How to Bring Authenticity to Learning that Happens in School
What's So Different About High Tech High Anyway?
To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars
What It Takes For Public Schools to Move Forward
What's Your Learning Disposition? How to Foster Students' Mindsets
Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?
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FM","link":"/"}},"mindshift_54461":{"type":"posts","id":"mindshift_54461","meta":{"index":"posts_1591205157","site":"mindshift","id":"54461","score":null,"sort":[1569477012000]},"guestAuthors":[],"slug":"how-to-bring-authenticity-to-learning-that-happens-in-school","title":"How to Bring Authenticity to Learning that Happens in School","publishDate":1569477012,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>[aside label='More on Deeper Learning' link1='https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?' link2='https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars' link3='https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences']\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship']Ultimately, school is a contrived situation. There’s no way around that.'[/pullquote]\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It would be great to be back in that environment,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","status":"publish","parent":0,"modified":1569477012,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":2592},"headData":{"title":"How to Bring Authenticity to Learning that Happens in School | KQED","description":"The argument goes like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they'll work harder, learn more and come up with creative applications and solutions that adults couldn't imagine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54461 https://ww2.kqed.org/mindshift/?p=54461","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/25/how-to-bring-authenticity-to-learning-that-happens-in-school/","disqusTitle":"How to Bring Authenticity to Learning that Happens in School","path":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published on \u003ca href=\"https://www.the74million.org/article/after-school-students-are-playing-the-whole-game-in-activities-from-drama-to-sports-to-debate-backers-of-project-based-learning-ask-why-cant-all-of-education-look-like-th/\" target=\"_blank\" rel=\"noopener\">The74million.org\u003c/a> and is republished here with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Greg Toppo\u003c/strong>\u003c/p>\n\u003cp>In 2013, attorneys at the \u003ca href=\"https://californiainnocenceproject.org/\" target=\"_blank\" rel=\"noopener\">California Innocence Project\u003c/a>, weighed down by a backlog of casework, turned for help to an unusual group: humanities students at High Tech High Chula Vista, a nearby charter school.\u003c/p>\n\u003cp>The students, all juniors, trained on a past case handled by the San Diego nonprofit, which reviews pleas from prisoners who maintain that they’re innocent. Then, in teams of three or four, the \u003ca href=\"https://www.hightechhigh.org/hthcv/project/xonr8/\" target=\"_blank\" rel=\"noopener\">students reviewed prisoners’ files\u003c/a> and ultimately presented them to Innocence Project attorneys, with a recommendation to either champion a prisoner’s case or take a pass.\u003c/p>\n\u003cp>The project lives on with a new group of students each year, buoyed by a strain of progressive education philosophy that says students learn best with real work that resembles what they will likely encounter outside of school. It has been kicking around K-12 education for decades but has yet to be widely adopted. In recent years, however, the idea has quietly gained ground as more schools try \u003ca href=\"https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt\" target=\"_blank\" rel=\"noopener\">project-based learning\u003c/a> and subscribe to a philosophy known as \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\" target=\"_blank\" rel=\"noopener\">“deeper learning.”\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But does it work?\u003c/p>\n\u003cp>Harvard Graduate School of Education professor emeritus \u003ca href=\"https://www.gse.harvard.edu/faculty/david-perkins\" target=\"_blank\" rel=\"noopener\">David Perkins\u003c/a> calls it \u003ca href=\"https://www.gse.harvard.edu/news/uk/09/01/education-bat-seven-principles-educators\" target=\"_blank\" rel=\"noopener\">“playing the whole game.”\u003c/a> He sees it as an \u003ca href=\"http://:%20https://www.the74million.org/article/74-interview-author-and-harvard-scholar-david-perkins-on-what-traditional-classroom-teachers-can-learn-from-science-fairs-backyard-sports-whole-game-learning/\" target=\"_blank\" rel=\"noopener\">alternative to schools’ traditional approach\u003c/a>, which often presents students with atomized, decontextualized pieces of a subject. He conceived of the idea after thinking about the most meaningful experiences he had in high school, which were mostly “outside of the conventional curriculum”: drama, music, science fairs and the like. These and other large-scale endeavors, he said, “seemed more meaningful and I reached out for opportunities.”\u003c/p>\n\u003cp>Laid out most fully in his 2010 book \u003cem>\u003ca href=\"https://www.amazon.com/Making-Learning-Whole-Principles-Transform/dp/0470633719/ref=sr_1_1?keywords=making+learning+whole&qid=1567186274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">Making Learning Whole\u003c/a>\u003c/em>, the idea goes something like this: Let students do something big and useful, from start to finish — perhaps a simplified version, but keep it intact. Give them extra help and lower stakes and they’ll work harder, learn more and come up with creative applications and solutions that adults couldn’t imagine.\u003c/p>\n\u003cp>Though it has yet to be widely adopted outside of project-based schools, “playing the whole game” has quietly thrived for generations in another context: afterschool activities, from team sports to debate club, drama productions and marching band.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More on Deeper Learning ","link1":"https://www.kqed.org/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students,Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?","link2":"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars,To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","link3":"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences,Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We know intuitively that when we get really serious about a domain of education, it looks more like this,” said \u003ca href=\"https://twitter.com/jal_mehta\" target=\"_blank\" rel=\"noopener\">Jal Mehta\u003c/a>, also a professor at Harvard’s education school.\u003c/p>\n\u003cp>When students go out for the baseball team, they get an attenuated version of baseball, but they go out each time and play the entire game. “It’s not ‘baseball appreciation,’” Mehta said. Likewise with just about anything that \u003ca href=\"https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars\" target=\"_blank\" rel=\"noopener\">takes place after school\u003c/a>.\u003c/p>\n\u003cp>Afterschool activities also offer a system that supports teachers. Imagine, for instance, a classroom art teacher who wants to mount an exhibition of student artwork. She’d need to figure out how to give students longer blocks of time to complete the pieces, find an exhibition space and arrange it for exhibition night. Finally, she’d need to get people to attend.\u003c/p>\n\u003cp>“Now imagine you’re that same teacher and you’re directing a play after school,” Mehta said. “Basically, you need the same things.” But in most schools, these pieces are already in place: long rehearsal blocks, a dedicated performance space, and the expectation that students will annually mount a version of a big Broadway musical and the community will show up to see it. All of that support, he said, is already built in.\u003c/p>\n\u003cp>“The question we should ask ourselves is: If that’s the kind of method we use when we really want someone to learn something, \u003ca href=\"https://www.kqed.org/mindshift/53684/going-for-depth-how-schools-and-teachers-can-foster-meaningful-learning-experiences\" target=\"_blank\" rel=\"noopener\">why don’t we use those methods the rest of the time\u003c/a>, for the rest of the students?” Mehta said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/chrislehmann?lang=en\" target=\"_blank\" rel=\"noopener\">Chris Lehmann\u003c/a>, principal and co-founder of \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a>, a small public high school at the edge of Philadelphia’s Center City neighborhood, said afterschool experiences have another plus: They have student choice “baked-in.”