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Balter said learning together is part of the teaching culture within the academy, which is especially important since this style of teaching is new to many teachers.\u003c/p>\n\u003cp>\"I get better; my students get better; and this program is just getting stronger,\" said Keila, a second-year teacher shown receiving coaching in this \u003ca href=\"https://www.teachingchannel.org/videos/coaching-cycle-teachers-example\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a>. \"I am not the teacher I was last year, and if it wasn't for the support I don't think I'd be where I'm at today.\"\u003c/p>\n\u003cp>[vimeo 262056315 w=640 h=360]\u003c/p>\n\u003cp>During the lesson, Keila asks students to talk to one another several times before she has them \u003ca href=\"https://www.teachingchannel.org/videos/writing-in-math-ells\" target=\"_blank\" rel=\"noopener\">write about their math understanding\u003c/a> at the end. She also gives them sentence starters and a word bank of math vocabulary to help them express their thinking. These supports help students get comfortable enough with the academic language of mathematics that they don't feel intimidated when asked to express their understanding through writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[vimeo 262125301 w=640 h=360]\u003c/p>\n\n","blocks":[],"excerpt":"At ENLACE Academy students learn English through grade-level content work. But learning to teach this way is new to many teachers, so coaching is critical.","status":"publish","parent":0,"modified":1524201357,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":323},"headData":{"title":"How A Culture of Improvement Goes Hand in Hand With Coaching Teachers | KQED","description":"At ENLACE Academy students learn English through grade-level content work. But learning to teach this way is new to many teachers, so coaching is critical.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A Culture of Improvement Goes Hand in Hand With Coaching Teachers","datePublished":"2018-04-20T05:15:57.000Z","dateModified":"2018-04-20T05:15:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50989 https://ww2.kqed.org/mindshift/?p=50989","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/19/how-a-culture-of-improvement-goes-hand-in-hand-with-coaching-teachers/","disqusTitle":"How A Culture of Improvement Goes Hand in Hand With Coaching Teachers","path":"/mindshift/50989/how-a-culture-of-improvement-goes-hand-in-hand-with-coaching-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Helping high school students with only basic English improve their speaking, writing and listening skills requires that language be a focus of every content area. The ENLACE Academy at Lawrence High School in Massachusetts serves students who have been in the country only a few years and are just beginning to learn the language. English and content are the twin goals of every lesson.\u003c/p>\n\u003cp>\"Coaching is a big part of what we do here because our mission and our model is really about building language through content,\" said Allison Balter, principal of ENLACE Academy. \"But what we find is that not a lot of teachers come with both of those skill sets.\"\u003c/p>\n\u003cp>To continually improve their instruction, content area teachers meet once a week to get feedback from one another on upcoming lessons. Then Balter observes the lesson, video-records it, and meets with the teacher afterward to highlight strengths and ideas for improvement. Balter said learning together is part of the teaching culture within the academy, which is especially important since this style of teaching is new to many teachers.\u003c/p>\n\u003cp>\"I get better; my students get better; and this program is just getting stronger,\" said Keila, a second-year teacher shown receiving coaching in this \u003ca href=\"https://www.teachingchannel.org/videos/coaching-cycle-teachers-example\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a>. \"I am not the teacher I was last year, and if it wasn't for the support I don't think I'd be where I'm at today.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"262056315"},"numeric":["262056315"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the lesson, Keila asks students to talk to one another several times before she has them \u003ca href=\"https://www.teachingchannel.org/videos/writing-in-math-ells\" target=\"_blank\" rel=\"noopener\">write about their math understanding\u003c/a> at the end. She also gives them sentence starters and a word bank of math vocabulary to help them express their thinking. These supports help students get comfortable enough with the academic language of mathematics that they don't feel intimidated when asked to express their understanding through writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"262125301"},"numeric":["262125301"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50989/how-a-culture-of-improvement-goes-hand-in-hand-with-coaching-teachers","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20882","mindshift_398","mindshift_20851","mindshift_20784","mindshift_1040","mindshift_96"],"featImg":"mindshift_50997","label":"mindshift"},"mindshift_50983":{"type":"posts","id":"mindshift_50983","meta":{"index":"posts_1591205157","site":"mindshift","id":"50983","score":null,"sort":[1523947361000]},"guestAuthors":[],"slug":"how-debate-structures-allow-english-learners-brilliance-to-shine","title":"How Debate Structures Allow English Learners' Brilliance to Shine","publishDate":1523947361,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Students are often attuned to current events and world affairs. Debating topics relevant to the news can be a high-interest way to engage English language learners in academic discourse that matters to them while building language skills. Structured debate also gives students opportunities to disagree politely without attacking individuals for their opinions -- a useful life skill.