u003c/strong>\u003c/p>\n\u003cp>Here are the other activities Sam engaged in during the semester.\u003c/p>\n\u003cul>\n\u003cli>Subscribed to the \u003ca href=\"http://skipcottagecurling.blogspot.com/\">Skip Cottage Curling Blog\u003c/a>: Sam selected to comment on at least three entries as part of his activity. He challenged his dad to do the same. They ended up in a virtual debate through their comments on the ethics of one of the players. The online conversations bleed into some interesting dinnertime chats and an interesting reflection for his teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Borrowed \u003ca href=\"http://catalog.nypl.org/iii/encore/record/C%7CRb17923813%7CScurling+for+dummies%7COrightresult?lang=eng&suite=pearl\">The Curling for dummies book\u003c/a> from the public library. His assessment option choice for this book was to write a review that would be submitted on Amazon.com as well as select at least three reviews from others on which he would rate and comment. Of course, this wasn’t as easy as it sounded because Sam kept finding that his Dad had taken the book to work. Eventually they both read the book and commented on one another’s work.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Started his dive into learning about curling with a \u003ca href=\"http://en.wikipedia.org/wiki/Curling\">Curling\u003c/a> article from Wikipedia. His activity for this reading was to use something he found or learned from his curling study to add to the article. Sam started with the resource section and added in the blog he was reading. Sam also wrote about the ethics controversy of the player he had read about in the blog.\u003c/li>\n\u003c/ul>\n\u003cp>The final reading that Sam did on the topic was \u003ca href=\"http://www.bookglutton.com/\">How to Get on a Curling Team\u003c/a> from Book Glutton. Sam was excited to learn that this book had actually been published on Book Glutton from another student who had taken the course across the country. He wrote the book as part of the E2 Writing standard. In the back of Sam’s mind he was thinking about a book he might publish that could be interesting for other students to read. The activity selected for this book was that Sam had to make at least three comments in the book and reach out to another reader to set up a time to read a passage that he particularly liked together with that reader and discuss it on Book Glutton. Sam loved this activity. He contacted the author and his own father and the three of them had a Book Glutton online discussion on several different passages. Sam was online from school, his dad during his lunch break at the office, and the author from her gym which had wireless internet.\u003c/p>\n\u003cp>Sam’s goal was to finish two activities per quarter and figured the first four would be the ones for which he submitted his reflection assessment. Sam ended up finishing all five activities in the two quarters and submitted them all. He appreciated the feedback and insight from his online facilitator and hoped she didn’t mind the extra work he was giving her. He IMed her in the chat box to see if it was okay. She said, \"Sam, I've been really impressed with your work and would love to read an additional submission.\"\u003c/p>\n\u003cp>At the completion of the unit Sam was thrilled. He had developed a terrific community of friends with who he could read, write, and converse about curling. He had started on his curling team and got many of his actual friends involved too. \"Hmmm\"...he thought. \"I wonder when the summer Olympics will begin. I've always been interested in beach volleyball and now I know some smart ideas to get started.\"\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>\u003ca rel=\"attachment wp-att-7297\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none;\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7508/love-of-reading-sparked-by-love-of-subject-in-the-future-school-day","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_22","mindshift_122","mindshift_20903"],"featImg":"mindshift_7557","label":"mindshift"},"mindshift_4714":{"type":"posts","id":"mindshift_4714","meta":{"index":"posts_1591205157","site":"mindshift","id":"4714","score":null,"sort":[1291315177000]},"guestAuthors":[],"slug":"10-more-useful-apps-for-autism","title":"10 More Useful Apps for Autism","publishDate":1291315177,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-4715\" href=\"http://ww2.kqed.org/mindshift/2010/12/10-more-useful-apps-for-autism/mzl-eobzretc-320x480-75/\">\u003cimg class=\"aligncenter size-full wp-image-4715\" title=\"mzl.eobzretc.320x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg\" alt=\"\" width=\"480\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003c/p>\n\u003cp>Adding to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/apps-a-breakthrough-for-autism-too/\">our report of apps for autism\u003c/a>, here's a list of 10 useful applications for iPhone and iPads, \u003ca href=\"http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/\">as listed by Gadgets DNA\u003c/a>.\u003c/p>\n\u003cp>The key to the value of all of these tools is communication. Creating pictures, flashcards, voice recordings, and being able to express feelings with the use of these tools is thought to help autistic children learn to communicate more effectively.