Strategies to Reach Every Student, Regardless of Language Barrier
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To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">The Internationals Network For Public Schools\u003c/a>, schools that serve high school students who have been in the country fewer than four years. Sylvan spoke on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC \u003c/a>panel focused on strategies for helping even the most challenged learners to engage in meaningful work.\u003c/p>\n\u003cp>Every student at an Internationals school is an English Language Learner, but not all have a common mother tongue. Internationals schools give students projects that involve complex thinking in both English and native languages. “Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,” Sylvan said. There’s often a myth that students need to learn English before they can participate in more interesting work, but the Internationals Network has built an entire model on engaging students in learning through work that interests them, giving them a compelling reason to learn English.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful.”\u003c/p>\n\u003c/aside>\n\u003cp>“The one context that’s not particularly useful is trying to teach language by itself as isolated words,” Sylvan said. “Mothers don’t put babies in a row and ask them to repeat. Language is learned by using it to describe things that you are experiencing; so if kids are engaged in a project they have a real reason to learn a language,” she said.\u003c/p>\n\u003cp>Engagement is important for all learners, but especially for those who have extra barriers to success. Connecting learning to the real world can be an easy way to increase classroom engagement because many of the most disaffected learners have a lot of real-life experience they can draw upon.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Those kids are often really talented in the real world,” said Ron Berger, chief academic officer for \u003ca href=\"http://elschools.org/\" target=\"_blank\">Expeditionary Learning\u003c/a>, a network of schools that has pioneered the deeper learning movement. “In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive.”\u003c/p>\n\u003cp>To that end, educators have to move past the idea that learning is a linear process. “It’s crazy to separate basic skills from engaging complex work,” Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.\u003c/p>\n\u003cp>An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. “They all created something beautiful and of quality,” Berger said.\u003c/p>\n\u003cp>\u003cstrong>CREATING STRUCTURES FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There's a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”\u003c/p>\n\u003cp>Careful grouping is important to give all learners the best chance at success. “The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful,” said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e34bf526916a71e3a97c2e9322a32011\"]\u003c/p>\n\u003cp>“You want to be able to support students academically and in terms of literacy,” said Rosemary Milczewski, a math teacher at \u003ca href=\"http://www.flushinginternational.org/\" target=\"_blank\">Flushing International High School\u003c/a>. “They are arguing; they are talking to each other; and I’m walking around as a facilitator.” A common way to teach students for whom English isn’t their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. “The grouping would differ based on the task you are asking students to do,” Sylvan said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER GROUPING\u003c/strong>\u003c/p>\n\u003cp>In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.\u003c/p>\n\u003cp>Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. “The first thing that comes to mind for me is changing students' perceptions of themselves so they don’t see themselves as unable to learn,” said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. “If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves.” Students also need to feel permission to express themselves and to know that their input is valued.\u003c/p>\n\u003cp>Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. “Telling them my story, I feel like it gives them some hope,” she said. “They realize they can graduate from high school, go to college and all they’ve got to do is work hard.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURES TO PROMOTE SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues,” said Ben Daley, chief academic officer at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they’ll be working on and talk logistics.\u003c/p>\n\u003cp>Additionally, each week they meet to talk about social and emotional needs of students, and there’s always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This type of group work also mirrors the project-based learning teachers are asking of students. Adults are working on a complex problem together, collaborating with people different from themselves, and bringing their strengths to the table. “High school people think of themselves as subject people,” Sylvan said. “When you group them across subject you allow teachers to focus on students.”