Different Definitions of Personalized Learning Conflict, Cause Confusion
Why It's Vital for Native Students to Learn With a Culturally Relevant Lens
In Teaching Algebra, the Not-So-Secret Way to Students' Hearts
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as we know it, going back to the earliest days of the Republic. \"We couldn't afford to have an individual teacher for every student, so we developed a way of teaching large groups,\" as John Pane, an education researcher at the RAND Corporation, puts it.\u003c/p>\n\u003cp>Pane is among a wave of education watchers getting excited by the idea that technology may finally offer a solution to the historic constraints of one-to-many teaching.\u003c/p>\n\u003cp>It's called personalized learning: What if each student had something like a private tutor, and more power over what and how they learned?\u003c/p>\n\u003cp>Pane is the lead author of one of the \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\">few empirical studies \u003c/a>to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we'll talk about later on).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In a personalized system,\" he says, \"students are receiving instruction exactly at the point where they need it.\"\u003c/p>\n\u003cp>It's a concept grounded in the psychology of motivation, learning science and growing technologies like artificial intelligence (AI). And the hype around it is blowing up. Personalized learning is the No. 1 educational technology priority around the country, according to a recent survey by the Center for Digital Education, a news service that promotes ed-tech. More than nine out of 10 districts polled said they were directing devices, software and professional development resources toward personalized learning.\u003c/p>\n\u003cp>Personalized learning is also a major priority of the Bill & Melinda Gates Foundation (which is a supporter of NPR's education coverage) and the Chan Zuckerberg Initiative. The \u003ca href=\"http://www.attoreassociates.com/news/chan-zuckerberg-push-ambitious-new-vision-personalized-learning/\">commitment \u003c/a>by the Facebook founder's philanthropy is expected to run into the hundreds of millions of dollars per year.\u003c/p>\n\u003cfigure id=\"attachment_52538\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Competency-based education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's already a backlash to the idea: it's drawn teacher, parent and student protests--even walkouts--in several states.\u003c/p>\n\u003cp>So what is personalized learning, exactly? The term has buzz, for sure. But it's also a bit — or more than a bit — baggy.\u003c/p>\n\u003cp>In fact, in speaking about it with more than a dozen educators, technologists, innovation experts and researchers, I've developed a theory: \"Personalized learning\" has become a \u003ca href=\"https://macaulay.cuny.edu/eportfolios/purves17/2017/09/03/janus-faced-trickster/\">Janus-faced \u003c/a>word, with at least two meanings in tension:\u003c/p>\n\u003col>\n\u003cli>The use of software to allow each student to proceed through a pre-determined body of knowledge, most often math, at his or her own pace.\u003c/li>\n\u003cli>A whole new way of doing school, not necessarily focused on technology, where students set their own goals. They work both independently and together on projects that match their interests, while adults facilitate and invest in getting to know each student one-on-one, both their strengths and their challenges.\u003c/li>\n\u003c/ol>\n\u003cp>Which vision of personalization will prevail? Pace alone, or \"Personalize it all\"? And what proportion of the hype will be realized?\u003c/p>\n\u003cp>\u003cstrong>At your own pace \u003c/strong>\u003c/p>\n\u003cp>The first version of personalization is less radical and, by that token, already more common. It's the selling point of software programs, primarily in math, that are already found in millions of classrooms around the country. Two examples are McGraw Hill's ALEKS and Khan Academy.\u003c/p>\n\u003cp>In a traditional 3rd grade classroom, the teacher may give a test one Friday on adding and subtracting numbers up to a thousand.\u003c/p>\n\u003cp>Let's say you don't quite get it, and you bomb that test. On the following Monday, the teacher will introduce multiplication. What are the chances that you're going to grasp the new concept? And what about the student sitting next to you? She already learned her multiplication tables over the summer. She's doodling in her notebook and passing notes during the lesson.\u003c/p>\n\u003cp>Sal Khan, the founder of Khan Academy, defines personalization by pace. He tells me: \"It's about every student getting to remediate if necessary, or accelerate if they can.