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1291319140,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":67},"headData":{"title":"10 More Useful Apps for Autism | KQED","description":"Adding to our report of apps for autism, here's a list of 10 useful applications for iPhone and iPads, as listed by Gadgets DNA. The key to the value of all of these tools is communication. Creating pictures, flashcards, voice recordings, and being able to express feelings with the use of these tools is thought","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 More Useful Apps for Autism","datePublished":"2010-12-02T18:39:37.000Z","dateModified":"2010-12-02T19:45:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"4714 http://blogs.kqed.org/mindshift/?p=4714","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/02/10-more-useful-apps-for-autism/","disqusTitle":"10 More Useful Apps for Autism","path":"/mindshift/4714/10-more-useful-apps-for-autism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-4715\" href=\"http://ww2.kqed.org/mindshift/2010/12/10-more-useful-apps-for-autism/mzl-eobzretc-320x480-75/\">\u003cimg class=\"aligncenter size-full wp-image-4715\" title=\"mzl.eobzretc.320x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg\" alt=\"\" width=\"480\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/mzl.eobzretc.320x480-75-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003c/p>\n\u003cp>Adding to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/apps-a-breakthrough-for-autism-too/\">our report of apps for autism\u003c/a>, here's a list of 10 useful applications for iPhone and iPads, \u003ca href=\"http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/\">as listed by Gadgets DNA\u003c/a>.\u003c/p>\n\u003cp>The key to the value of all of these tools is communication. Creating pictures, flashcards, voice recordings, and being able to express feelings with the use of these tools is thought to help autistic children learn to communicate more effectively.\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/4714/10-more-useful-apps-for-autism","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_134","mindshift_184","mindshift_22"],"featImg":"mindshift_4715","label":"mindshift"},"mindshift_3406":{"type":"posts","id":"mindshift_3406","meta":{"index":"posts_1591205157","site":"mindshift","id":"3406","score":null,"sort":[1288725845000]},"guestAuthors":[],"slug":"are-e-readers-helpful-for-dyslexia","title":"Are E-Readers Helpful for Dyslexia?","publishDate":1288725845,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-3574\" href=\"http://ww2.kqed.org/mindshift/2010/11/are-e-readers-helpful-for-dyslexia/chirantanpatnaik/\">\u003cimg class=\"size-medium wp-image-3574\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/ChirantanPatnaik1-300x182.jpg\" alt=\"\" width=\"300\" height=\"182\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>The many bells and whistles of e-readers are fun to use, but for dyslexics, they can be essential tools for basic reading.\u003c/p>\n\u003cp>For example, the book reader for the iPad has a text-to-speech feature built in called \u003ca href=\"http://www.apple.com/ipad/features/accessibility.html\">VoiceOver\u003c/a> and the \u003ca href=\"http://www.intel.com/about/companyinfo/healthcare/products/reader/index.htm\">Intel Reader \u003c/a>can take pictures of text and convert it into audio files within seconds. Readers can then choose the speed of playback for those audio files, helping them sound out words they’re struggling with.\u003c/p>\n\u003cp>E-readers with built-in dictionary features can also help readers quickly see the pronunciation and the order of syllables in a word. And readers can customize reading modes, such as font, size, and color. \"All the books I've found so far tend to be on white, but there's an option to make it a dark yellow which is good for me,\" \u003ca href=\"http://www.beingdyslexic.co.uk/forums/index.php?showtopic=6116\">notes one member\u003c/a> of an online forum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There’s even an iPad and iPhone app called \"\u003ca href=\"http://itunes.apple.com/us/app/adult-dyslexia-tips-tricks/id382179989?mt=8\">Tips and Tricks for Beating Adult Dyslexia\u003c/a>\" includes general information about diagnosis, techniques for dealing with symptoms, and first-person stories.\u003c/p>\n\u003cp>Still, there’s little significant research to date that supports the claim that e-readers help students with disabilities -- it's primarily anecdotal evidence so far, since all of this is so new. An \u003ca href=\"http://www.edweek.org/dd/articles/2010/10/20/01dyslexia.h04.html\">article in \u003cem>Education Week\u003c/em>\u003c/a>\u003ca href=\"http://www.edweek.org/dd/articles/2010/10/20/01dyslexia.h04.html\"> \u003c/a>explores the use of e-readers in special-needs education and concludes that \"the jury's still out.