\u003c/p>\n\n","blocks":[],"excerpt":"Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.","status":"publish","parent":0,"modified":1395252842,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1420},"headData":{"title":"Strategies to Reach Every Student, Regardless of Language Barrier | KQED","description":"Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34566 http://blogs.kqed.org/mindshift/?p=34566","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/19/strategies-to-reach-every-student-regardless-of-language-barrier/","disqusTitle":"Strategies to Reach Every Student, Regardless of Language Barrier","path":"/mindshift/34566/strategies-to-reach-every-student-regardless-of-language-barrier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34605\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/dfataustralianaid/10726320313/sizes/z/\">\u003cimg class=\"size-full wp-image-34605\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg\" alt=\"10726320313_d78289b5f0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">The Internationals Network For Public Schools\u003c/a>, schools that serve high school students who have been in the country fewer than four years. Sylvan spoke on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC \u003c/a>panel focused on strategies for helping even the most challenged learners to engage in meaningful work.\u003c/p>\n\u003cp>Every student at an Internationals school is an English Language Learner, but not all have a common mother tongue. Internationals schools give students projects that involve complex thinking in both English and native languages. “Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,” Sylvan said. There’s often a myth that students need to learn English before they can participate in more interesting work, but the Internationals Network has built an entire model on engaging students in learning through work that interests them, giving them a compelling reason to learn English.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful.”\u003c/p>\n\u003c/aside>\n\u003cp>“The one context that’s not particularly useful is trying to teach language by itself as isolated words,” Sylvan said. “Mothers don’t put babies in a row and ask them to repeat. Language is learned by using it to describe things that you are experiencing; so if kids are engaged in a project they have a real reason to learn a language,” she said.\u003c/p>\n\u003cp>Engagement is important for all learners, but especially for those who have extra barriers to success. Connecting learning to the real world can be an easy way to increase classroom engagement because many of the most disaffected learners have a lot of real-life experience they can draw upon.\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>“Those kids are often really talented in the real world,” said Ron Berger, chief academic officer for \u003ca href=\"http://elschools.org/\" target=\"_blank\">Expeditionary Learning\u003c/a>, a network of schools that has pioneered the deeper learning movement. “In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive.”\u003c/p>\n\u003cp>To that end, educators have to move past the idea that learning is a linear process. “It’s crazy to separate basic skills from engaging complex work,” Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.\u003c/p>\n\u003cp>An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. “They all created something beautiful and of quality,” Berger said.\u003c/p>\n\u003cp>\u003cstrong>CREATING STRUCTURES FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There's a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”\u003c/p>\n\u003cp>Careful grouping is important to give all learners the best chance at success. “The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful,” said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“You want to be able to support students academically and in terms of literacy,” said Rosemary Milczewski, a math teacher at \u003ca href=\"http://www.flushinginternational.org/\" target=\"_blank\">Flushing International High School\u003c/a>. “They are arguing; they are talking to each other; and I’m walking around as a facilitator.” A common way to teach students for whom English isn’t their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. “The grouping would differ based on the task you are asking students to do,” Sylvan said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER GROUPING\u003c/strong>\u003c/p>\n\u003cp>In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.\u003c/p>\n\u003cp>Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. “The first thing that comes to mind for me is changing students' perceptions of themselves so they don’t see themselves as unable to learn,” said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. “If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves.” Students also need to feel permission to express themselves and to know that their input is valued.\u003c/p>\n\u003cp>Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. “Telling them my story, I feel like it gives them some hope,” she said. “They realize they can graduate from high school, go to college and all they’ve got to do is work hard.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURES TO PROMOTE SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues,” said Ben Daley, chief academic officer at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they’ll be working on and talk logistics.\u003c/p>\n\u003cp>Additionally, each week they meet to talk about social and emotional needs of students, and there’s always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.