\u003c/p>\n\u003cp>“You’re getting the kids somewhere they want to be,” he said, “so you already have an advantage there.” These experiences are also usually built around a performance of some sort, with a natural structure, deadline and audience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"Ultimately, school is a contrived situation. There’s no way around that.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","label":"citation='Sarah Fine, director of High Tech High's graduate teaching apprenticeship'"},"numeric":["citation='Sarah","Fine,","director","of","High","Tech","High's","graduate","teaching","apprenticeship'"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehta said the best examples he has seen during the school day are in science classes. In one school, instead of “imbibing scientific knowledge that was discovered long ago by famous scientists,” sophomores learned about the scientific method and designed rudimentary experiments — he remembers one that asked whether studying while listening to music through earbuds produced better or worse results.\u003c/p>\n\u003cp>“That’s not an earth-shattering question, but it’s a real question,” he said. In the process, students learned how to develop a hypothesis, gather data, review the literature and write up their results. By 11th or 12th grade, they were doing more advanced work, including partnering with nearby labs, he said. But students credited the sophomore-year course with getting them excited about — and familiar with — experimentation. “It was the place where they really learned how to do science,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/sarahmfine?lang=en\" target=\"_blank\" rel=\"noopener\">Sarah Fine\u003c/a>, who directs High Tech High’s graduate teaching apprenticeship and who last spring \u003ca href=\"https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396/ref=sr_1_1?keywords=in+search+of+deeper+learning&qid=1567183274&s=gateway&sr=8-1\" target=\"_blank\" rel=\"noopener\">co-authored a book about deeper learning\u003c/a> with Mehta, said the larger goal of “playing the whole game” is a kind of \u003ca href=\"https://www.kqed.org/mindshift/45691/why-discipline-should-be-aligned-with-a-schools-learning-philosophy\" target=\"_blank\" rel=\"noopener\">authenticity that often eludes students\u003c/a>, especially in high school. “Ultimately, school is a contrived situation. There’s no way around that,” she said.\u003c/p>\n\u003cp>Fine recalled a student once saying to her, “‘Ms. Fine — school is just fake.’ He’s right — school is fake. We are designing experiences for the sake of kids’ learning.”\u003c/p>\n\u003cp>Yet the goal of the Innocence Project work isn’t necessarily to make students into lawyers. It’s to give them the sense that there’s “some professional domain that has rules and rhythms to it,” as well as a base of knowledge, she said. “It just has to feel real enough to kids — it has to be resonant enough with the real world that it compels them to feel like it’s worth engaging with.”\u003c/p>\n\u003cp>The students who reviewed prisoners’ cases “talked about feeling like they sort of had people’s lives in their hands,” Fine said. “And that is not a feeling they’d ever had in school before, that something they were doing had real consequences for people beyond themselves.”\u003c/p>\n\u003cp>Rebecca Jimenez, 18, who graduated last fall from High Tech High Chula Vista, said the Innocence Project gave her a sense of working on “an important cause.”\u003c/p>\n\u003cp>The more research she did on each prisoner’s plea, the more engrossed she became. “I wanted to keep reading and understand the person’s story,” she said. Eventually, she and her classmates would research a case that resulted in a judge throwing out a 20-year-old murder conviction and handing down new charges against the suspect’s nephew.\u003c/p>\n\u003cp>\u003cstrong>Novices vs. experts\u003c/strong>\u003c/p>\n\u003cp>One important aspect of “playing the whole game,” Mehta said, is interacting with professionals in the real world. “If you do an architecture project and you have real architects examining your work, that’s project-based learning. But it’s really powerful project-based learning because you’re not only showing students something about architecture. It gives them a conception: ‘I could be an architect.’”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.brookings.edu/author/tom-loveless/\" target=\"_blank\" rel=\"noopener\">Tom Loveless\u003c/a>, a California-based education researcher and former director of the Brookings Institution’s Brown Center on Education Policy, advises caution. “Generally speaking, I think we should be skeptical of the whole idea,” he said.\u003c/p>\n\u003cp>For one thing, playing the whole game confuses novices with experts. “A novice can’t ‘play the whole game’ because a novice doesn’t know the whole game. In order to learn most games, you have to learn the bits and pieces that go into knowing the whole game. And with project-based learning in general, the idea is that you’re giving kids projects to do in order to learn about a particular topic.”\u003c/p>\n\u003cp>That’s a mistake, Loveless said, since students typically require “a tremendous amount of background knowledge” before they can execute a respectable project on, say, World War I. Without deep background knowledge, he said, “you have a lot of novice learners kind of sharing their ignorance and having a shared experience out of their ignorance — and there’s no guarantee … that they’re necessarily going to gain knowledge, because you’ve left all that in the hands of the students themselves.”\u003c/p>\n\u003cp>Harvard’s Mehta said “playing the whole game” actually demands more of teachers, implicitly asking them to not just be familiar with a subject but to remain, in a sense, practitioners. Just as we’d expect a good drama director to direct community theater on weekends, so do these schools expect the same of subject-matter teachers: English teachers who publish poetry or novels, or art teachers who sell their paintings, and so on.\u003c/p>\n\u003cp>Loveless said he hasn’t seen good evidence that students will necessarily enjoy school more if it’s inquiry-based. “It could be that exactly the opposite is true. It could be that actually what kids like is a lot of structure to the presentation of learning. They like the teacher taking responsibility for that.”\u003c/p>\n\u003cp>A bigger problem, he said, may be that because project-based learning tends to minimize the importance of prior knowledge, “playing the whole game” might work better in wealthy areas or in private schools, where students arrive with a measure of background knowledge about, for instance, World War I or how defense attorneys work. Elsewhere, it’s a riskier strategy.\u003c/p>\n\u003cp>SLA’s Lehmann would disagree. His school boasts that it draws students from every zip code in Philadelphia, and he can easily bring to mind the challenges that his students — past and present — bring the day they set foot on campus as freshmen.\u003c/p>\n\u003cp>A \u003ca href=\"https://eric.ed.gov/?id=ED578933\" target=\"_blank\" rel=\"noopener\">2016 meta-review\u003c/a> was cautiously optimistic about project-based learning, saying the evidence for its effectiveness is “promising but not proven.”\u003c/p>\n\u003cp>Ron Berger of \u003ca href=\"https://eleducation.org/\" target=\"_blank\" rel=\"noopener\">EL Education\u003c/a>, a Massachusetts-based advocacy group for project-based learning, pointed to a \u003ca href=\"https://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 study by the American Institutes for Research\u003c/a> that found that students in high schools that subscribed to “deeper learning” were slightly more likely to attend college — about 53 percent, versus 50 percent in other high schools. AIR also found that 22 percent of students at “deeper learning” schools enrolled in four-year colleges, compared with 18 percent for their peers elsewhere.\u003c/p>\n\u003cp>But the schools had little to show in terms of college retention — in both “deeper learning” schools and others, only 62 percent of alumni remained enrolled in college for at least three consecutive terms; about half enrolled for at least four consecutive terms.