\"\u003c/p>\n\u003cp>This might be because some students might need to rely on the physical pages to skim headings and subheadings quickly to organize their thoughts, one researcher says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the advantages are clear to those who use them – students show independence without help from adults. According to one teacher, \"It is not only liberating for the kids, but also liberating for the teachers.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1289358955,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":308},"headData":{"title":"Are E-Readers Helpful for Dyslexia? | KQED","description":"By Sara Bernard The many bells and whistles of e-readers are fun to use, but for dyslexics, they can be essential tools for basic reading. For example, the book reader for the iPad has a text-to-speech feature built in called VoiceOver and the Intel Reader can take pictures of text and convert it into audio","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are E-Readers Helpful for Dyslexia?","datePublished":"2010-11-02T19:24:05.000Z","dateModified":"2010-11-10T03:15:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3406 http://blogs.kqed.org/mindshift/?p=3406","disqusUrl":"https://ww2.kqed.org/mindshift/2010/11/02/are-e-readers-helpful-for-dyslexia/","disqusTitle":"Are E-Readers Helpful for Dyslexia?","path":"/mindshift/3406/are-e-readers-helpful-for-dyslexia","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-3574\" href=\"http://ww2.kqed.org/mindshift/2010/11/are-e-readers-helpful-for-dyslexia/chirantanpatnaik/\">\u003cimg class=\"size-medium wp-image-3574\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/ChirantanPatnaik1-300x182.jpg\" alt=\"\" width=\"300\" height=\"182\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>The many bells and whistles of e-readers are fun to use, but for dyslexics, they can be essential tools for basic reading.\u003c/p>\n\u003cp>For example, the book reader for the iPad has a text-to-speech feature built in called \u003ca href=\"http://www.apple.com/ipad/features/accessibility.html\">VoiceOver\u003c/a> and the \u003ca href=\"http://www.intel.com/about/companyinfo/healthcare/products/reader/index.htm\">Intel Reader \u003c/a>can take pictures of text and convert it into audio files within seconds. Readers can then choose the speed of playback for those audio files, helping them sound out words they’re struggling with.\u003c/p>\n\u003cp>E-readers with built-in dictionary features can also help readers quickly see the pronunciation and the order of syllables in a word. And readers can customize reading modes, such as font, size, and color. \"All the books I've found so far tend to be on white, but there's an option to make it a dark yellow which is good for me,\" \u003ca href=\"http://www.beingdyslexic.co.uk/forums/index.php?showtopic=6116\">notes one member\u003c/a> of an online forum.\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>There’s even an iPad and iPhone app called \"\u003ca href=\"http://itunes.apple.com/us/app/adult-dyslexia-tips-tricks/id382179989?mt=8\">Tips and Tricks for Beating Adult Dyslexia\u003c/a>\" includes general information about diagnosis, techniques for dealing with symptoms, and first-person stories.\u003c/p>\n\u003cp>Still, there’s little significant research to date that supports the claim that e-readers help students with disabilities -- it's primarily anecdotal evidence so far, since all of this is so new. An \u003ca href=\"http://www.edweek.org/dd/articles/2010/10/20/01dyslexia.h04.html\">article in \u003cem>Education Week\u003c/em>\u003c/a>\u003ca href=\"http://www.edweek.org/dd/articles/2010/10/20/01dyslexia.h04.html\"> \u003c/a>explores the use of e-readers in special-needs education and concludes that \"the jury's still out.\"\u003c/p>\n\u003cp>This might be because some students might need to rely on the physical pages to skim headings and subheadings quickly to organize their thoughts, one researcher says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the advantages are clear to those who use them – students show independence without help from adults. According to one teacher, \"It is not only liberating for the kids, but also liberating for the teachers.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3406/are-e-readers-helpful-for-dyslexia","authors":["4351"],"categories":["mindshift_20828"],"tags":["mindshift_22","mindshift_160","mindshift_81","mindshift_163"],"featImg":"mindshift_3574","label":"mindshift"},"mindshift_3011":{"type":"posts","id":"mindshift_3011","meta":{"index":"posts_1591205157","site":"mindshift","id":"3011","score":null,"sort":[1287444556000]},"guestAuthors":[],"slug":"learning-better-one-kid-at-a-time","title":"Learning Better, One Kid at a Time","publishDate":1287444556,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_3020\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003ca rel=\"attachment wp-att-3020\" href=\"http://ww2.kqed.org/mindshift/2010/10/learning-better-one-kid-at-a-time/frerieke2/\">\u003cimg class=\"size-medium wp-image-3020\" title=\"Frerieke2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Frerieke2-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>What if each student had her own teacher at school? Would she benefit from individual attention, progressing at her own pace, learning the way that best suited her? Clearly, it's economically and physically impossible to provide each student a separate teacher, but technology can be a powerful tool in helping that process along.