\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>This type of group work also mirrors the project-based learning teachers are asking of students. Adults are working on a complex problem together, collaborating with people different from themselves, and bringing their strengths to the table. “High school people think of themselves as subject people,” Sylvan said. “When you group them across subject you allow teachers to focus on students.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34566/strategies-to-reach-every-student-regardless-of-language-barrier","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_939","mindshift_20642","mindshift_397","mindshift_1040"],"featImg":"mindshift_34605","label":"mindshift"},"mindshift_34377":{"type":"posts","id":"mindshift_34377","meta":{"index":"posts_1591205157","site":"mindshift","id":"34377","score":null,"sort":[1394216996000]},"guestAuthors":[],"slug":"the-value-of-interships-a-dose-of-the-real-world-in-high-school","title":"The Value of Internships: A Dose of the Real World in High School","publishDate":1394216996,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34381\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/usdagov/9840470025/sizes/l/\">\u003cimg class=\"size-full wp-image-34381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/real-world.jpg\" alt=\"real-world\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Katie Gavares spent three weeks in England during her junior year at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a> in San Diego working with British educators to incorporate project-based learning. It was a mandatory school internship, a standard part of High Tech High’s education program, and it left a lasting impact on her. High Tech High is a network of charter schools devoted to project-based and real-world learning and a leader in the movement to spread tools and tactics to deepen learning nationwide.\u003c/p>\n\u003cp>“I took away so much from my experience,” Gavares said recently on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> panel dedicated to the opportunities and challenges around internships for middle and high school students. “It’s different to be the lead on an all-day thing, and being in charge of having everyone understand a concept by the end of the day.” Gavares worked for one week with university professors and high school headmasters talking through how school structures had to change to make room for project-based learning. During the second week, she helped teachers develop projects, and in the third week she worked with students as they executed the projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Very often we mispredict what our young folks are able to do... A stretch for a student is a good thing and students often respond to that stretch and do things even we weren’t sure they could do.\"\u003c/aside>\n\u003cp>“Because I saw such dramatic and quick changes, I felt like I was really getting through to the people I was talking to,” Gavares said. She’s still in touch with many of the educators she met during the internship and even does project-critiques with her teacher-partner in England. She says it was the most memorable experience of high school and helped make her the person she is today.\u003c/p>\n\u003cp>Gavares’ passion and excitement about her internship demonstrates the power of allowing students to collaborate with professionals in the real world. As a high school student, she brought expertise to British educators that they valued, and by sharing her deep knowledge of and personal experience with project-based learning from a student perspective, Gavares learned about some of the challenges that well-meaning administrators face too.\u003c/p>\n\u003cp>“The stakes were very very high and there was a high degree of uncertainty,” said Elliot Washor, co-founder of \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Pictures Schools\u003c/a> and a Deeper Learning MOOC panelist. Big Picture Learning is a non-profit that helps schools redesign systems based on student interests. “What she did had value to herself and to that organization and that made the stakes very high.” Gavares was invested in the project because of her positive experience with project-based learning and she wanted to do a good job for her partners. Her motivation to work hard and succeed were tied to a sense of purpose and the understanding that her work was valued.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She also gained valuable knowledge about where she’d like to grow in the future. “I’d like to get better at problem-solving,” Gavares said. “There were so many problems because English schools are so structurally different. And in these meetings we would come across the same problems. I was having a hard time not getting pulled down by this one barrier that we were really struggling with.”\u003c/p>\n\u003cp>\u003cstrong>STRUCTURING INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships are a core part of the education at certain schools, and there are at least two ways to structure internships at this level. High Tech High chooses to send its students on their internships for a three-week chunk of time in either January or June. That model fits their scheduling needs best and it allows teachers to visit students at their sites so they can bring elements of that experiential learning back into the classroom.