\u003c/p>\n\u003cp>Berger said the modest college-going results shouldn’t be the final word on these schools’ success. For one thing, he said, \u003ca href=\"https://www.kqed.org/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity\" target=\"_blank\" rel=\"noopener\">many of them are works in progress\u003c/a>: his nonprofit,\u003ca href=\"https://eleducation.org/who-we-are/history\" target=\"_blank\" rel=\"noopener\"> originally a partnership\u003c/a> between Harvard’s education school and Outward Bound USA, has spent years pushing project-based schools to improve the quality of their projects, requiring field research, participation of outside experts and “an authentic audience,” among other factors. That’s not always a given, he said.\u003c/p>\n\u003cp>Where these conditions persist, Berger said, “the schools feel different,” with students able to articulate what they’re learning and why they’re there.\u003c/p>\n\u003cp>“It’s visceral,” he said. “When you walk into a building and kids are more polite, more mature, engage with you right away and want to tell you about their learning, [they] have a sense of social responsibility — it’s hard to collect quantitative data on this.”\u003c/p>\n\u003cp>\u003cstrong>‘Why do I need to know this?’\u003c/strong>\u003c/p>\n\u003cp>Lehmann, the Philadelphia principal, embodies this attitude perhaps as well as any secondary educator in America. In conversation with his students, he reminds them endlessly about how much they’ve grown and matured since he met them as freshmen. He has become well-known among educators for his head-on challenge to the notion that the job of high school is to get students ready for what comes next.\u003c/p>\n\u003cp>“School shouldn’t be preparation for real life — school should be real life,” he said. “We should ask kids to do real things that matter.”\u003c/p>\n\u003cp>Most significantly, Lehmann asks teachers to rethink the idea that high school is a “moratorium” for young people, a kind of holding pen where they wait out adolescence.\u003c/p>\n\u003cp>“‘Why do I need to know this?’ should be a real question,” he said. “And the answers we should search out for kids should not be ‘someday’ answers — ‘If you want to major in this, you might seek out this information’ — but rather, ‘Why do I need this information now to be a better human being? To effect change in the world?’”\u003c/p>\n\u003cp>For Jimenez, the High Tech High graduate, playing the whole game changed everything. Early in her high school career, she thought she might major in business. “It sounded really cool and had money attached to the name,” she joked.\u003c/p>\n\u003cp>But Jimenez liked the work at the Innocence Project so much she spent the entire month of May 2018 interning there — High Tech High juniors undertake monthlong internships each spring. “During school, if I want to do something, I might as well be doing something that might actually make a change,” she said.\u003c/p>\n\u003cp>Now a freshman at the University of California, Riverside, Jimenez is studying political science and plans to attend law school. A first-generation college-goer, she wants to work someday for the Innocence Project.\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 would be great to be back in that environment,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_939","mindshift_20995","mindshift_20784","mindshift_1040","mindshift_819","mindshift_20641","mindshift_797","mindshift_256","mindshift_956"],"featImg":"mindshift_54467","label":"mindshift"},"mindshift_50443":{"type":"posts","id":"mindshift_50443","meta":{"index":"posts_1591205157","site":"mindshift","id":"50443","score":null,"sort":[1517905431000]},"guestAuthors":[],"slug":"whats-so-different-about-high-tech-high-anyway","title":"What's So Different About High Tech High Anyway?","publishDate":1517905431,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Walking onto a \u003ca href=\"https://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High \u003c/a>campus is like entering a workshop. Our tour guide, sophomore Caroline Egler, pointed out classrooms that supposedly housed physics or humanities or biology, but most students weren’t in those rooms. They were in the hallways working on projects, huddled around computers together, or even working at desks elevated 8 feet above the ground so they towered over the floor. Students seem to be working with purpose, even if it’s not immediately obvious what they’re doing. The scene is chaotic, but not out of control.\u003c/p>\n\u003cp>It’s not always like this, Egler assured us, a group of education journalists visiting as part of the Education Writers Association’s \u003ca href=\"https://www.ewa.org/reporters-guide-rethinking-american-high-school\" target=\"_blank\" rel=\"noopener\">Rethinking the American High School seminar\u003c/a>. Students at this campus of the San Diego-based charter network seemed more frantic than usual because they were rushing to finish projects they’d been working on all semester, she said. They’d be exhibiting their work to real-world audiences at the end of the week.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing.'\u003ccite>Russell Walker, Humanities teacher at High Tech High\u003c/cite>\u003c/aside>\n\u003cp>Each student had to develop a physical product to represent their learning over the semester; they planned to exhibit their work at the Mexican border in coordination with Mexican students they had been working with over Skype since the class began.\u003c/p>\n\u003cp>Egler explained that she was making \u003ca href=\"https://www.youtube.com/watch?v=NKLFR_IT4nw&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">a podcast\u003c/a> -- complete with original music composed by a classmate -- about differing views on President Trump’s proposed border wall with Mexico. Other students in her class were exploring topics like drug trafficking and sexual harassment; the only requirement was that the project relate to the border. It was a \u003ca href=\"https://griffinlisa.weebly.com/projects-at-hth.html\" target=\"_blank\" rel=\"noopener\">shared project between Spanish and humanities classes\u003c/a>.\u003c/p>\n\u003cp>These kinds of community-grounded events are part of what High Tech High calls real-world work. The learning and its products are displayed not just to teachers, students or even parents, but to a larger community of experts. That gives school assignments more relevance -- the work actually matters to the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The other thing visitors immediately notice about the school is the incredible work hanging from ceilings, lining the walls, and built into the hallways. Photographs, \u003ca href=\"https://www.hightechhigh.org/hth/project/staircase-to-nowhere/\" target=\"_blank\" rel=\"noopener\">a bridge to nowhere\u003c/a>, self-portraits, full-size boats, weather balloons, robots -- beautiful work is celebrated at the school and its constant presence reminds students of the high expectations their teachers set for them.\u003c/p>\n\u003cp>The High Tech High network mostly operates on the California per-pupil funding formula, but it chooses to allocate its money very differently from many other school systems. High Tech High School doesn’t have a football team, a library or textbooks, all pricey areas where the school saves some money. It also offers few class choices to students; for the most part, students take classes that satisfy the University of \u003ca href=\"http://www.ucop.edu/agguide/a-g-requirements/\" target=\"_blank\" rel=\"noopener\">California’s A-G requirements\u003c/a>. And many teachers have dual credentials, allowing them to teach multiple subjects or combine subjects.\u003c/p>\n\u003cfigure id=\"attachment_50448\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50448\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/HTH-boat-1020x574.png\" alt=\"Boat making is a favorite High Tech High project.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Boat-making is a favorite High Tech High project. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But what seems like a lack of choice in classes isn’t as limiting as one might think. The charter network’s schools are built around \u003ca href=\"https://www.hightechhigh.org/about-us/\" target=\"_blank\" rel=\"noopener\">four essential design principles\u003c/a>: equity, personalization, authentic work and collaborative design. While those guiding principles are at the heart of every class, there’s a lot of variety in every other way. And students are encouraged to pursue ideas they’re passionate about, which allows for some of the choice they might otherwise lack.\u003c/p>\n\u003cp>For example, Aaron Price is in the same humanities-Spanish class as Caroline Egler. He built a data logger that he attached to a weather balloon and used it to measure CO2 levels at the border. He was part of a team investigating shared environmental concerns in the U.S.