\u003c/p>\n\u003cp>In today's Wall St. Journal, writer Barbara Martinez \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">discusses how teachers are using laptops\u003c/a> a few hours a day in the classroom to help kids learn to read at their own pace. What they call the \"blended learning\" approach allows students at P.S. 100 in the Bronx to combine online learning with traditional teaching techniques -- with the educator taking the role of a facilitator -- and is proving to show great results.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>\"The more motivated and interested they are, the better able they are to want to do their work,\" said Sarah Kougemitros, a fourth-grade teacher at the school. She notes that the programs are full-fledged curriculums that come with great ideas for captivating student interest. For instance, her students are now enjoying the topic of chocolate, which includes fiction and nonfiction reading and writing online, as well as geography about the origins and manufacturing of cocoa beans.\u003c/p>\u003c/blockquote>\n\u003cp>Teachers can adjust the level of difficulty in reading groups: some kids can read on their own, while others have the books read to them as they follow along. For those who have difficulty reading, or have learning disabilities, this kind of individualized curriculum can engage them in the content without alienating them from the learning process.\u003c/p>\n\u003cp>In a similar example, 93% of one fourth-grade math class that used a blended online program in Texas met or exceeded standards, compared to 66% who passed in a class that didn't use the program, the article says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Department of Education certainly sees this as a valid innovation to pursue: they've allotted $30 million in the next three years to take this blended learning program to 400 schools, according to the article.\u003c/p>\n\u003cp>And the trend grows:\u003c/p>\n\u003cblockquote>\u003cp>The concept of blending an online learning environment with traditional teaching is growing in public schools. Across the country, an estimated 1 million elementary and high school students were engaged in online courses in 2007-08, up 47% from the year before, according to Anthony G. Picciano, a professor and executive officer of the Ph.D. program in urban education at the City University of New York.\u003c/p>\u003c/blockquote>\n\u003cp>Educators are finding their own ways of making it work. \u003ca href=\"http://www2.scholastic.com/browse/article.jsp?id=3747918\">Teacher Jill White\u003c/a> uses different types of videos to teach the same lesson to her students.\u003c/p>\n\u003cblockquote>\u003cp>\"I have the same video clip for bears on three computers. One computer will have an activity with creative writing, having the student pretend they are the bear on the video and writing about their adventure. The second computer will create a new undiscovered type of bear. The student will include a detailed picture and a description of the bear including feeding habits and their habitat. The third computer will have the student draw three different types of bears in the video with details including their habitat.\"\u003c/p>\u003c/blockquote>\n\u003cp>Fourth-grade \u003ca href=\"http://www.edutopia.org/stw-differentiated-instruction-technology-elementary\">teacher Kevin Durden\u003c/a> at Forest Lake Elementary School in South Carolina allows his students to use PowerPoint slide shows with videos, quizzes to test classmates, and comic strips to engage them in different ways.\u003c/p>\n\u003cblockquote>\u003cp>\"When I was student teaching in a more traditional environment, I felt that out of a class of 20 students, I was actually teaching maybe 12 of them,\" he explains. \"Now, with these new tools, I feel I'm teaching every single one of them.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>There are countless more similar innovations happening across the country. Are there any downsides to this? I haven't found any yet, but I'll be looking into it, and would like to hear from educators or parents who have any personal experience or thoughts on the matter.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1287445416,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":653},"headData":{"title":"Learning Better, One Kid at a Time | KQED","description":"What if each student had her own teacher at school? Would she benefit from individual attention, progressing at her own pace, learning the way that best suited her? Clearly, it's economically and physically impossible to provide each student a separate teacher, but technology can be a powerful tool in helping that process along. In today's","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning Better, One Kid at a Time","datePublished":"2010-10-18T23:29:16.000Z","dateModified":"2010-10-18T23:43:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3011 http://blogs.kqed.org/mindshift/?p=3011","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/18/learning-better-one-kid-at-a-time/","disqusTitle":"Learning Better, One Kid at a