\u003c/p>\n\u003cp>Big Pictures Schools favor a model where students are working with mentors in the field two days a week. The internship is not an isolated experience, but a core part of the pedagogy. “We couldn’t run our school without our mentors,” said Joe Battaglia, Director of Curriculum and Instruction at \u003ca href=\"http://metcenter.org/\" target=\"_blank\">The Met,\u003c/a> a Big Picture school in Providence. They’re essential for us.” School administrators encourage the mentors to hold students to the same high standards they’d expect of employees. \"We have an expectation that the work will be high quality and real because it raises the stakes,” Battaglia said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9477c0ae3cf3b512ea115ae01fc01688\"]\u003c/p>\n\u003cp>Students spend a large portion of their week at internship sites, so it’s important that advisers check in with students and mentors and help make connections to school standards. “Our advisers create a specific individual learning plan and set of curriculum for students that are based on standards, but very rarely will it cover all of them,” Battaglia said. “But I also have a bias that I don’t think they’re all covered in a traditional setting either.”\u003c/p>\n\u003cp>The Met makes a calculation to cover fewer standards more deeply and to have advisers deeply involved in shaping the experience so that the student gets practice in areas where they have skill gaps. “The point isn’t to be proficient at the specific work of that place, but to learn problem solving, to collaborate, to be able to have a foundation to develop academic investigations,” Battaglia said.\u003c/p>\n\u003cp>To help link the internship experience with the classroom, there's plenty of documentation. Students keep a journal about what they’re learning through the internship and often take pictures and videos to chronicle their reflections. “We have structures of rubrics and scales and scaffolds to help them reflect,” Battaglia said.\u003c/p>\n\u003cp>\u003cstrong>SPECIFIC SKILLS AREN'T THE OBJECTIVE\u003c/strong>\u003c/p>\n\u003cp>The biggest value of the internship experience is social. “It wasn’t about learning a career or a particular job,” said Rob Riordan, co-founder of High Tech High and president of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>. “The result for students, particularly for lower income families with fewer resources, was that this was the introduction to those networks. They were meeting mentors who were going to recommend them for summer jobs and other opportunities.” The internship helps student build social capital, while feeling like their work has a real world purpose.\u003c/p>\n\u003cp>High Tech High emphasizes that, while students should look for an internship in an area of interest, they should also carefully pick a mentor, a key piece of the experience. “It’s not about narrowly predicting what they are going to spend the rest of their life doing,” said Ben Daley, chief academic officer for High Tech High. “It’s much more about the relationship between mentor and student.” Daley tells students to choose a good mentor over what might seem like the perfect experience.\u003c/p>\n\u003cp>Mentors often get a lot out of the experience as well. The Met gives mentors a brief training on what to expect when working with adolescents and tips for how to explain knowledge they know implicitly clearly to students. “Many of [our mentors] feel like it's the first time someone valued the work,” Battaglia said. “They’re extremely well supported by the students and there’s a real deep human connection.” Teaching someone else who is interested can help bring passion back to the work for many mentors.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships take place in real workplaces and students work on real problems in a variety of industries. They offer tremendously diverse experiences to students, but don’t usually align with state standards, a challenge for public schools using this model.\u003c/p>\n\u003cp>“There’s going to be a less-is-more, a deeper focus,” Battaglia said. He’s confident that internship experiences are aligned with Common Core State Standard goals of creating students that can think creatively, problem solve and transfer knowledge. But his advisers also occasionally have trouble explaining to an internship mentor why a particular standard or skill should be incorporated into the experience. Mentors often say the skills aren’t necessary for the work and can become frustrated when seemingly meaningless learning goals are injected into the experience.\u003c/p>\n\u003cp>Students might also end up in internships for which they are under-qualified. Gavares described the experience of a friend, whose internship at the Salk Institute, was different than hers. That student had no idea what was expected of him on the first day and wasn’t sure he’d be able to live up to expectations. “The way they survived and ended up thriving was learning on site from their mentor and from other professionals on the job,” Gavares said. She noted that mentors often expect that kind of learning curve and it’s actually very realistic. “That’s one of the most exciting parts about the internship -- learning new things that weren’t expected from you.”\u003c/p>\n\u003cp>\u003cstrong>A GROWTHFUL EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Ultimately, the internship experience is a taste of the real world, a glimpse into various fields of interest and an enticement for what school can help students achieve. But the experience often develops personal growth, as well.\u003c/p>\n\u003cp>“I think that internships are really, in essence, about an expansion of identity, of incorporating what you couldn’t have done before, and new relationships that you didn’t have before, into your sense of who you are,” said Riordan. “And that’s something that’s a rare commodity in our classrooms, but it’s there in abundance in the internship experiences.”