\u003c/p>\n\u003cp>\"Our theme for this whole year is leadership,\" said Matt Clements, a ninth-grade teacher in the ENLACE Academy at Lawrence High School in Massachusetts. \"So as students learn the listening, the reading, the writing and the speaking skills well enough, they transition into my leadership class where they can put all those skills together.\"\u003c/p>\n\u003cp>[vimeo 262137125 w=640 h=360]\u003c/p>\n\u003cp>In his ninth-grade leadership seminar, Matt Clements established norms early on with his class about debate and finds it's a great way to get students to use strong evidence to support their opinions, even when defending an unpopular opinion. In this \u003ca href=\"https://www.teachingchannel.org/videos/academic-language\" target=\"_blank\" rel=\"noopener\">Teaching Channel video,\u003c/a> his students are debating whether world leaders made good decisions during the Syrian civil war. Clements asked students to research the war and write arguments about what they found. But throughout the debate, he also pushes them to respond to one another spontaneously, a completely different language skill they also need to practice.\u003c/p>\n\u003cp>[vimeo 262134396 w=640 h=360]\u003c/p>\n\u003cp>To help build students' argumentative writing skills, Clements uses a color-coded \"claim, evidence, reason\" \u003ca href=\"https://www.teachingchannel.org/videos/scaffolding-text-structure\" target=\"_blank\" rel=\"noopener\">text structure\u003c/a>. He started using this structure when he noticed that students weren't elaborating on their ideas when writing. The colors help students to remember the elements of a paragraph and practice it over and over again.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Debating relevant topics in the news is a high-interest way to engage students in academic discourse bolstered by evidence.","status":"publish","parent":0,"modified":1523947361,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":278},"headData":{"title":"How Debate Structures Allow English Learners' Brilliance to Shine | KQED","description":"Debating relevant topics in the news is a high-interest way to engage students in academic discourse bolstered by evidence.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Debate Structures Allow English Learners' Brilliance to Shine","datePublished":"2018-04-17T06:42:41.000Z","dateModified":"2018-04-17T06:42:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50983 https://ww2.kqed.org/mindshift/?p=50983","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/16/how-debate-structures-allow-english-learners-brilliance-to-shine/","disqusTitle":"How Debate Structures Allow English Learners' Brilliance to Shine","path":"/mindshift/50983/how-debate-structures-allow-english-learners-brilliance-to-shine","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students are often attuned to current events and world affairs. Debating topics relevant to the news can be a high-interest way to engage English language learners in academic discourse that matters to them while building language skills. Structured debate also gives students opportunities to disagree politely without attacking individuals for their opinions -- a useful life skill.\u003c/p>\n\u003cp>\"Our theme for this whole year is leadership,\" said Matt Clements, a ninth-grade teacher in the ENLACE Academy at Lawrence High School in Massachusetts. \"So as students learn the listening, the reading, the writing and the speaking skills well enough, they transition into my leadership class where they can put all those skills together.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"262137125"},"numeric":["262137125"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his ninth-grade leadership seminar, Matt Clements established norms early on with his class about debate and finds it's a great way to get students to use strong evidence to support their opinions, even when defending an unpopular opinion. In this \u003ca href=\"https://www.teachingchannel.org/videos/academic-language\" target=\"_blank\" rel=\"noopener\">Teaching Channel video,\u003c/a> his students are debating whether world leaders made good decisions during the Syrian civil war. Clements asked students to research the war and write arguments about what they found. But throughout the debate, he also pushes them to respond to one another spontaneously, a completely different language skill they also need to practice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"262134396"},"numeric":["262134396"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To help build students' argumentative writing skills, Clements uses a color-coded \"claim, evidence, reason\" \u003ca href=\"https://www.teachingchannel.org/videos/scaffolding-text-structure\" target=\"_blank\" rel=\"noopener\">text structure\u003c/a>. He started using this structure when he noticed that students weren't elaborating on their ideas when writing. The colors help students to remember the elements of a paragraph and practice it over and over again.\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/50983/how-debate-structures-allow-english-learners-brilliance-to-shine","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_398","mindshift_20851","mindshift_20784","mindshift_1040"],"featImg":"mindshift_50988","label":"mindshift"},"mindshift_50977":{"type":"posts","id":"mindshift_50977","meta":{"index":"posts_1591205157","site":"mindshift","id":"50977","score":null,"sort":[1523337628000]},"guestAuthors":[],"slug":"model-united-nations-offers-structured-practice-for-english-language-learners","title":"Model United Nations Offers Structured Practice for English Language Learners","publishDate":1523337628,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One of the challenges of working with newcomer English language learners who have only basic English skills is keeping content on grade level. At the ENLACE Academy for newcomers at Lawrence High School in Massachusetts, teachers have found that the structures of Model United Nations offer a good way to get students discussing a grade-level topic with materials that support language acquisition.