\"\u003c/p>\n\u003cp>Khan Academy is a giant online library, viewed by tens of millions of people worldwide, of multiple-choice practice exercises and short instructional videos, with the strongest offerings in STEM disciplines.\u003c/p>\n\u003cp>In theory, it's possible to follow Khan's roadmap \u003ca href=\"https://www.khanacademy.org/exercisedashboard\">step-by-step\u003c/a>, node by node, from simple counting all the way through AP calculus. Students, parents or teachers can keep track of progress using a dashboard.\u003c/p>\n\u003cp>When it comes to the transformation of education, \"I strongly believe the biggest lever is moving from fixed-pace to mastery-based education,\" Khan says.\u003c/p>\n\u003cp>What he means by \"mastery-based,\" is that students move on to the next topic only when they are ready. It's simple in concept, yet it's not the way school usually works.\u003c/p>\n\u003cp>In our example of a third grader using Khan or another software system, you'd get the chance to keep doing practice problems and watching videos on addition and subtraction. You wouldn't move on until you'd answered a certain number of problems correctly. Your teacher would be put on notice that you haven't quite grasped the concept \u003cem>before \u003c/em>you bombed a test, so she could give you extra help. Meanwhile, your friend could move from multiplication on to division and beyond.\u003c/p>\n\u003cfigure id=\"attachment_52544\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52544\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg\" alt=\"Proficiency vs. mastery\" width=\"800\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-160x80.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-768x382.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-240x119.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-375x187.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-520x259.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Proficiency vs. mastery \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Khan Academy, you can show \"mastery\" by getting a certain number of questions right in a row. Khan Academy has recently introduced more assessments, so that more of the exercises in their free library can be used in this way.\u003c/p>\n\u003cp>So there you have it. Personalized learning: a cost-effective, efficient way to improve direct instruction through pacing, while giving young people a little more autonomy. What's not to love?\u003c/p>\n\u003cp>Jade Davis has thoughts about that. She's an expert in emerging technologies in education, and the director of digital project management at Columbia University Libraries. When she thinks of personalized learning, \"I think of kids with machines that have algorithms attached to them that move them through learning at the pace where the student is.\"\u003c/p>\n\u003cp>Does that excite her?\u003c/p>\n\u003cp>\"No, it doesn't,\" she answers. \"Because learning is a collaborative process. When you take away the ability for people to make things together, I think you lose something.\"\u003c/p>\n\u003cp>And, she adds, there's another issue. Many recent critics have pointed out how biases, such as racial biases, can be baked into all kinds of algorithms, from search engines to credit ratings. Davis argues that educational software is no exception. \"It's going to sort students. It's going to stereotype, put up roadblocks and make assumptions about how students should be thinking.\" In other words, what's sold as \"personalization\" can actually become dehumanizing.\u003c/p>\n\u003cp>Teachers, I point out, can and do show biases as well. Point taken, she says. But, \"teachers can attempt to remedy their bias ... teachers are learners in the space, too, but software is not.\"\u003c/p>\n\u003cp>Equating personalized learning simply with pacing is \"a fairly large problem,\" according to Susan Patrick, the president and CEO of the International Association for K-12 Online Learning. She says part of the issue is that personalization has become a flimsy marketing term, with\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>software vendors putting a sticker on a product because there's variation in pacing.\" That, she says, \"does not equal a truly personalized approach.\"\u003c/p>\n\u003cp>I also talked to Ted Dintersmith. He's a technology venture capitalist who has visited schools in all 50 states. He presents himself as an expert, not in education, but in innovation, and is the author of \u003cem>What School Could Be, \u003c/em>which features teachers talking about the promise of education.\u003c/p>\n\u003cp>For Dintersmith, the at-your-own-pace model falls well short of what personalization could be.