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FM","link":"/"}},"mindshift_59644":{"type":"posts","id":"mindshift_59644","meta":{"index":"posts_1591205157","site":"mindshift","id":"59644","score":null,"sort":[1659507651000]},"guestAuthors":[],"slug":"why-more-schools-are-considering-a-4-day-week-despite-some-drawbacks","title":"Why more schools are considering a 4-day week despite some drawbacks","publishDate":1659507651,"format":"standard","headTitle":"Why more schools are considering a 4-day week despite some drawbacks | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Researcher Paul Thompson shares that schools struggling with teacher burnout and retention are looking to four-day school weeks as a possible solution.","status":"publish","parent":0,"modified":1700528897,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1628},"headData":{"title":"Why more schools are considering a 4-day week despite some drawbacks | KQED","description":"Researcher Paul Thompson shares that schools struggling with teacher burnout and retention are looking to four-day school weeks as a possible solution.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Researcher Paul Thompson shares that schools struggling with teacher burnout and retention are looking to four-day school weeks as a possible solution."},"audioUrl":"https://dcs.megaphone.fm/KQINC8589991528.mp3?key=4b033e708927cde4cc2353b11d3988c5","excludeFromSiteSearch":"Include","path":"/mindshift/59644/why-more-schools-are-considering-a-4-day-week-despite-some-drawbacks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\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>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59644/why-more-schools-are-considering-a-4-day-week-despite-some-drawbacks","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21027","mindshift_569","mindshift_21100","mindshift_21460","mindshift_20865","mindshift_96","mindshift_21398","mindshift_21461"],"featImg":"mindshift_59648","label":"mindshift_21847"},"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_21675":{"type":"posts","id":"mindshift_21675","meta":{"index":"posts_1591205157","site":"mindshift","id":"21675","score":null,"sort":[1345223877000]},"guestAuthors":[],"slug":"lessons-learned-how-a-progressive-new-school-evolves","title":"Lessons Learned: How a Progressive New School Adapts to Realities","publishDate":1345223877,"format":"aside","headTitle":"PROJECT BASED LEARNING | MindShift | KQED News","labelTerm":{"term":20656,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347041837,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1811},"headData":{"title":"Lessons Learned: How a Progressive New School Adapts to Realities | KQED","description":"When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them. That's the goal at Brightworks, a small, K-12 private school just starting its","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"21675 http://blogs.kqed.org/mindshift/?p=21675","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/17/lessons-learned-how-a-progressive-new-school-evolves/","disqusTitle":"Lessons Learned: How a Progressive New School Adapts to Realities","path":"/mindshift/21675/lessons-learned-how-a-progressive-new-school-evolves","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21675/lessons-learned-how-a-progressive-new-school-evolves","authors":["4351"],"series":["mindshift_20656"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_564","mindshift_862","mindshift_569","mindshift_567","mindshift_623","mindshift_256"],"featImg":"mindshift_23384","label":"mindshift_20656"},"mindshift_12830":{"type":"posts","id":"mindshift_12830","meta":{"index":"posts_1591205157","site":"mindshift","id":"12830","score":null,"sort":[1312383641000]},"guestAuthors":[],"slug":"brightworks-a-school-that-rethinks-school","title":"Brightworks: A School that Rethinks School","publishDate":1312383641,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311802253,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":942},"headData":{"title":"Brightworks: A School that Rethinks School | KQED","description":" Flickr: tinkering-unlimited At Brightworks, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts. Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"12830 http://blogs.kqed.org/mindshift/?p=12830","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/03/brightworks-a-school-that-rethinks-school/","disqusTitle":"Brightworks: A School that Rethinks School","path":"/mindshift/12830/brightworks-a-school-that-rethinks-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12830/brightworks-a-school-that-rethinks-school","authors":["4351"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_566","mindshift_564","mindshift_565","mindshift_569","mindshift_567","mindshift_568"],"featImg":"mindshift_14214","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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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. 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As many great teachers know, project-based learning is much more than students just \"doing projects\" after they’ve learned about a certain subject. When done well, students use the project as a way to learn about the subject. The idea is that kids learn best not by being lectured, but when they \u003ca href=\"http://blogs.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">become a part of the learning objective\u003c/a>. \r\n\r\nWhen done well, the goal of project based learning is to \u003ca href=\"http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">connect classroom learning to its applications in the outside world\u003c/a>. Planning and designing great projects is not easy, though. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">It can be very messy\u003c/a>, and schools that are entirely based on project based learning \u003ca href=\"http://blogs.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">look very different than traditional classrooms\u003c/a>. Though there’s no one particular way of doing it, there are certain criteria that educators agree should be incorporated. \r\n\r\nTake a look at the posts below, which include \u003ca href=\"http://blogs.kqed.org/mindshift/2012/05/building-a-bridge-to-summer-with-projects/\">examples of projects\u003c/a>, like this \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/what-does-a-great-school-year-look-like-ask-the-students/\">student-created Holocaust exhibit\u003c/a>, and this \u003ca href=\"http://blogs.kqed.org/mindshift/2012/12/the-far-flung-reach-of-caines-arcade/\">arcade made of cardboard\u003c/a> completely by one motivated kid. We recommend starting with the articles below, but be sure to scroll through all the pages.\r\n\r\n\u003cstrong>DIG INTO PROJECT BASED LEARNING\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">How to Reinvent Project Based Learning to Be More Meaningful\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">How to Trigger Students' Inquiry Through Projects\u003c/a> \r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And What It Isn't\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What's the Best Way to Practice Project-Based Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/05/what-it-takes-to-become-a-project-based-school/\">What It Takes to Become an All Project-Based School\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching, Students Should Experiment First\u003c/a>","featImg":null,"headData":{"title":"PROJECT BASED LEARNING Archives | KQED Mindshift","description":"The term “project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. As many great teachers know, project-based learning is much more than students just \"doing projects\" after they’ve learned about a certain subject. When done well, students use the project as a way to learn about the subject. The idea is that kids learn best not by being lectured, but when they become a part of the learning objective. When done well, the goal of project based learning is to connect classroom learning to its applications in the outside world. Planning and designing great projects is not easy, though. It can be very messy, and schools that are entirely based on project based learning look very different than traditional classrooms. Though there’s no one particular way of doing it, there are certain criteria that educators agree should be incorporated. Take a look at the posts below, which include examples of projects, like this student-created Holocaust exhibit, and this arcade made of cardboard completely by one motivated kid. We recommend starting with the articles below, but be sure to scroll through all the pages. DIG INTO PROJECT BASED LEARNING 1. How to Reinvent Project Based Learning to Be More Meaningful 2. How to Trigger Students' Inquiry Through Projects 3. What Project-Based Learning Is -- And What It Isn't 4. Why Learning Should Be Messy 5. What's the Best Way to Practice Project-Based Learning? 6. What It Takes to Become an All Project-Based School 7. 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