Time","path":"/mindshift/3011/learning-better-one-kid-at-a-time","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_3020\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003ca rel=\"attachment wp-att-3020\" href=\"http://ww2.kqed.org/mindshift/2010/10/learning-better-one-kid-at-a-time/frerieke2/\">\u003cimg class=\"size-medium wp-image-3020\" title=\"Frerieke2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Frerieke2-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>What if each student had her own teacher at school? Would she benefit from individual attention, progressing at her own pace, learning the way that best suited her? Clearly, it's economically and physically impossible to provide each student a separate teacher, but technology can be a powerful tool in helping that process along.\u003c/p>\n\u003cp>In today's Wall St. Journal, writer Barbara Martinez \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">discusses how teachers are using laptops\u003c/a> a few hours a day in the classroom to help kids learn to read at their own pace. What they call the \"blended learning\" approach allows students at P.S. 100 in the Bronx to combine online learning with traditional teaching techniques -- with the educator taking the role of a facilitator -- and is proving to show great results.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>\"The more motivated and interested they are, the better able they are to want to do their work,\" said Sarah Kougemitros, a fourth-grade teacher at the school. She notes that the programs are full-fledged curriculums that come with great ideas for captivating student interest. For instance, her students are now enjoying the topic of chocolate, which includes fiction and nonfiction reading and writing online, as well as geography about the origins and manufacturing of cocoa beans.\u003c/p>\u003c/blockquote>\n\u003cp>Teachers can adjust the level of difficulty in reading groups: some kids can read on their own, while others have the books read to them as they follow along. For those who have difficulty reading, or have learning disabilities, this kind of individualized curriculum can engage them in the content without alienating them from the learning process.\u003c/p>\n\u003cp>In a similar example, 93% of one fourth-grade math class that used a blended online program in Texas met or exceeded standards, compared to 66% who passed in a class that didn't use the program, the article says.\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 Department of Education certainly sees this as a valid innovation to pursue: they've allotted $30 million in the next three years to take this blended learning program to 400 schools, according to the article.\u003c/p>\n\u003cp>And the trend grows:\u003c/p>\n\u003cblockquote>\u003cp>The concept of blending an online learning environment with traditional teaching is growing in public schools. Across the country, an estimated 1 million elementary and high school students were engaged in online courses in 2007-08, up 47% from the year before, according to Anthony G. Picciano, a professor and executive officer of the Ph.D. program in urban education at the City University of New York.\u003c/p>\u003c/blockquote>\n\u003cp>Educators are finding their own ways of making it work. \u003ca href=\"http://www2.scholastic.com/browse/article.jsp?id=3747918\">Teacher Jill White\u003c/a> uses different types of videos to teach the same lesson to her students.\u003c/p>\n\u003cblockquote>\u003cp>\"I have the same video clip for bears on three computers. One computer will have an activity with creative writing, having the student pretend they are the bear on the video and writing about their adventure. The second computer will create a new undiscovered type of bear. The student will include a detailed picture and a description of the bear including feeding habits and their habitat. The third computer will have the student draw three different types of bears in the video with details including their habitat.\"\u003c/p>\u003c/blockquote>\n\u003cp>Fourth-grade \u003ca href=\"http://www.edutopia.org/stw-differentiated-instruction-technology-elementary\">teacher Kevin Durden\u003c/a> at Forest Lake Elementary School in South Carolina allows his students to use PowerPoint slide shows with videos, quizzes to test classmates, and comic strips to engage them in different ways.\u003c/p>\n\u003cblockquote>\u003cp>\"When I was student teaching in a more traditional environment, I felt that out of a class of 20 students, I was actually teaching maybe 12 of them,\" he explains. \"Now, with these new tools, I feel I'm teaching every single one of them.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>There are countless more similar innovations happening across the country. Are there any downsides to this? I haven't found any yet, but I'll be looking into it, and would like to hear from educators or parents who have any personal experience or thoughts on the matter.