\u003c/p>\n\u003cp>\"We find it very important for our students to not just develop the reading and writing habits of English language learners, but also to really feel comfortable engaging in academic conversation,\" said Joe Burkett, a ninth-grade world studies teacher. \"And Model UN presents a really structured way to enter into that.\"\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/ell-language-leadership\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a> Burkett explains how he prepares the materials that support students, including sentence frames, vocabulary support, language structures and listening guides. He also highlights how his students are practicing making arguments with evidence in order to persuade groups that may not agree.\u003c/p>\n\u003cp>[vimeo 262147811 w=640 h=360]\u003c/p>\n\u003cp>Academic vocabulary support is especially important for newcomers who are not only learning English for the first time, but who also may have gaps in their learning. Burkett uses a \u003ca href=\"https://www.teachingchannel.org/videos/vocabulary-for-ells\" target=\"_blank\" rel=\"noopener\">\"Seven Step Vocabulary model\"\u003c/a> for technical vocabulary words around climate change that his students may not know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[vimeo 262131797 w=640 h=360]\u003c/p>\n\u003cp>\"A lot of times, through the vocabulary, you can really have the students engage with some of the content you want them to focus on,\" Burkett said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"The Model U.N. structure allows English learners to take on different identities and discuss from various perspectives.","status":"publish","parent":0,"modified":1523337628,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":250},"headData":{"title":"Model United Nations Offers Structured Practice for English Language Learners | KQED","description":"The Model U.N. structure allows English learners to take on different identities and discuss from various perspectives.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Model United Nations Offers Structured Practice for English Language Learners","datePublished":"2018-04-10T05:20:28.000Z","dateModified":"2018-04-10T05:20:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50977 https://ww2.kqed.org/mindshift/?p=50977","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/09/model-united-nations-offers-structured-practice-for-english-language-learners/","disqusTitle":"Model United Nations Offers Structured Practice for English Language Learners","path":"/mindshift/50977/model-united-nations-offers-structured-practice-for-english-language-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the challenges of working with newcomer English language learners who have only basic English skills is keeping content on grade level. At the ENLACE Academy for newcomers at Lawrence High School in Massachusetts, teachers have found that the structures of Model United Nations offer a good way to get students discussing a grade-level topic with materials that support language acquisition.\u003c/p>\n\u003cp>\"We find it very important for our students to not just develop the reading and writing habits of English language learners, but also to really feel comfortable engaging in academic conversation,\" said Joe Burkett, a ninth-grade world studies teacher. \"And Model UN presents a really structured way to enter into that.\"\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/ell-language-leadership\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a> Burkett explains how he prepares the materials that support students, including sentence frames, vocabulary support, language structures and listening guides. He also highlights how his students are practicing making arguments with evidence in order to persuade groups that may not agree.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"262147811"},"numeric":["262147811"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Academic vocabulary support is especially important for newcomers who are not only learning English for the first time, but who also may have gaps in their learning. Burkett uses a \u003ca href=\"https://www.teachingchannel.org/videos/vocabulary-for-ells\" target=\"_blank\" rel=\"noopener\">\"Seven Step Vocabulary model\"\u003c/a> for technical vocabulary words around climate change that his students may not know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"262131797"},"numeric":["262131797"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"A lot of times, through the vocabulary, you can really have the students engage with some of the content you want them to focus on,\" Burkett said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50977/model-united-nations-offers-structured-practice-for-english-language-learners","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_398","mindshift_20851","mindshift_20784","mindshift_1040"],"featImg":"mindshift_50981","label":"mindshift"},"mindshift_40232":{"type":"posts","id":"mindshift_40232","meta":{"index":"posts_1591205157","site":"mindshift","id":"40232","score":null,"sort":[1436537185000]},"guestAuthors":[],"slug":"the-key-to-boosting-english-learners-language-skills-challenging-content","title":"The Key to Boosting English Learners' Language Skills? Challenging Content","publishDate":1436537185,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The English language learner population in the United States is growing quickly, posing a challenge for cash-strapped schools struggling to balance the diverse needs of learners. And while technology is becoming a more ubiquitous part of the school experience, it hasn’t always been used effectively to improve the language skills of English learners. A new curriculum using both online modules and teacher-led instruction developed by \u003ca href=\"https://www.middleburyinteractive.com/\" target=\"_blank\">Middlebury Interactive Languages\u003c/a> in partnership with \u003ca href=\"http://www.hartfordschools.org/\" target=\"_blank\">Hartford Public Schools\u003c/a> is showing promise as an engaging way for students working on their English skills to also access challenging content.