\u003c/p>\n\u003cp>Teaching through the world of work can be messy. Students in both High Tech High schools and Big Picture schools have been fired from their internships -- a real and often appropriate consequence for various behaviors. Internships also require a lot of communication between students, mentors, and school advisers to make sure the student is getting to participate in real, authentic work, not playing a menial role in an office.\u003c/p>\n\u003cp>“They are not 'clean' systems,” said Battaglia. “If you are being responsive to kids and to mentors, you can try to rein it in, but there is always going to be some messiness, which is really healthy, I think.” For school leaders, choosing to incorporate internships takes some comfort with uncertainty and the ability to roll with circumstances as they change.\u003c/p>\n\u003cp>School leaders who have embraced the challenge have seen such positive trends in their high school students that they are considering how to bring similar, real-world experiences to younger students. “We’ve just started to look less at age and more at the capacity to do an internship,” Battaglia said. Some students aren’t ready for an internship experience in middle school, but others are and could benefit from the program. High Tech Middle schools have already seen good results working on real problems in the community as a full class.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Very often we mispredict what our young folks are able to do,” Riordan said. “One of the things we’ve learned to do is to understand that a stretch for student is a good thing and that students often respond to that stretch and do things even we weren’t sure they could do.”\u003c/p>\n\n","blocks":[],"excerpt":"Internships in the community can be a great way to show students the value of learning and bring their passions back into the classroom.","status":"publish","parent":0,"modified":1395187860,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1934},"headData":{"title":"The Value of Internships: A Dose of the Real World in High School | KQED","description":"Internships in the community can be a great way to show students the value of learning and bring their passions back into the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34377 http://blogs.kqed.org/mindshift/?p=34377","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/","disqusTitle":"The Value of Internships: A Dose of the Real World in High School","path":"/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34381\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/usdagov/9840470025/sizes/l/\">\u003cimg class=\"size-full wp-image-34381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/real-world.jpg\" alt=\"real-world\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Katie Gavares spent three weeks in England during her junior year at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a> in San Diego working with British educators to incorporate project-based learning. It was a mandatory school internship, a standard part of High Tech High’s education program, and it left a lasting impact on her. High Tech High is a network of charter schools devoted to project-based and real-world learning and a leader in the movement to spread tools and tactics to deepen learning nationwide.\u003c/p>\n\u003cp>“I took away so much from my experience,” Gavares said recently on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> panel dedicated to the opportunities and challenges around internships for middle and high school students. “It’s different to be the lead on an all-day thing, and being in charge of having everyone understand a concept by the end of the day.” Gavares worked for one week with university professors and high school headmasters talking through how school structures had to change to make room for project-based learning. During the second week, she helped teachers develop projects, and in the third week she worked with students as they executed the projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Very often we mispredict what our young folks are able to do... A stretch for a student is a good thing and students often respond to that stretch and do things even we weren’t sure they could do.\"\u003c/aside>\n\u003cp>“Because I saw such dramatic and quick changes, I felt like I was really getting through to the people I was talking to,” Gavares said. She’s still in touch with many of the educators she met during the internship and even does project-critiques with her teacher-partner in England. She says it was the most memorable experience of high school and helped make her the person she is today.\u003c/p>\n\u003cp>Gavares’ passion and excitement about her internship demonstrates the power of allowing students to collaborate with professionals in the real world. As a high school student, she brought expertise to British educators that they valued, and by sharing her deep knowledge of and personal experience with project-based learning from a student perspective, Gavares learned about some of the challenges that well-meaning administrators face too.