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3011/learning-better-one-kid-at-a-time","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_22","mindshift_124","mindshift_125","mindshift_65"],"featImg":"mindshift_3020","label":"mindshift"},"mindshift_1593":{"type":"posts","id":"mindshift_1593","meta":{"index":"posts_1591205157","site":"mindshift","id":"1593","score":null,"sort":[1284594556000]},"guestAuthors":[],"slug":"video-games-in-the-classroom-yes","title":"Video Games in the Classroom? Yes!","publishDate":1284594556,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/kingy/3486796930/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-1601\" title=\"Pleasance\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Pleasance-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>What place do video games have in a classroom? Aren't they just a distracting waste of time for kids who should be memorizing multipication tables? Sara Corbett eloquently answers these questions in her illuminating article in the \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">New York Times\u003c/a>, which aptly sums up some of the controversies around bringing technology into the education system.\u003c/p>\n\u003cp>My favorite passage in the piece, which will appear in Sunday's \u003cem>New York Times\u003c/em> magazine:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong> \u003c/strong>What if teachers gave up the vestiges of their educational past, threw away the worksheets, burned the canon and reconfigured the foundation upon which a century of learning has been built? What if we blurred the lines between academic subjects and reimagined the typical American classroom so that, at least in theory, it came to resemble a typical American living room or a child’s bedroom or even a child’s pocket, circa 2010 — if, in other words, the slipstream of broadband and always-on technology that fuels our world became the source and organizing principle of our children’s learning?\u003c/p>\u003c/blockquote>\n\u003cp>\u003c!--more-->Specifically, the article's about \u003ca href=\"q2l.org/\">Quest to Learn\u003c/a>, a small school in New York City that's been funded by the Bill and Melinda Gates Foundation and the MacArthur Foundation, among others, and its mission is to teach students through interaction with digital media and games.\u003c/p>\n\u003cp>For example, whereas in a traditional school students would learn algebra, history, and English in separate classes with different teachers, kids at Quest to Learn blend the subjects into one class and collaborate on building a game based on those very subjects. And they use digital media as their tools: podcasts, video editing software, and blogs, among others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>From the article:\u003c/p>\n\u003cblockquote>\u003cp>Students have been called upon to balance the budget and brainstorm business ideas for an imaginary community called Creepytown, for example, and to design architectural blueprints for a village of bumbling little creatures called the Troggles.\u003c/p>\u003c/blockquote>\n\u003cp>Corbett uses Quest to Learn to provide the big-picture conundrum surround this topic: Although kids are highly proficient at navigating the digital world, most schools do not incorporate the technology kids use outside the confines of the campus.\u003c/p>\n\u003cp>The issues are layered and complex. As Corbett points out ...\u003c/p>\n\u003cblockquote>\u003cp>Even the first family has sent mixed messages: \u003ca title=\"More articles about Barack Obama.\" href=\"http://topics.nytimes.com/top/reference/timestopics/people/o/barack_obama/index.html?inline=nyt-per\">President Obama\u003c/a> has criticized video games for displacing family time and physical activity — urging parents, for example, to “turn off the TV, put away the video games and read to your child” — but he has also encouraged the development of new games to bolster the all-important science, technology, engineering and math (STEM) skills in young Americans.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>... but the article does an excellent job of using research and real-life examples to illustrate the current thinking about the subject.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1284595040,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":462},"headData":{"title":"Video Games in the Classroom? Yes! | KQED","description":"What place do video games have in a classroom? Aren't they just a distracting waste of time for kids who should be memorizing multipication tables? Sara Corbett eloquently answers these questions in her illuminating article in the New York Times, which aptly sums up some of the controversies around bringing technology into the education system.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Video Games in the Classroom? Yes!","datePublished":"2010-09-15T23:49:16.000Z","dateModified":"2010-09-15T23:57:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"1593 http://blogs.kqed.org/mindshift/?p=1593","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/15/video-games-in-the-classroom-yes/","disqusTitle":"Video Games in the Classroom? Yes!","path":"/mindshift/1593/video-games-in-the-classroom-yes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/kingy/3486796930/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-1601\" title=\"Pleasance\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Pleasance-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>What place do video games have in a classroom? Aren't they just a distracting waste of time for kids who should be memorizing multipication tables? Sara Corbett eloquently answers these questions in her illuminating article in the \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">New York Times\u003c/a>, which aptly sums up some of the controversies around bringing technology into the education system.