\u003c/p>\n\u003cp>Middlebury Interactive Languages is known for its online world languages program, but the partnership with Hartford marks the company’s entry into developing a blended-learning program meant for students learning English. Middlebury used research showing that English language learners need to develop academic English to succeed in school, as well as motivation to learn a new language through challenging and interesting work. To that end, the ESL curriculum uses content from science, math, social studies and English language arts curriculum as the basis for building up language skills.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"None of the curricular components are watered down; we were able to take grade-level appropriate content and scaffold it so they can access it.\"\u003ccite>Monica Quinones, Hartford Public Schools director of English Language Learner Services\u003c/cite>\u003c/aside>\n\u003cp>“The whole process and developing these courses has been extremely collaborative with the real users,” said Aline Germain-Rutherford, chief academic officer for Middlebury Interactive Languages. “We take [the teacher and student] feedback and integrate that into our design.” For example, the Middlebury designers had little understanding of how much language a level one ELL student has. After looking at an initial prototype, Hartford educators came back to the company explaining areas that needed more background, context and clues to scaffold a student's understanding of texts.\u003c/p>\n\u003cp>Hartford educators have been pleased with the progress their 4th-8th grade students are making using the blended learning curriculum and with the collaboration generally. They are currently piloting the program in the eight schools with the highest population of English language learners. “The curriculum is not static,” said Mary-Beth Russo, a Hartford ELL coach about the program's flexibility. “It’s online, but you can take parts of it and build out, and it’s theme based.”\u003c/p>\n\u003cp>Before, Hartford used a typical model that included both helping English learners within their subject area classes and pulling them out to work on language specifically. If a class was reading \u003cem>The House on Mango Street\u003c/em>, the ELL teacher might try to front-load important vocabulary with students so they would have some idea of what was going on in the book, but often limited language skills still kept those students from participating in discussions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"vIvRpmNk8Nlb3210Hu6GtU4bJjGfYjn8\"]\u003c/p>\n\u003cp>In comparison, the Middlebury blended curriculum is grouped by overarching themes and subthemes. Each subtheme follows a predictable progression of modules that focus on vocabulary, reading, writing, listening and speaking. Students are working towards completing a project in each module. Since the curriculum is meant to be used as a supplement to in-person instruction, ESL teachers can build off the modules however they see fit, adding elements the connect explicitly back to curriculum in other classes or differentiating for individual students as they see fit.\u003c/p>\n\u003cp>\u003cstrong>RIGOROUS CONTENT\u003c/strong>\u003c/p>\n\u003cp>“None of the curricular components are watered down,” said Monica Quinones, director of English Language Learners Support Services for Hartford Public Schools. “That’s something we were very adamant about. We were able to take grade-level appropriate content and scaffold it so they can access it.”\u003c/p>\n\u003cp>That’s a big leap for a group of students who are often thought to be less smart because they don’t understand English as well. A big part of helping those students access their content coursework is to help them develop the academic English they will be expected to use throughout their school careers.\u003c/p>\n\u003cp>“A piece that’s really different is the rigor of the content,” Russo said. “We worked hard to align it to the Common Core.” For example, in sixth grade, Common Core State Standards recommend reading work by Frederick Douglass. Helping a student who only knows a few words of English understand this difficult text requires lots of supports.\u003c/p>\n\u003cp>The program does this by helping the learner deconstruct the text. Difficult words have pop-up boxes with visual, audio and written definitions. Activities are built in to help learners identify key words that signal an idea is being introduced or an example given. They work on identifying word roots, common prefixes and suffixes that give clues about whether the word is a noun or a verb and families of words.\u003c/p>\n\u003cp>The activities also use the well-worn practice of modeling by offering students examples of the written or oral statement they have been asked to produce. “We expect that at first the learner will model his sentence on the model,” Germain-Rutherford said. “And bit by bit, he will become more independent.”\u003c/p>\n\u003cp>Quinones and Russo said Hartford ESL teachers were wary of the pilot at first, believing the content would be too challenging for very new English speakers. “Now those teachers are coming back and saying they can’t believe the quality of work their students are producing,” Russo said.