\u003c/p>\n\u003cp>“The stakes were very very high and there was a high degree of uncertainty,” said Elliot Washor, co-founder of \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Pictures Schools\u003c/a> and a Deeper Learning MOOC panelist. Big Picture Learning is a non-profit that helps schools redesign systems based on student interests. “What she did had value to herself and to that organization and that made the stakes very high.” Gavares was invested in the project because of her positive experience with project-based learning and she wanted to do a good job for her partners. Her motivation to work hard and succeed were tied to a sense of purpose and the understanding that her work was valued.\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>She also gained valuable knowledge about where she’d like to grow in the future. “I’d like to get better at problem-solving,” Gavares said. “There were so many problems because English schools are so structurally different. And in these meetings we would come across the same problems. I was having a hard time not getting pulled down by this one barrier that we were really struggling with.”\u003c/p>\n\u003cp>\u003cstrong>STRUCTURING INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships are a core part of the education at certain schools, and there are at least two ways to structure internships at this level. High Tech High chooses to send its students on their internships for a three-week chunk of time in either January or June. That model fits their scheduling needs best and it allows teachers to visit students at their sites so they can bring elements of that experiential learning back into the classroom.\u003c/p>\n\u003cp>Big Pictures Schools favor a model where students are working with mentors in the field two days a week. The internship is not an isolated experience, but a core part of the pedagogy. “We couldn’t run our school without our mentors,” said Joe Battaglia, Director of Curriculum and Instruction at \u003ca href=\"http://metcenter.org/\" target=\"_blank\">The Met,\u003c/a> a Big Picture school in Providence. They’re essential for us.” School administrators encourage the mentors to hold students to the same high standards they’d expect of employees. \"We have an expectation that the work will be high quality and real because it raises the stakes,” Battaglia said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Students spend a large portion of their week at internship sites, so it’s important that advisers check in with students and mentors and help make connections to school standards. “Our advisers create a specific individual learning plan and set of curriculum for students that are based on standards, but very rarely will it cover all of them,” Battaglia said. “But I also have a bias that I don’t think they’re all covered in a traditional setting either.”\u003c/p>\n\u003cp>The Met makes a calculation to cover fewer standards more deeply and to have advisers deeply involved in shaping the experience so that the student gets practice in areas where they have skill gaps. “The point isn’t to be proficient at the specific work of that place, but to learn problem solving, to collaborate, to be able to have a foundation to develop academic investigations,” Battaglia said.\u003c/p>\n\u003cp>To help link the internship experience with the classroom, there's plenty of documentation. Students keep a journal about what they’re learning through the internship and often take pictures and videos to chronicle their reflections. “We have structures of rubrics and scales and scaffolds to help them reflect,” Battaglia said.\u003c/p>\n\u003cp>\u003cstrong>SPECIFIC SKILLS AREN'T THE OBJECTIVE\u003c/strong>\u003c/p>\n\u003cp>The biggest value of the internship experience is social. “It wasn’t about learning a career or a particular job,” said Rob Riordan, co-founder of High Tech High and president of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>. “The result for students, particularly for lower income families with fewer resources, was that this was the introduction to those networks. They were meeting mentors who were going to recommend them for summer jobs and other opportunities.” The internship helps student build social capital, while feeling like their work has a real world purpose.\u003c/p>\n\u003cp>High Tech High emphasizes that, while students should look for an internship in an area of interest, they should also carefully pick a mentor, a key piece of the experience. “It’s not about narrowly predicting what they are going to spend the rest of their life doing,” said Ben Daley, chief academic officer for High Tech High. “It’s much more about the relationship between mentor and student.” Daley tells students to choose a good mentor over what might seem like the perfect experience.\u003c/p>\n\u003cp>Mentors often get a lot out of the experience as well. The Met gives mentors a brief training on what to expect when working with adolescents and tips for how to explain knowledge they know implicitly clearly to students. “Many of [our mentors] feel like it's the first time someone valued the work,” Battaglia said. “They’re extremely well supported by the students and there’s a real deep human connection.” Teaching someone else who is interested can help bring passion back to the work for many mentors.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships take place in real workplaces and students work on real problems in a variety of industries. They offer tremendously diverse experiences to students, but don’t usually align with state standards, a challenge for public schools using this model.