-Mexico border region. Price’s physical work product was more technical, but he also wrote and published a research paper, as well as \u003ca href=\"https://aaronpriceblog.wordpress.com/proyecto-comunidad/\" target=\"_blank\" rel=\"noopener\">a website\u003c/a> with his findings. It’s almost like Egler with her political podcast and Price with his weather balloon are in two different classes. That’s what personalization looks like at High Tech High schools, and it’s why students don’t mind that the course catalog is limited.\u003c/p>\n\u003cp>The charter network accepts students through a lottery that randomly takes a certain number of students from every ZIP code in San Diego. Since the city, like many others, has many neighborhoods that are racially and ethnically isolated, this ensures the student body reflects San Diego’s population.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">SS learn about blood types, heredity and codominance of traits by typing themselves- one of the most engaging labs of the year! \u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> \u003ca href=\"https://twitter.com/hashtag/labscience?src=hash&ref_src=twsrc%5Etfw\">#labscience\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shareyourlearning?src=hash&ref_src=twsrc%5Etfw\">#shareyourlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deeperlearning?src=hash&ref_src=twsrc%5Etfw\">#deeperlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/biology?src=hash&ref_src=twsrc%5Etfw\">#biology\u003c/a> \u003ca href=\"https://t.co/bVGGuHCC2F\">pic.twitter.com/bVGGuHCC2F\u003c/a>\u003c/p>\n\u003cp>— KalleApplegatePalmer (@palmer_kalle) \u003ca href=\"https://twitter.com/palmer_kalle/status/956319727755800577?ref_src=twsrc%5Etfw\">January 25, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">Personalization\u003c/a> is achieved in part by keeping class sizes small; teachers have the opportunity to get to know students and their passions well. They can adapt projects to students’ interests, and push individuals to do their best work.\u003c/p>\n\u003cp>“It is not students all sitting in front of computers doing a self-paced math program,” said \u003ca href=\"https://ww2.kqed.org/mindshift/2014/05/14/what-it-takes-for-public-schools-to-move-forward/\" target=\"_blank\" rel=\"noopener\">Larry Rosenstock\u003c/a>, founding principal and CEO of High Tech High. “It is not finding the right pace or right technique to get this inert content to each student.”\u003c/p>\n\u003cp>Instead, personalization at High Tech High is a partnership between the teacher and student to find an authentic project that genuinely motivates students to produce meaningful work. And, because teachers' schedules are arranged so they see fewer students at a time, they can push the young people they work with to reach individual goals.\u003c/p>\n\u003cp>“It means you and the student are going to work together to design something that’s going to be academically relevant to what you’re trying to teach them, but also personally meaningful to the student,” said \u003ca href=\"https://www.linkedin.com/in/russell-walker-40a3b795\" target=\"_blank\" rel=\"noopener\">Russell Walker\u003c/a>, an 11th-grade history teacher. He designs the broad strokes of the project, but students take it in many different directions.\u003c/p>\n\u003cp>“I would say it is criminal negligence if you’re not doing that in project-based learning,” Walker said. “Because if you’re saying, ‘Here’s this project and you’re all going to make the same thing,’ that’s not really very interesting. They’ll just copy what you did.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Involving S voice into the development of a project provides expert insight, valuable information, and creative solutions! We invite Ss into our work to give them voice and standing...How do you engage Ss in the process of planning and learning? \u003ca href=\"https://t.co/WmnPaE5eg7\">pic.twitter.com/WmnPaE5eg7\u003c/a>\u003c/p>\n\u003cp>— Edrick Macalaguim (@EdrickMac) \u003ca href=\"https://twitter.com/EdrickMac/status/948351501012889600?ref_src=twsrc%5Etfw\">January 3, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>During the fall semester, Walker collaborated with a biology teacher on a semester-long project about space colonization. Students were tasked with thinking through what they’d need to sustain life off earth, and along the way they learned about DNA, cell replication, physiological systems in the body, ecosystems and more.\u003c/p>\n\u003cp>“It’s all the stuff you would normally do in a biology class,\" Walker said, \"but it’s applied in a way that students are interested in learning and applying it.”\u003c/p>\n\u003cp>For the history side of things, students had to decide what kind of society they would build on their space colony. To do that, they read political theory and philosophers from the Enlightenment. Students discussed the mistakes of colonialism, and covered a broad swath of history as they worked to create something better on their new planet.\u003c/p>\n\u003cp>“All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing,” Walker said.\u003c/p>\n\u003cp>Walker used to teach Advanced Placement environmental science at a high school in Los Angeles, where he taught 150 students each day and was expected to help as many as possible pass the AP test. He said the experience left him feeling uninspired as a professional and drained of his creativity because he spent hours handling the minutiae of lesson planning and grading.\u003c/p>\n\u003cp>Now, Walker says he works with 48 students (although some High Tech High teachers see between 50-100 students in core classes). His time as an educator is spent researching to prepare a great project, experimenting with the tasks for students, meeting one-on-one with students, providing critique and feedback on their work, and generally engaging with students around ideas.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> beautiful school, ethos and people! John, thanks again for the tour! \u003ca href=\"https://t.co/xLbGCwDIdd\">pic.twitter.com/xLbGCwDIdd\u003c/a>\u003c/p>\n\u003cp>— Nicholas Pattison (@CubedSTEM) \u003ca href=\"https://twitter.com/CubedSTEM/status/951957230781255680?ref_src=twsrc%5Etfw\">January 12, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“As a teacher, it's way more fun and interesting to work here,” Walker said. “And I think a lot of teachers who are burned out or losing hope on the way things are running could benefit from shifting to [project-based learning].”\u003c/p>\n\u003cp>Another High Tech High teacher, \u003ca href=\"https://songsandstories.org/\" target=\"_blank\" rel=\"noopener\">Mike Strong\u003c/a>, agreed that one of his favorite things about the school is the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\" rel=\"noopener\">autonomy\u003c/a> it offers him. Teachers are treated as professionals and are allowed to be creative, he said. That’s a tall order, and can be exhausting, but it’s much more exciting. And when teachers are given autonomy, they tend to transfer it to students as well.\u003c/p>\n\u003cp>Egler said her teachers trust her -- something she’s come to expect.\u003c/p>\n\u003cp>“Teachers trust that if they put [students] outside of the class and let them go, that the students are going to be diligent and get to work,” she said.\u003c/p>\n\u003cp>If a particular student fails to live up to her end of the bargain, or is flagrantly disrespectful, the teacher can take away privileges. The school doesn’t give detentions and only \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\" rel=\"noopener\">rarely suspends or expels students\u003c/a>, according to Egler. Instead, students will have a conversation with the teacher about their behavior and will be asked to think of a way to make amends.\u003c/p>\n\u003cp>\u003ca href=\"http://mraguirresdp.weebly.com/\" target=\"_blank\" rel=\"noopener\">Mark Aguirre\u003c/a>, a ninth-grade humanities teacher, sees a lot of students who don’t think they like school, but when they're 14, there’s still a chance to convince them that they’re wrong. He admits it doesn’t work for every kid, and some do leave, but he’s been teaching at High Tech High since 2001 and says he firmly believes it works for most students.\u003c/p>\n\u003cp>“You have to convince them that what we’re doing has value by coming up with something interesting for them to do,” he said.