\u003c/p>\n\u003cp>\u003cstrong>GOOD INITIAL RESULTS\u003c/strong>\u003c/p>\n\u003cp>While Hartford won’t have real data for several more years, Russo and Quinones say students in the pilot courses are accelerating their reading, writing and speaking skills more quickly than those not in the course. They’ve shown improvement on benchmark tests and seem more engaged in their work. Teachers are reporting better attendance and, interestingly, more engagement from parents.\u003c/p>\n\u003cp>A big part of the curriculum is recognizing that students come with a culture and a set of skills from their first language that they can use to learn English. Rather than suppressing the first language, the curriculum celebrates it. “Research really shows that the more you help the students develop a multicultural and multilingual identity….the more students are engaged and motivated,” Germain-Rutherford said. The projects included in each module always connect back to the student’s culture. Students are encouraged to talk about who they are and where they come from in English. This celebration has in turn made parents feel more welcome at school.\u003c/p>\n\u003cp>“[Students are] so invested in learning,” Quinones said. “The discussions they have amongst each other, even if they aren’t in agreement, these are things we haven’t seen before.” Students even feel empowered to give direct feedback on the program to Middlebury. One student wrote to the Middlebury Interactive Languages CEO, Jane Swift, with some recommendations about the user interface and a complaint that his country’s flag wasn’t represented on the site.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Districts have to know what the program is and understand that there’s no silver bullet that’s going to answer everybody’s needs to grow ELLs overnight,” Russo said. But, after 28 years as an ELL teacher and coach, she says the Middlebury program is the best technology tool she’s seen. It’s flexible enough for teachers to incorporate their own lessons, provides a predictable path for students and engages them in high level work. Russo says it takes five to seven years for a child to acquire language, but she’s hoping in a few years time, the bet her district made on Middlebury will pay off.\u003c/p>\n\n","blocks":[],"excerpt":"A blended learning curriculum meant to help English Language Learners pick up the academic vocabulary they'll need to succeed has been created through a partnership between Middlebury Interactive Languages and Hartford Public Schools.","status":"publish","parent":0,"modified":1436537185,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1309},"headData":{"title":"The Key to Boosting English Learners' Language Skills? Challenging Content | KQED","description":"A blended learning curriculum meant to help English Language Learners pick up the academic vocabulary they'll need to succeed has been created through a partnership between Middlebury Interactive Languages and Hartford Public Schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Key to Boosting English Learners' Language Skills? Challenging Content","datePublished":"2015-07-10T14:06:25.000Z","dateModified":"2015-07-10T14:06:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40232 http://ww2.kqed.org/mindshift/?p=40232","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/10/the-key-to-boosting-english-learners-language-skills-challenging-content/","disqusTitle":"The Key to Boosting English Learners' Language Skills? Challenging Content","path":"/mindshift/40232/the-key-to-boosting-english-learners-language-skills-challenging-content","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The English language learner population in the United States is growing quickly, posing a challenge for cash-strapped schools struggling to balance the diverse needs of learners. And while technology is becoming a more ubiquitous part of the school experience, it hasn’t always been used effectively to improve the language skills of English learners. A new curriculum using both online modules and teacher-led instruction developed by \u003ca href=\"https://www.middleburyinteractive.com/\" target=\"_blank\">Middlebury Interactive Languages\u003c/a> in partnership with \u003ca href=\"http://www.hartfordschools.org/\" target=\"_blank\">Hartford Public Schools\u003c/a> is showing promise as an engaging way for students working on their English skills to also access challenging content.\u003c/p>\n\u003cp>Middlebury Interactive Languages is known for its online world languages program, but the partnership with Hartford marks the company’s entry into developing a blended-learning program meant for students learning English. Middlebury used research showing that English language learners need to develop academic English to succeed in school, as well as motivation to learn a new language through challenging and interesting work. To that end, the ESL curriculum uses content from science, math, social studies and English language arts curriculum as the basis for building up language skills.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"None of the curricular components are watered down; we were able to take grade-level appropriate content and scaffold it so they can access it.\"\u003ccite>Monica Quinones, Hartford Public Schools director of English Language Learner Services\u003c/cite>\u003c/aside>\n\u003cp>“The whole process and developing these courses has been extremely collaborative with the real users,” said Aline Germain-Rutherford, chief academic officer for Middlebury Interactive Languages. “We take [the teacher and student] feedback and integrate that into our design.” For example, the Middlebury designers had little understanding of how much language a level one ELL student has. After looking at an initial prototype, Hartford educators came back to the company explaining areas that needed more background, context and clues to scaffold a student's understanding of texts.