\u003c/p>\n\u003cp>\"If it's plopping down some obsolete or irrelevant curriculum on a laptop and letting every kid go at their own pace, It's hard to get excited about that,\" he says. \"If it's giving students more voice, helping them find their own talents in distinct ways, that's better.\"\u003c/p>\n\u003cp>When it comes to software like Khan Academy, \"I think it's a fair criticism to say most of what's on Khan has kids listening to lectures and practicing and taking multiple-choice tests to get good at some low-level procedure\" — such as multiplication, say — \"that the device they're working on does perfectly, instantly.\"\u003c/p>\n\u003cfigure id=\"attachment_52540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52540\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Interest-driven education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's not good enough for the demands of the 21st century, Dintersmith adds. \"Being pretty good — even very good — at the same thing that everyone else is pretty good to very good at doesn't get you anywhere. You really want bold, audacious, curious, creative problem-solving kids that embrace ambiguity.\"\u003c/p>\n\u003cp>He believes letting students choose more about what, and how, they learn is the way to awaken those qualities: letting them go off-roading, not merely letting them move at their own pace through a \"closed course\" of facts and skills that's already been set up for them.\u003c/p>\n\u003cp>\u003cstrong>Learn what you want\u003c/strong>\u003c/p>\n\u003cp>When you leave behind the narrow path of personalization simply as a matter of pacing, you enter a world that is broader. To some people that's more exciting, but it's also more difficult to sum up.\u003c/p>\n\u003cp>\"At the beginning of a fad there's a naming problem,\"Rich Halverson says. He's an education professor at the University of Wisconsin-Madison who has spent the last few years traveling around the country to see personalized learning in action at public schools.\u003c/p>\n\u003cp>He's found that, \"what schools call personalized varies considerably,\" and also that \"a lot of schools are doing personalized learning, but don't call it that.\"\u003c/p>\n\u003cp>Still, he's managed to identify some key common elements:\u003c/p>\n\u003cp>At the schools he's studied, students meet regularly, one on one, with teachers. They set individual learning goals, follow up and discuss progress. All of this may be recorded using some simple software, like a shared Google Doc. It's kind of like a schoolwide version of special education, with an IEP — an individualized education program — for every student.\u003c/p>\n\u003cp>This sounds simple, but face-to-face interaction is \"expensive,\" says Halverson. Think 28 meetings of 15 minutes each — that's a full day of a teacher's time, somewhere between once a week and once a month. In fact, the entire school day, week, year may need to be reconfigured to allow for it.\u003c/p>\n\u003cp>Some schools Halverson has studied, especially charter schools with more freedom, have remade the curriculum to emphasize group projects and presentations, where students can prove the necessary knowledge and skills while pursuing topics that interest them. Students are grouped by ability and interest, not age, and may change groups from subject to subject or day to day. Scheduling and staffing is necessarily fluid; even the building may need to be reconfigured for maximum flexibility.\u003c/p>\n\u003cp>\u003cstrong>\"I love school!\"\u003c/strong>\u003c/p>\n\u003cp>James Murray is the principal of Waukesha STEM Academy, a K-8 charter school in Wisconsin that is one of Halverson's exemplars. It has elements of at-your-own-pace, software-enabled learning: In middle school, students have the ability to take whatever math they need, from 4th grade through calculus.\u003c/p>\n\u003cp>There's also flexible scheduling, with Tuesday and Thursday \"flex time\" blocks for whatever students want to do, Murray said. On any give day, a student can say, \" 'If I need to work on a science lab, I go do that. When I'm done, I go to another class.'\"\u003c/p>\n\u003cp>Murray says a lot of parents will ask, \" 'Well what if my kid just takes gym class every day?' \" The answer is, with guidance and feedback, \"They really start to advocate for themselves and they start to understand what they need to do and why.\"\u003c/p>\n\u003cp>By middle school, his students propose their own long-term \"capstone\" projects, which range from raising money for a women's shelter to sharing their love of go-kart racing.