\u003c/p>\n\u003cp>Aside from the small class sizes, autonomy, project-based curriculum, freedom to design classes based on loose themes, and expectation that students will create work that experts will want to evaluate, High Tech High is different from the conventional high school in other ways. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\" target=\"_blank\" rel=\"noopener\">Students aren’t tracked\u003c/a>, and there are no AP classes. All students can opt into honors-level work, which comes with a few different requirements but doesn’t separate them into a different section. Crucially, students decide whether they want to be on the honors track two to three weeks into the semester, which gives tentative students the opportunity to try out honors-level work before committing.\u003c/p>\n\u003cp>“My first instinct was that honors students should read more or different books than the non-honors students,” said \u003ca href=\"http://gse.hightechhigh.org/people/?Randy_Scherer\" target=\"_blank\" rel=\"noopener\">Randy Scherer\u003c/a>, who used to teach English at the school, but now directs the High Tech High Graduate School’s professional development program to support other project-based-learning teachers.\u003c/p>\n\u003cp>He soon realized that only kids who already loved reading were signing up for honors. That didn’t seem fair; he realized he was just padding the GPAs of kids who would read anyway. Instead he defined honors as “adding knowledge to the world that did not exist,” such as by building Wikipedia pages and writing books, for example.\u003c/p>\n\u003cp>“We’re trying to be creatively compliant,” Scherer said. “We have to do something so people will recognize it. But we really want everyone to be in honors.”\u003c/p>\n\u003cp>The charter network has skillfully pushed boundaries while making sure its students aren’t disadvantaged when they apply to college, according to Scherer. After nearly 20 years, they’ve got a good reputation, which gives them more wiggle room with the state.\u003c/p>\n\u003cp>“Some of the practices we push on students, like reflection, teachers do that as well,\" said teacher Mike Strong about working at a charter network like High Tech High. \"There’s constant critique and revision for even things like how we have meetings.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That can become exhausting, but it’s also what keeps the school from regressing to the mean, one of Larry Rosenstock's biggest fears.\u003c/p>\n\n","blocks":[],"excerpt":"Students and teachers at High Tech High in San Diego explain what makes the charter network's schools so different.","status":"publish","parent":0,"modified":1517905431,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2209},"headData":{"title":"What's So Different About High Tech High Anyway? | KQED","description":"Students and teachers at High Tech High in San Diego explain what makes the charter network's schools so different.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50443 https://ww2.kqed.org/mindshift/?p=50443","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/06/whats-so-different-about-high-tech-high-anyway/","disqusTitle":"What's So Different About High Tech High Anyway?","path":"/mindshift/50443/whats-so-different-about-high-tech-high-anyway","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking onto a \u003ca href=\"https://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High \u003c/a>campus is like entering a workshop. Our tour guide, sophomore Caroline Egler, pointed out classrooms that supposedly housed physics or humanities or biology, but most students weren’t in those rooms. They were in the hallways working on projects, huddled around computers together, or even working at desks elevated 8 feet above the ground so they towered over the floor. Students seem to be working with purpose, even if it’s not immediately obvious what they’re doing. The scene is chaotic, but not out of control.\u003c/p>\n\u003cp>It’s not always like this, Egler assured us, a group of education journalists visiting as part of the Education Writers Association’s \u003ca href=\"https://www.ewa.org/reporters-guide-rethinking-american-high-school\" target=\"_blank\" rel=\"noopener\">Rethinking the American High School seminar\u003c/a>. Students at this campus of the San Diego-based charter network seemed more frantic than usual because they were rushing to finish projects they’d been working on all semester, she said. They’d be exhibiting their work to real-world audiences at the end of the week.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing.'\u003ccite>Russell Walker, Humanities teacher at High Tech High\u003c/cite>\u003c/aside>\n\u003cp>Each student had to develop a physical product to represent their learning over the semester; they planned to exhibit their work at the Mexican border in coordination with Mexican students they had been working with over Skype since the class began.\u003c/p>\n\u003cp>Egler explained that she was making \u003ca href=\"https://www.youtube.com/watch?v=NKLFR_IT4nw&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">a podcast\u003c/a> -- complete with original music composed by a classmate -- about differing views on President Trump’s proposed border wall with Mexico. Other students in her class were exploring topics like drug trafficking and sexual harassment; the only requirement was that the project relate to the border. It was a \u003ca href=\"https://griffinlisa.weebly.com/projects-at-hth.html\" target=\"_blank\" rel=\"noopener\">shared project between Spanish and humanities classes\u003c/a>.\u003c/p>\n\u003cp>These kinds of community-grounded events are part of what High Tech High calls real-world work. The learning and its products are displayed not just to teachers, students or even parents, but to a larger community of experts. That gives school assignments more relevance -- the work actually matters to the world.\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 other thing visitors immediately notice about the school is the incredible work hanging from ceilings, lining the walls, and built into the hallways. Photographs, \u003ca href=\"https://www.hightechhigh.org/hth/project/staircase-to-nowhere/\" target=\"_blank\" rel=\"noopener\">a bridge to nowhere\u003c/a>, self-portraits, full-size boats, weather balloons, robots -- beautiful work is celebrated at the school and its constant presence reminds students of the high expectations their teachers set for them.\u003c/p>\n\u003cp>The High Tech High network mostly operates on the California per-pupil funding formula, but it chooses to allocate its money very differently from many other school systems. High Tech High School doesn’t have a football team, a library or textbooks, all pricey areas where the school saves some money. It also offers few class choices to students; for the most part, students take classes that satisfy the University of \u003ca href=\"http://www.ucop.edu/agguide/a-g-requirements/\" target=\"_blank\" rel=\"noopener\">California’s A-G requirements\u003c/a>. And many teachers have dual credentials, allowing them to teach multiple subjects or combine subjects.\u003c/p>\n\u003cfigure id=\"attachment_50448\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50448\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/HTH-boat-1020x574.png\" alt=\"Boat making is a favorite High Tech High project.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Boat-making is a favorite High Tech High project. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But what seems like a lack of choice in classes isn’t as limiting as one might think. The charter network’s schools are built around \u003ca href=\"https://www.hightechhigh.org/about-us/\" target=\"_blank\" rel=\"noopener\">four essential design principles\u003c/a>: equity, personalization, authentic work and collaborative design. While those guiding principles are at the heart of every class, there’s a lot of variety in every other way. And students are encouraged to pursue ideas they’re passionate about, which allows for some of the choice they might otherwise lack.\u003c/p>\n\u003cp>For example, Aaron Price is in the same humanities-Spanish class as Caroline Egler. He built a data logger that he attached to a weather balloon and used it to measure CO2 levels at the border. He was part of a team investigating shared environmental concerns in the U.S.-Mexico border region. Price’s physical work product was more technical, but he also wrote and published a research paper, as well as \u003ca href=\"https://aaronpriceblog.wordpress.com/proyecto-comunidad/\" target=\"_blank\" rel=\"noopener\">a website\u003c/a> with his findings. It’s almost like Egler with her political podcast and Price with his weather balloon are in two different classes. That’s what personalization looks like at High Tech High schools, and it’s why students don’t mind that the course catalog is limited.