\u003c/p>\n\u003cp>Hartford educators have been pleased with the progress their 4th-8th grade students are making using the blended learning curriculum and with the collaboration generally. They are currently piloting the program in the eight schools with the highest population of English language learners. “The curriculum is not static,” said Mary-Beth Russo, a Hartford ELL coach about the program's flexibility. “It’s online, but you can take parts of it and build out, and it’s theme based.”\u003c/p>\n\u003cp>Before, Hartford used a typical model that included both helping English learners within their subject area classes and pulling them out to work on language specifically. If a class was reading \u003cem>The House on Mango Street\u003c/em>, the ELL teacher might try to front-load important vocabulary with students so they would have some idea of what was going on in the book, but often limited language skills still kept those students from participating in discussions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In comparison, the Middlebury blended curriculum is grouped by overarching themes and subthemes. Each subtheme follows a predictable progression of modules that focus on vocabulary, reading, writing, listening and speaking. Students are working towards completing a project in each module. Since the curriculum is meant to be used as a supplement to in-person instruction, ESL teachers can build off the modules however they see fit, adding elements the connect explicitly back to curriculum in other classes or differentiating for individual students as they see fit.\u003c/p>\n\u003cp>\u003cstrong>RIGOROUS CONTENT\u003c/strong>\u003c/p>\n\u003cp>“None of the curricular components are watered down,” said Monica Quinones, director of English Language Learners Support Services for Hartford Public Schools. “That’s something we were very adamant about. We were able to take grade-level appropriate content and scaffold it so they can access it.”\u003c/p>\n\u003cp>That’s a big leap for a group of students who are often thought to be less smart because they don’t understand English as well. A big part of helping those students access their content coursework is to help them develop the academic English they will be expected to use throughout their school careers.\u003c/p>\n\u003cp>“A piece that’s really different is the rigor of the content,” Russo said. “We worked hard to align it to the Common Core.” For example, in sixth grade, Common Core State Standards recommend reading work by Frederick Douglass. Helping a student who only knows a few words of English understand this difficult text requires lots of supports.\u003c/p>\n\u003cp>The program does this by helping the learner deconstruct the text. Difficult words have pop-up boxes with visual, audio and written definitions. Activities are built in to help learners identify key words that signal an idea is being introduced or an example given. They work on identifying word roots, common prefixes and suffixes that give clues about whether the word is a noun or a verb and families of words.\u003c/p>\n\u003cp>The activities also use the well-worn practice of modeling by offering students examples of the written or oral statement they have been asked to produce. “We expect that at first the learner will model his sentence on the model,” Germain-Rutherford said. “And bit by bit, he will become more independent.”\u003c/p>\n\u003cp>Quinones and Russo said Hartford ESL teachers were wary of the pilot at first, believing the content would be too challenging for very new English speakers. “Now those teachers are coming back and saying they can’t believe the quality of work their students are producing,” Russo said.\u003c/p>\n\u003cp>\u003cstrong>GOOD INITIAL RESULTS\u003c/strong>\u003c/p>\n\u003cp>While Hartford won’t have real data for several more years, Russo and Quinones say students in the pilot courses are accelerating their reading, writing and speaking skills more quickly than those not in the course. They’ve shown improvement on benchmark tests and seem more engaged in their work. Teachers are reporting better attendance and, interestingly, more engagement from parents.\u003c/p>\n\u003cp>A big part of the curriculum is recognizing that students come with a culture and a set of skills from their first language that they can use to learn English. Rather than suppressing the first language, the curriculum celebrates it. “Research really shows that the more you help the students develop a multicultural and multilingual identity….the more students are engaged and motivated,” Germain-Rutherford said. The projects included in each module always connect back to the student’s culture. Students are encouraged to talk about who they are and where they come from in English. This celebration has in turn made parents feel more welcome at school.\u003c/p>\n\u003cp>“[Students are] so invested in learning,” Quinones said. “The discussions they have amongst each other, even if they aren’t in agreement, these are things we haven’t seen before.” Students even feel empowered to give direct feedback on the program to Middlebury. One student wrote to the Middlebury Interactive Languages CEO, Jane Swift, with some recommendations about the user interface and a complaint that his country’s flag wasn’t represented on the site.\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>“Districts have to know what the program is and understand that there’s no silver bullet that’s going to answer everybody’s needs to grow ELLs overnight,” Russo said. But, after 28 years as an ELL teacher and coach, she says the Middlebury program is the best technology tool she’s seen. It’s flexible enough for teachers to incorporate their own lessons, provides a predictable path for students and engages them in high level work. Russo says it takes five to seven years for a child to acquire language, but she’s hoping in a few years time, the bet her district made on Middlebury will pay off.