\u003c/p>\n\u003cp>“There’s going to be a less-is-more, a deeper focus,” Battaglia said. He’s confident that internship experiences are aligned with Common Core State Standard goals of creating students that can think creatively, problem solve and transfer knowledge. But his advisers also occasionally have trouble explaining to an internship mentor why a particular standard or skill should be incorporated into the experience. Mentors often say the skills aren’t necessary for the work and can become frustrated when seemingly meaningless learning goals are injected into the experience.\u003c/p>\n\u003cp>Students might also end up in internships for which they are under-qualified. Gavares described the experience of a friend, whose internship at the Salk Institute, was different than hers. That student had no idea what was expected of him on the first day and wasn’t sure he’d be able to live up to expectations. “The way they survived and ended up thriving was learning on site from their mentor and from other professionals on the job,” Gavares said. She noted that mentors often expect that kind of learning curve and it’s actually very realistic. “That’s one of the most exciting parts about the internship -- learning new things that weren’t expected from you.”\u003c/p>\n\u003cp>\u003cstrong>A GROWTHFUL EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Ultimately, the internship experience is a taste of the real world, a glimpse into various fields of interest and an enticement for what school can help students achieve. But the experience often develops personal growth, as well.\u003c/p>\n\u003cp>“I think that internships are really, in essence, about an expansion of identity, of incorporating what you couldn’t have done before, and new relationships that you didn’t have before, into your sense of who you are,” said Riordan. “And that’s something that’s a rare commodity in our classrooms, but it’s there in abundance in the internship experiences.”\u003c/p>\n\u003cp>Teaching through the world of work can be messy. Students in both High Tech High schools and Big Picture schools have been fired from their internships -- a real and often appropriate consequence for various behaviors. Internships also require a lot of communication between students, mentors, and school advisers to make sure the student is getting to participate in real, authentic work, not playing a menial role in an office.\u003c/p>\n\u003cp>“They are not 'clean' systems,” said Battaglia. “If you are being responsive to kids and to mentors, you can try to rein it in, but there is always going to be some messiness, which is really healthy, I think.” For school leaders, choosing to incorporate internships takes some comfort with uncertainty and the ability to roll with circumstances as they change.\u003c/p>\n\u003cp>School leaders who have embraced the challenge have seen such positive trends in their high school students that they are considering how to bring similar, real-world experiences to younger students. “We’ve just started to look less at age and more at the capacity to do an internship,” Battaglia said. Some students aren’t ready for an internship experience in middle school, but others are and could benefit from the program. High Tech Middle schools have already seen good results working on real problems in the community as a full class.\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>“Very often we mispredict what our young folks are able to do,” Riordan said. “One of the things we’ve learned to do is to understand that a stretch for student is a good thing and that students often respond to that stretch and do things even we weren’t sure they could do.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20642","mindshift_569","mindshift_1040"],"featImg":"mindshift_34381","label":"mindshift"},"mindshift_34253":{"type":"posts","id":"mindshift_34253","meta":{"index":"posts_1591205157","site":"mindshift","id":"34253","score":null,"sort":[1393610293000]},"guestAuthors":[],"slug":"how-do-we-create-rich-learning-opportunities-for-all-students","title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","publishDate":1393610293,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0e93f4040107474941fa290cdf0efecd\"]\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n","blocks":[],"excerpt":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the \"deeper learning\" movement.","status":"publish","parent":0,"modified":1399067474,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1483},"headData":{"title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? | KQED","description":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the "deeper learning" movement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34253 http://blogs.kqed.org/mindshift/?p=34253","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/","disqusTitle":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","path":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\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 great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\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>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","authors":["234"],"categories":["mindshift_20673","mindshift_193"],"tags":["mindshift_939","mindshift_20642","mindshift_1040","mindshift_813","mindshift_20641"],"featImg":"mindshift_34271","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. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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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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