\u003c/p>\n\u003cp>The charter network accepts students through a lottery that randomly takes a certain number of students from every ZIP code in San Diego. Since the city, like many others, has many neighborhoods that are racially and ethnically isolated, this ensures the student body reflects San Diego’s population.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">SS learn about blood types, heredity and codominance of traits by typing themselves- one of the most engaging labs of the year! \u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> \u003ca href=\"https://twitter.com/hashtag/labscience?src=hash&ref_src=twsrc%5Etfw\">#labscience\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shareyourlearning?src=hash&ref_src=twsrc%5Etfw\">#shareyourlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deeperlearning?src=hash&ref_src=twsrc%5Etfw\">#deeperlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/biology?src=hash&ref_src=twsrc%5Etfw\">#biology\u003c/a> \u003ca href=\"https://t.co/bVGGuHCC2F\">pic.twitter.com/bVGGuHCC2F\u003c/a>\u003c/p>\n\u003cp>— KalleApplegatePalmer (@palmer_kalle) \u003ca href=\"https://twitter.com/palmer_kalle/status/956319727755800577?ref_src=twsrc%5Etfw\">January 25, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">Personalization\u003c/a> is achieved in part by keeping class sizes small; teachers have the opportunity to get to know students and their passions well. They can adapt projects to students’ interests, and push individuals to do their best work.\u003c/p>\n\u003cp>“It is not students all sitting in front of computers doing a self-paced math program,” said \u003ca href=\"https://ww2.kqed.org/mindshift/2014/05/14/what-it-takes-for-public-schools-to-move-forward/\" target=\"_blank\" rel=\"noopener\">Larry Rosenstock\u003c/a>, founding principal and CEO of High Tech High. “It is not finding the right pace or right technique to get this inert content to each student.”\u003c/p>\n\u003cp>Instead, personalization at High Tech High is a partnership between the teacher and student to find an authentic project that genuinely motivates students to produce meaningful work. And, because teachers' schedules are arranged so they see fewer students at a time, they can push the young people they work with to reach individual goals.\u003c/p>\n\u003cp>“It means you and the student are going to work together to design something that’s going to be academically relevant to what you’re trying to teach them, but also personally meaningful to the student,” said \u003ca href=\"https://www.linkedin.com/in/russell-walker-40a3b795\" target=\"_blank\" rel=\"noopener\">Russell Walker\u003c/a>, an 11th-grade history teacher. He designs the broad strokes of the project, but students take it in many different directions.\u003c/p>\n\u003cp>“I would say it is criminal negligence if you’re not doing that in project-based learning,” Walker said. “Because if you’re saying, ‘Here’s this project and you’re all going to make the same thing,’ that’s not really very interesting. They’ll just copy what you did.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Involving S voice into the development of a project provides expert insight, valuable information, and creative solutions! We invite Ss into our work to give them voice and standing...How do you engage Ss in the process of planning and learning? \u003ca href=\"https://t.co/WmnPaE5eg7\">pic.twitter.com/WmnPaE5eg7\u003c/a>\u003c/p>\n\u003cp>— Edrick Macalaguim (@EdrickMac) \u003ca href=\"https://twitter.com/EdrickMac/status/948351501012889600?ref_src=twsrc%5Etfw\">January 3, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>During the fall semester, Walker collaborated with a biology teacher on a semester-long project about space colonization. Students were tasked with thinking through what they’d need to sustain life off earth, and along the way they learned about DNA, cell replication, physiological systems in the body, ecosystems and more.\u003c/p>\n\u003cp>“It’s all the stuff you would normally do in a biology class,\" Walker said, \"but it’s applied in a way that students are interested in learning and applying it.”\u003c/p>\n\u003cp>For the history side of things, students had to decide what kind of society they would build on their space colony. To do that, they read political theory and philosophers from the Enlightenment. Students discussed the mistakes of colonialism, and covered a broad swath of history as they worked to create something better on their new planet.\u003c/p>\n\u003cp>“All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing,” Walker said.\u003c/p>\n\u003cp>Walker used to teach Advanced Placement environmental science at a high school in Los Angeles, where he taught 150 students each day and was expected to help as many as possible pass the AP test. He said the experience left him feeling uninspired as a professional and drained of his creativity because he spent hours handling the minutiae of lesson planning and grading.\u003c/p>\n\u003cp>Now, Walker says he works with 48 students (although some High Tech High teachers see between 50-100 students in core classes). His time as an educator is spent researching to prepare a great project, experimenting with the tasks for students, meeting one-on-one with students, providing critique and feedback on their work, and generally engaging with students around ideas.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> beautiful school, ethos and people! John, thanks again for the tour! \u003ca href=\"https://t.co/xLbGCwDIdd\">pic.twitter.com/xLbGCwDIdd\u003c/a>\u003c/p>\n\u003cp>— Nicholas Pattison (@CubedSTEM) \u003ca href=\"https://twitter.com/CubedSTEM/status/951957230781255680?ref_src=twsrc%5Etfw\">January 12, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“As a teacher, it's way more fun and interesting to work here,” Walker said. “And I think a lot of teachers who are burned out or losing hope on the way things are running could benefit from shifting to [project-based learning].”\u003c/p>\n\u003cp>Another High Tech High teacher, \u003ca href=\"https://songsandstories.org/\" target=\"_blank\" rel=\"noopener\">Mike Strong\u003c/a>, agreed that one of his favorite things about the school is the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\" rel=\"noopener\">autonomy\u003c/a> it offers him. Teachers are treated as professionals and are allowed to be creative, he said. That’s a tall order, and can be exhausting, but it’s much more exciting. And when teachers are given autonomy, they tend to transfer it to students as well.\u003c/p>\n\u003cp>Egler said her teachers trust her -- something she’s come to expect.\u003c/p>\n\u003cp>“Teachers trust that if they put [students] outside of the class and let them go, that the students are going to be diligent and get to work,” she said.\u003c/p>\n\u003cp>If a particular student fails to live up to her end of the bargain, or is flagrantly disrespectful, the teacher can take away privileges. The school doesn’t give detentions and only \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\" rel=\"noopener\">rarely suspends or expels students\u003c/a>, according to Egler. Instead, students will have a conversation with the teacher about their behavior and will be asked to think of a way to make amends.\u003c/p>\n\u003cp>\u003ca href=\"http://mraguirresdp.weebly.com/\" target=\"_blank\" rel=\"noopener\">Mark Aguirre\u003c/a>, a ninth-grade humanities teacher, sees a lot of students who don’t think they like school, but when they're 14, there’s still a chance to convince them that they’re wrong. He admits it doesn’t work for every kid, and some do leave, but he’s been teaching at High Tech High since 2001 and says he firmly believes it works for most students.\u003c/p>\n\u003cp>“You have to convince them that what we’re doing has value by coming up with something interesting for them to do,” he said.\u003c/p>\n\u003cp>Aside from the small class sizes, autonomy, project-based curriculum, freedom to design classes based on loose themes, and expectation that students will create work that experts will want to evaluate, High Tech High is different from the conventional high school in other ways. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\" target=\"_blank\" rel=\"noopener\">Students aren’t tracked\u003c/a>, and there are no AP classes. All students can opt into honors-level work, which comes with a few different requirements but doesn’t separate them into a different section. Crucially, students decide whether they want to be on the honors track two to three weeks into the semester, which gives tentative students the opportunity to try out honors-level work before committing.