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40232/the-key-to-boosting-english-learners-language-skills-challenging-content","authors":["234"],"categories":["mindshift_20546","mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_398","mindshift_20851","mindshift_20784","mindshift_1040","mindshift_287"],"featImg":"mindshift_40421","label":"mindshift"},"mindshift_9577":{"type":"posts","id":"mindshift_9577","meta":{"index":"posts_1591205157","site":"mindshift","id":"9577","score":null,"sort":[1301935652000]},"guestAuthors":[],"slug":"open-source-a-new-paradigm-for-language-learning","title":"Open Source: A New Paradigm for Language Learning ","publishDate":1301935652,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_9582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/goldendragon613/250121658/\">\u003cimg class=\"size-medium wp-image-9582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/250121658_24dc898062_z-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Humans tend to use new technology in the same way they used the old technology,\" says Cleve Miller, founder and managing director of \u003ca href=\"http://english360.com/\" target=\"_blank\">English360\u003c/a>, an online learning and open source model for English language teachers.\u003c/p>\n\u003cp>\"The first television broadcasts were of a man in an armchair with a microphone -- exactly like the radio! It takes a while for things to sink in, for us to realize what the possibilities are.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"It's open and allows people to contribute, collaborate, and participate, the Web now represents one of the leading education theories out there.\"\u003c/aside>\n\u003cp>In partnership with \u003ca href=\"http://www.cambridge.org/\" target=\"_blank\">Cambridge University Press\u003c/a>, English360 gathers expert-created content and pairs it with authoring and communication tools to allow English teachers to grab what they want, piece it together as they need, and share what they make with others in their field -- all free of charge. If they enroll students for a per-student fee (who are, so far, mostly professionals learning English for business and other specific purposes), the interface helps extend the classroom beyond the school building and the school day with forums, blogs, calendars, assessments, and other tools.\u003c/p>\n\u003cp>\"When it was a Web 1.0 world, English language teaching, especially with education publishers, still followed a top-down instructional model where all the content was created somewhere by a bunch of experts,\" says Miller, who's taught English to professionals in 11 countries around the world. \"The early model was that the Web was just a delivery system. But I was running a language school in Buenos Aires and I thought, now that this stuff is digital, why does it still have to be so rigid? I should be able to repurpose, resequence, an edit it to a certain degree.\"\u003c/p>\n\u003cp>Inevitably, Miller says, \"The economy of the old model -- mass consumption course books designed for a global audience -- led to a generic content approach.\" But now, mashups are the norm, or should be, in education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Why? Because teachers in the classroom have an understanding of a key element in education that no publisher can ever have: their students. \"They know what their students needs, strengths, and weaknesses are\" and content publishers do not,\" he says.\u003c/p>\n\u003cp>Thus, a paradigm shift: When teachers use the resources that work well for them and mix it with their own self-authored content, they can create a truly customized -- and therefore effective -- curriculum. (This is the basic premise behind the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teachers-customize-textbooks-online/\" target=\"_blank\">open textbook movement\u003c/a>).\u003c/p>\n\u003cp>A \u003ca href=\"../2011/03/new-york-city-schools-blended-learning-experiment/\" target=\"_blank\">blended learning\u003c/a> model is useful for language teaching, too, Miller says, because there is a rote element in learning a language and \"that's something we can do online, out of the classroom. But those repetitive, fill-in-the-gap grammar exercises are not a good use of classroom time. We need to make sure that precious face-to-face time is used for what it is best for: true communication.\"\u003c/p>\n\u003cp>And the customizable curriculum model works for teaching English to professionals, in particular, because English for medicine, law, marketing, and other fields can get incredibly specific (called ESP, or English for Special Purposes).\u003c/p>\n\u003cp>One English360 client from an amusement park in Paris, for instance, is actually teaching \"English for roller coaster maintenance\" and \"English for dolphin training,\" Miller says. No traditional textbook will ever be published on that, but this teacher can create mashups of English360 content, author her own content, and, theoretically, connect with other dolphin-trainer-English-teachers in the world (the handful that exist, anyway) and share content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } -->\"The great thing about humans is everyone’s passionate about something,\" says Miller. \"That’s the beauty of 'bottom-up,'\" -- the Wikipedia phenomenon that's springing up all over the Web. \"If it's open and allows people to contribute, collaborate, and participate,\" ultimately -- for both teachers and students -- \"the Web now represents one of the leading education theories out there.