\u003c/p>\n\u003cp>My favorite passage in the piece, which will appear in Sunday's \u003cem>New York Times\u003c/em> magazine:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong> \u003c/strong>What if teachers gave up the vestiges of their educational past, threw away the worksheets, burned the canon and reconfigured the foundation upon which a century of learning has been built? What if we blurred the lines between academic subjects and reimagined the typical American classroom so that, at least in theory, it came to resemble a typical American living room or a child’s bedroom or even a child’s pocket, circa 2010 — if, in other words, the slipstream of broadband and always-on technology that fuels our world became the source and organizing principle of our children’s learning?\u003c/p>\u003c/blockquote>\n\u003cp>\u003c!--more-->Specifically, the article's about \u003ca href=\"q2l.org/\">Quest to Learn\u003c/a>, a small school in New York City that's been funded by the Bill and Melinda Gates Foundation and the MacArthur Foundation, among others, and its mission is to teach students through interaction with digital media and games.\u003c/p>\n\u003cp>For example, whereas in a traditional school students would learn algebra, history, and English in separate classes with different teachers, kids at Quest to Learn blend the subjects into one class and collaborate on building a game based on those very subjects. And they use digital media as their tools: podcasts, video editing software, and blogs, among others.\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>From the article:\u003c/p>\n\u003cblockquote>\u003cp>Students have been called upon to balance the budget and brainstorm business ideas for an imaginary community called Creepytown, for example, and to design architectural blueprints for a village of bumbling little creatures called the Troggles.\u003c/p>\u003c/blockquote>\n\u003cp>Corbett uses Quest to Learn to provide the big-picture conundrum surround this topic: Although kids are highly proficient at navigating the digital world, most schools do not incorporate the technology kids use outside the confines of the campus.\u003c/p>\n\u003cp>The issues are layered and complex. As Corbett points out ...\u003c/p>\n\u003cblockquote>\u003cp>Even the first family has sent mixed messages: \u003ca title=\"More articles about Barack Obama.\" href=\"http://topics.nytimes.com/top/reference/timestopics/people/o/barack_obama/index.html?inline=nyt-per\">President Obama\u003c/a> has criticized video games for displacing family time and physical activity — urging parents, for example, to “turn off the TV, put away the video games and read to your child” — but he has also encouraged the development of new games to bolster the all-important science, technology, engineering and math (STEM) skills in young Americans.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>... but the article does an excellent job of using research and real-life examples to illustrate the current thinking about the subject.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/1593/video-games-in-the-classroom-yes","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_22","mindshift_20902","mindshift_50","mindshift_65"],"featImg":"mindshift_1601","label":"mindshift"},"mindshift_373":{"type":"posts","id":"mindshift_373","meta":{"index":"posts_1591205157","site":"mindshift","id":"373","score":null,"sort":[1282608299000]},"guestAuthors":[],"slug":"echo-smartpen-a-tool-for-special-ed-students","title":"Echo Smartpen: A Tool for Special Ed Students","publishDate":1282608299,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"image module half left\">\n\u003cimg src=\"http://kqed.argosit.es/files/2010/08/echo_photo1.jpg\" alt=\"echo_photo1\" width=\"300\" height=\"208\">\n\u003cp class=\"caption\">The Echo Smartpen\u003c/p>\n\u003c/div>\n\u003cp>The recently released \u003ca href=\"http://www.livescribe.com/en-us/\">Echo Smartpen\u003c/a>, a high-tech pen that would impress the likes of James Bond, could be a helpful tool for kids with learning disabilities.\u003c/p>\n\u003cp>Just a few of its superpowers:\u003c/p>\n\u003cul>\n\u003cli>Holds 400 to 800 hours of recorded audio.\u003c/li>\n\u003cli>Transfers written notes and audio to your computer.\u003c/li>\n\u003cli>Built–in speaker plays back recorded audio.\u003c/li>\n\u003cli>Replaceable ink tip allows removal of ink cartridge\u003c/li>\n\u003c/ul>\n\u003cp>For special education students, it could be helpful a number of ways. Here's a \u003ca href=\"http://www.zdnet.com/blog/education/livescribe-use-models-in-special-education/4184\">review from ZDNet\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>If a student did a math problem with the pen and described his steps out loud, the teacher could hear what he was doing and provide feedback or partial credit even if he couldn’t read the assignment or the student could organize speech better than written work.