\u003c/p>\n\u003cp>“My first instinct was that honors students should read more or different books than the non-honors students,” said \u003ca href=\"http://gse.hightechhigh.org/people/?Randy_Scherer\" target=\"_blank\" rel=\"noopener\">Randy Scherer\u003c/a>, who used to teach English at the school, but now directs the High Tech High Graduate School’s professional development program to support other project-based-learning teachers.\u003c/p>\n\u003cp>He soon realized that only kids who already loved reading were signing up for honors. That didn’t seem fair; he realized he was just padding the GPAs of kids who would read anyway. Instead he defined honors as “adding knowledge to the world that did not exist,” such as by building Wikipedia pages and writing books, for example.\u003c/p>\n\u003cp>“We’re trying to be creatively compliant,” Scherer said. “We have to do something so people will recognize it. But we really want everyone to be in honors.”\u003c/p>\n\u003cp>The charter network has skillfully pushed boundaries while making sure its students aren’t disadvantaged when they apply to college, according to Scherer. After nearly 20 years, they’ve got a good reputation, which gives them more wiggle room with the state.\u003c/p>\n\u003cp>“Some of the practices we push on students, like reflection, teachers do that as well,\" said teacher Mike Strong about working at a charter network like High Tech High. \"There’s constant critique and revision for even things like how we have meetings.”\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>That can become exhausting, but it’s also what keeps the school from regressing to the mean, one of Larry Rosenstock's biggest fears.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50443/whats-so-different-about-high-tech-high-anyway","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20892","mindshift_20784","mindshift_1040","mindshift_20641","mindshift_20772","mindshift_20681","mindshift_256"],"featImg":"mindshift_50447","label":"mindshift"},"mindshift_47694":{"type":"posts","id":"mindshift_47694","meta":{"index":"posts_1591205157","site":"mindshift","id":"47694","score":null,"sort":[1494915108000]},"guestAuthors":[],"slug":"to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars","title":"To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","publishDate":1494915108,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=cOVm7zBHJJY\u003c/p>\n\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-nQF587fvRM\u003c/p>\n\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Those collaborative environments won't be the first time that they've had to tackle a project in an interdisciplinary way,” he said.\u003c/p>\n\n","blocks":[],"excerpt":"It's tough to deny the excitement students have about extracurricular activities. Harvard researchers explore ways to bring that excitement to more core subjects. ","status":"publish","parent":0,"modified":1494915841,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1128},"headData":{"title":"To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars | KQED","description":"It's tough to deny the excitement students have about extracurricular activities. Harvard researchers explore ways to bring that excitement to more core subjects. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47694 https://ww2.kqed.org/mindshift/?p=47694","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/15/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars/","disqusTitle":"To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars","path":"/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cOVm7zBHJJY'\n title='//www.youtube.com/embed/cOVm7zBHJJY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-nQF587fvRM'\n title='//www.youtube.com/embed/-nQF587fvRM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\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>“Those collaborative environments won't be the first time that they've had to tackle a project in an interdisciplinary way,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars","authors":["11330"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20653","mindshift_21100","mindshift_20784","mindshift_1040","mindshift_20641","mindshift_20772","mindshift_256"],"featImg":"mindshift_47806","label":"mindshift"},"mindshift_35674":{"type":"posts","id":"mindshift_35674","meta":{"index":"posts_1591205157","site":"mindshift","id":"35674","score":null,"sort":[1400079121000]},"guestAuthors":[],"slug":"what-it-takes-for-public-schools-to-move-forward","title":"What It Takes For Public Schools to Move Forward","publishDate":1400079121,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>[youtube http://www.youtube.com/watch?v=o4gQa2QbU_g&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Amidst the national obsession with raising test scores, Larry Rosenstock offers a simple suggestion: \"Have kids doing work that's important to them instead of this antiquated notion of content.\"\u003c/p>\n\u003cp>Rosenstock is one of the co-founders of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>, a group of charter schools that's lauded as a model example of how formal education can \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">embrace inquiry-based, truly student-driven, project-based learning\u003c/a>. For Rosenstock, the way to a student's motivation is through his heart, and through high expectations.\u003c/p>\n\u003cp>To educators, he says: \"Catch yourself every time you're systematically mis-predicting who can and who can't do what among your children. We mis-predict among race, gender, socio-economic status, and standardized test. It's not democratic and it's not moving us forward.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Read more about High Tech High's initiative in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Deeper Learning movement\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Word to the wise: \"Catch yourself every time you're systematically mis-predicting who can and who can't do what among your children. We mis-predict among race, gender, socio-economic status, and standardized test. It's not democratic and it's not moving us forward,\" says Larry Rosenstock, co-founder of High Tech High.","status":"publish","parent":0,"modified":1400079121,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":162},"headData":{"title":"What It Takes For Public Schools to Move Forward | KQED","description":"Word to the wise: "Catch yourself every time you're systematically mis-predicting who can and who can't do what among your children. We mis-predict among race, gender, socio-economic status, and standardized test. It's not democratic and it's not moving us forward," says Larry Rosenstock, co-founder of High Tech High.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35674 http://blogs.kqed.org/mindshift/?p=35674","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/14/what-it-takes-for-public-schools-to-move-forward/","disqusTitle":"What It Takes For Public Schools to Move Forward","path":"/mindshift/35674/what-it-takes-for-public-schools-to-move-forward","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o4gQa2QbU_g'\n title='//www.youtube.com/embed/o4gQa2QbU_g'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Amidst the national obsession with raising test scores, Larry Rosenstock offers a simple suggestion: \"Have kids doing work that's important to them instead of this antiquated notion of content.\"\u003c/p>\n\u003cp>Rosenstock is one of the co-founders of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>, a group of charter schools that's lauded as a model example of how formal education can \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">embrace inquiry-based, truly student-driven, project-based learning\u003c/a>. For Rosenstock, the way to a student's motivation is through his heart, and through high expectations.\u003c/p>\n\u003cp>To educators, he says: \"Catch yourself every time you're systematically mis-predicting who can and who can't do what among your children. We mis-predict among race, gender, socio-economic status, and standardized test. It's not democratic and it's not moving us forward.