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346966347,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":643},"headData":{"title":"Open Source: A New Paradigm for Language Learning | KQED","description":""Humans tend to use new technology in the same way they used the old technology," says Cleve Miller, founder and managing director of English360, an online learning and open source model for English language teachers. "The first television broadcasts were of a man in an armchair with a microphone -- exactly like the radio! It","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Open Source: A New Paradigm for Language Learning ","datePublished":"2011-04-04T16:47:32.000Z","dateModified":"2012-09-06T21:19:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9577 http://blogs.kqed.org/mindshift/?p=9577","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/04/open-source-a-new-paradigm-for-language-learning/","disqusTitle":"Open Source: A New Paradigm for Language Learning ","path":"/mindshift/9577/open-source-a-new-paradigm-for-language-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_9582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/goldendragon613/250121658/\">\u003cimg class=\"size-medium wp-image-9582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/250121658_24dc898062_z-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Humans tend to use new technology in the same way they used the old technology,\" says Cleve Miller, founder and managing director of \u003ca href=\"http://english360.com/\" target=\"_blank\">English360\u003c/a>, an online learning and open source model for English language teachers.\u003c/p>\n\u003cp>\"The first television broadcasts were of a man in an armchair with a microphone -- exactly like the radio! It takes a while for things to sink in, for us to realize what the possibilities are.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"It's open and allows people to contribute, collaborate, and participate, the Web now represents one of the leading education theories out there.\"\u003c/aside>\n\u003cp>In partnership with \u003ca href=\"http://www.cambridge.org/\" target=\"_blank\">Cambridge University Press\u003c/a>, English360 gathers expert-created content and pairs it with authoring and communication tools to allow English teachers to grab what they want, piece it together as they need, and share what they make with others in their field -- all free of charge. If they enroll students for a per-student fee (who are, so far, mostly professionals learning English for business and other specific purposes), the interface helps extend the classroom beyond the school building and the school day with forums, blogs, calendars, assessments, and other tools.\u003c/p>\n\u003cp>\"When it was a Web 1.0 world, English language teaching, especially with education publishers, still followed a top-down instructional model where all the content was created somewhere by a bunch of experts,\" says Miller, who's taught English to professionals in 11 countries around the world. \"The early model was that the Web was just a delivery system. But I was running a language school in Buenos Aires and I thought, now that this stuff is digital, why does it still have to be so rigid? I should be able to repurpose, resequence, an edit it to a certain degree.\"\u003c/p>\n\u003cp>Inevitably, Miller says, \"The economy of the old model -- mass consumption course books designed for a global audience -- led to a generic content approach.\" But now, mashups are the norm, or should be, in education.\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>Why? Because teachers in the classroom have an understanding of a key element in education that no publisher can ever have: their students. \"They know what their students needs, strengths, and weaknesses are\" and content publishers do not,\" he says.\u003c/p>\n\u003cp>Thus, a paradigm shift: When teachers use the resources that work well for them and mix it with their own self-authored content, they can create a truly customized -- and therefore effective -- curriculum. (This is the basic premise behind the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teachers-customize-textbooks-online/\" target=\"_blank\">open textbook movement\u003c/a>).\u003c/p>\n\u003cp>A \u003ca href=\"../2011/03/new-york-city-schools-blended-learning-experiment/\" target=\"_blank\">blended learning\u003c/a> model is useful for language teaching, too, Miller says, because there is a rote element in learning a language and \"that's something we can do online, out of the classroom. But those repetitive, fill-in-the-gap grammar exercises are not a good use of classroom time. We need to make sure that precious face-to-face time is used for what it is best for: true communication.\"\u003c/p>\n\u003cp>And the customizable curriculum model works for teaching English to professionals, in particular, because English for medicine, law, marketing, and other fields can get incredibly specific (called ESP, or English for Special Purposes).\u003c/p>\n\u003cp>One English360 client from an amusement park in Paris, for instance, is actually teaching \"English for roller coaster maintenance\" and \"English for dolphin training,\" Miller says. No traditional textbook will ever be published on that, but this teacher can create mashups of English360 content, author her own content, and, theoretically, connect with other dolphin-trainer-English-teachers in the world (the handful that exist, anyway) and share content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } -->\"The great thing about humans is everyone’s passionate about something,\" says Miller. \"That’s the beauty of 'bottom-up,'\" -- the Wikipedia phenomenon that's springing up all over the Web. \"If it's open and allows people to contribute, collaborate, and participate,\" ultimately -- for both teachers and students -- \"the Web now represents one of the leading education theories out there.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9577/open-source-a-new-paradigm-for-language-learning","authors":["4351"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_398","mindshift_76","mindshift_417"],"featImg":"mindshift_9582","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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