\u003c/p>\u003c/blockquote>\n\u003cp>And another benefit, \u003ca href=\"http://assistivetek.blogspot.com/2010/08/using-livescribe-smartpen-with-students.html\">described by the blog Assistivet Technology\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>For students who have difficulty listening and recording notes in real time this is truly a powerful tool and one I would put on my Back to School list of gadgets.\u003c/p>\n\u003cp>With the Livescribe Smartpen students can now concentrate on what the teacher is saying and don't have to feel the urge to write down and capture every single word.\u003c/p>\u003c/blockquote>\n\u003cp>And to see these pencasts in action, check out these videos that show how the pen is used.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://math247.pbworks.com/Mathcasts+-+Pencasts+-+LiveScribe+SmartPen\">Math247\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://juliemcleod.org/mathcasts/\">Julie McLeod\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rialtoschools.org/blogs/nkreider/post/2009/04/The-Research-Grid\">Rialto Schools\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1282844748,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":230},"headData":{"title":"Echo Smartpen: A Tool for Special Ed Students | KQED","description":"The Echo Smartpen The recently released Echo Smartpen, a high-tech pen that would impress the likes of James Bond, could be a helpful tool for kids with learning disabilities. Just a few of its superpowers: Holds 400 to 800 hours of recorded audio. Transfers written notes and audio to your computer. Built–in speaker plays back","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Echo Smartpen: A Tool for Special Ed Students","datePublished":"2010-08-24T00:04:59.000Z","dateModified":"2010-08-26T17:45:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"373 http://kqed.argosit.es/?p=373","disqusUrl":"https://ww2.kqed.org/mindshift/2010/08/23/echo-smartpen-a-tool-for-special-ed-students/","disqusTitle":"Echo Smartpen: A Tool for Special Ed Students","path":"/mindshift/373/echo-smartpen-a-tool-for-special-ed-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"image module half left\">\n\u003cimg src=\"http://kqed.argosit.es/files/2010/08/echo_photo1.jpg\" alt=\"echo_photo1\" width=\"300\" height=\"208\">\n\u003cp class=\"caption\">The Echo Smartpen\u003c/p>\n\u003c/div>\n\u003cp>The recently released \u003ca href=\"http://www.livescribe.com/en-us/\">Echo Smartpen\u003c/a>, a high-tech pen that would impress the likes of James Bond, could be a helpful tool for kids with learning disabilities.\u003c/p>\n\u003cp>Just a few of its superpowers:\u003c/p>\n\u003cul>\n\u003cli>Holds 400 to 800 hours of recorded audio.\u003c/li>\n\u003cli>Transfers written notes and audio to your computer.\u003c/li>\n\u003cli>Built–in speaker plays back recorded audio.\u003c/li>\n\u003cli>Replaceable ink tip allows removal of ink cartridge\u003c/li>\n\u003c/ul>\n\u003cp>For special education students, it could be helpful a number of ways. Here's a \u003ca href=\"http://www.zdnet.com/blog/education/livescribe-use-models-in-special-education/4184\">review from ZDNet\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>If a student did a math problem with the pen and described his steps out loud, the teacher could hear what he was doing and provide feedback or partial credit even if he couldn’t read the assignment or the student could organize speech better than written work.\u003c/p>\u003c/blockquote>\n\u003cp>And another benefit, \u003ca href=\"http://assistivetek.blogspot.com/2010/08/using-livescribe-smartpen-with-students.html\">described by the blog Assistivet Technology\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>For students who have difficulty listening and recording notes in real time this is truly a powerful tool and one I would put on my Back to School list of gadgets.\u003c/p>\n\u003cp>With the Livescribe Smartpen students can now concentrate on what the teacher is saying and don't have to feel the urge to write down and capture every single word.\u003c/p>\u003c/blockquote>\n\u003cp>And to see these pencasts in action, check out these videos that show how the pen is used.\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>\u003ca href=\"http://math247.pbworks.com/Mathcasts+-+Pencasts+-+LiveScribe+SmartPen\">Math247\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://juliemcleod.org/mathcasts/\">Julie McLeod\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rialtoschools.org/blogs/nkreider/post/2009/04/The-Research-Grid\">Rialto Schools\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/373/echo-smartpen-a-tool-for-special-ed-students","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_22","mindshift_50","mindshift_65"],"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. 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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. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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