\"\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>Read more about High Tech High's initiative in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Deeper Learning movement\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35674/what-it-takes-for-public-schools-to-move-forward","authors":["180"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20641","mindshift_20681"],"featImg":"mindshift_35678","label":"mindshift"},"mindshift_34684":{"type":"posts","id":"mindshift_34684","meta":{"index":"posts_1591205157","site":"mindshift","id":"34684","score":null,"sort":[1395756045000]},"guestAuthors":[],"slug":"whats-your-learning-disposition-how-to-foster-students-mindsets","title":"What's Your Learning Disposition? How to Foster Students' Mindsets","publishDate":1395756045,"format":"aside","headTitle":"GROWTH MINDSET | MindShift | KQED News","labelTerm":{"term":20659,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>[contextly_sidebar id=\"936a5b0cc610cbc6837d624b55af8462\"]\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n","blocks":[],"excerpt":"Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.","status":"publish","parent":0,"modified":1542330792,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1536},"headData":{"title":"What's Your Learning Disposition? How to Foster Students' Mindsets | KQED","description":"Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34684 http://blogs.kqed.org/mindshift/?p=34684","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/","disqusTitle":"What's Your Learning Disposition? How to Foster Students' Mindsets","path":"/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\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>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets","authors":["234"],"series":["mindshift_20659"],"categories":["mindshift_20673","mindshift_193"],"tags":["mindshift_20650","mindshift_796","mindshift_870","mindshift_1040","mindshift_945","mindshift_20512","mindshift_20641"],"label":"mindshift_20659"},"mindshift_34253":{"type":"posts","id":"mindshift_34253","meta":{"index":"posts_1591205157","site":"mindshift","id":"34253","score":null,"sort":[1393610293000]},"guestAuthors":[],"slug":"how-do-we-create-rich-learning-opportunities-for-all-students","title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","publishDate":1393610293,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0e93f4040107474941fa290cdf0efecd\"]\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n","blocks":[],"excerpt":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the \"deeper learning\" movement.","status":"publish","parent":0,"modified":1399067474,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1483},"headData":{"title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? | KQED","description":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the "deeper learning" movement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34253 http://blogs.kqed.org/mindshift/?p=34253","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/","disqusTitle":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","path":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","authors":["234"],"categories":["mindshift_20673","mindshift_193"],"tags":["mindshift_939","mindshift_20642","mindshift_1040","mindshift_813","mindshift_20641"],"featImg":"mindshift_34271","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","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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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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If students believe the brain is a muscle that must be exercised, they’re more likely to interpret setbacks as opportunities to learn and improve. Conversely, students with a fixed mindset believe their ability is limited and show less motivation to take on new challenges.\r\n\r\nFostering a growth mindset has become increasingly central to many school cultures, especially for female students. Girls are more likely to believe that their ability is fixed, \u003ca href=\"http://blogs.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">especially in math\u003c/a>. Helping them to develop a growth mindset can give girls the \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">motivation to persevere in areas of study they find challenging\u003c/a> because they understand through hard work they can improve and succeed.\r\n\r\nThe notion of \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">struggle as it pertains to learning\u003c/a> is also a big component of the growth mindset idea: in many cultures, the point of struggle is when learning happens, and studies have shown that students have \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn/\">bigger gains in learning and understanding\u003c/a> if they’re left to figure it out on their own without teachers’ help.\r\n\r\nTake a look at the posts below, which include ideas for fostering growth mindsets, an \u003ca href=\"http://blogs.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">educators guide to fostering perseverance\u003c/a> and a discussion of why \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">even geniuses struggle\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO GROWTH MINDSET\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">What’s Your Learning Disposition? How to Foster Students’ Mindsets\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent And Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: Difference in Eastern and Western Cultures\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/the-science-of-character-developing-positive-learning-traits/\">The Science of Character: Developing Positive Learning Traits\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent and Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n7. \u003ca>Girls and Math: Busting the Stereotype\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/\">Eight Ways of Looking at Intelligence\u003c/a>\r\n\r\n9. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart At Everything?\u003c/a>","featImg":null,"headData":{"title":"Growth Mindset: A New Way to Think About Learning | KQED","description":"Learn from Carol Dweck, the world-renowned psychologist who coined the term \"growth mindset,\" about how to help your child develop a love of learning and a belief that they can succeed.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19936,"isLoading":false,"link":"/mindshift/series/growth-academic-mindset-carol-dweck"},"mindshift_20673":{"type":"terms","id":"mindshift_20673","meta":{"index":"terms_1591234321","site":"mindshift","id":"20673","found":true},"relationships":{},"included":{},"name":"Guide to Deeper Learning","slug":"guide-to-deeper-learning","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Guide to Deeper Learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19950,"isLoading":false,"link":"/mindshift/category/guide-to-deeper-learning"},"mindshift_20650":{"type":"terms","id":"mindshift_20650","meta":{"index":"terms_1591234321","site":"mindshift","id":"20650","found":true},"relationships":{},"included":{},"name":"academic mindsets","slug":"academic-mindsets","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"academic mindsets Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19927,"isLoading":false,"link":"/mindshift/tag/academic-mindsets"},"mindshift_796":{"type":"terms","id":"mindshift_796","meta":{"index":"terms_1591234321","site":"mindshift","id":"796","found":true},"relationships":{},"included":{},"name":"Carol Dweck","slug":"carol-dweck","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Carol Dweck Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":799,"isLoading":false,"link":"/mindshift/tag/carol-dweck"},"mindshift_870":{"type":"terms","id":"mindshift_870","meta":{"index":"terms_1591234321","site":"mindshift","id":"870","found":true},"relationships":{},"included":{},"name":"Failure","slug":"failure","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Failure Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":873,"isLoading":false,"link":"/mindshift/tag/failure"},"mindshift_945":{"type":"terms","id":"mindshift_945","meta":{"index":"terms_1591234321","site":"mindshift","id":"945","found":true},"relationships":{},"included":{},"name":"grit","slug":"grit","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"grit Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":950,"isLoading":false,"link":"/mindshift/tag/grit"},"mindshift_20512":{"type":"terms","id":"mindshift_20512","meta":{"index":"terms_1591234321","site":"mindshift","id":"20512","found":true},"relationships":{},"included":{},"name":"growth mindset","slug":"growth-mindset","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"growth mindset Archives - 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