\u003c/p>\n\u003cfigure id=\"attachment_52541\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52541\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Self-efficacy \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sounds like fun. And indeed, a common element to personalized learning schools, Halverson has found, is that \"when it's done well, there's a lot of parent and teacher enthusiasm.\"\u003c/p>\n\u003cp>Amy Bigelow is one of those enthusiastic parents. Her daughter started this fall at Murray's school, Waukesha STEM Academy. She's says she's seeing her daughter \"thrive\" and grow in self-confidence.\u003c/p>\n\u003cp>\"She can think outside the box, and be creative and work with her hands,\" Bigelow says. \"She has classes with seventh-graders, eighth-graders. It allows her to be with people on the same level, not based off age or grade, and that's been a refreshing outlook, too.\"\u003c/p>\n\u003cp>Last year, when her daughter was in fifth grade, Bigelow said, \"she would come home from school just in a funk at the end of the day.\" But now? \"She came home the first week and she said, 'Mom — I'm learning, but it doesn't feel like I'm learning.' \"\u003c/p>\n\u003cp>John Pane, the researcher at Rand, says this enthusiasm comes from two places. The first is that students care more about their learning when they have an element of choice and agency.\u003c/p>\n\u003cp>Amy Bigelow agrees: \"There are so many opportunities ... for her to be able to be empowered and take her schooling into her own hands.\"\u003c/p>\n\u003cp>The second point, Pane says, is that students care more about learning when they feel that teachers know them personally. And that happens through those regular one-on-one meetings, and through kids having the chance to share their passions.\u003c/p>\n\u003cp>It's what Halverson calls, \"an effort to build the instruction on a personal relationship: 'What do you need to know and how can I guide you to get there?' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's hard to implement.\"\u003c/strong>\u003c/p>\n\u003cp>So there you have it. Personalized learning: a transformative, labor-intensive approach giving students ownership over their learning. What's not to love?\u003c/p>\n\u003cp>Well, Sal Khan, for one, is a bit dismissive of what he calls this 'flavor' of interest-driven personalization. \"We're all learning about factoring polynomials,\" he says, \"but you're doing it in a context of something that interests you, say soccer, and I'm doing it in the context of something that interests me, say architecture. Or maybe there's instruction in different modalities. That's not the type that we focus on. There's not evidence it's effective, and it's hard to implement.\"\u003c/p>\n\u003cp>The research by Pane and his colleagues bears this view out, to a point. Their study of charter networks that were early adopters of personalized learning found large average effects on student achievement.\u003c/p>\n\u003cp>But a second study by Pane, with a more diverse set of schools, found a smaller average positive effect, which included negative impacts on learning at \"a substantial number\" of schools.\u003c/p>\n\u003cp>\"So that, to me, is a warning sign that personalized learning appears not to be working every place that people are trying it,\" says Pane. \"While conceptually they are good ideas, when you come down to analyzing it there are potential pitfalls.\"\u003c/p>\n\u003cp>One emerging issue is that, as the \"fad\" spreads, teachers may not always be getting the supports they need.\u003c/p>\n\u003cfigure id=\"attachment_52545\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52545\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg\" alt=\"Differentiation\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-240x144.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-375x225.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-520x312.jpg 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Differentiation \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a \u003ca href=\"https://www.crpe.org/publications/personalized-learning-crossroads\">report published in 2018\u003c/a> by the Center on Reinventing Public Education, researchers interviewed and surveyed hundreds of teachers at schools that had received funding from the Gates Foundation to design and implement personalized learning. They found that, while many teachers were wildly enthusiastic, they were often left on their own.\u003c/p>\n\u003cp>They had little guidance to set meaningful learning outcomes for students outside the state frameworks of standardized tests. And, they had little support at the school- or district-level to change key elements of school, like age-based grouping or all-at-once scheduling. So personalization efforts often didn't spread beyond pilot classrooms.\u003c/p>\n\u003cp>The case of Summit Learning is another example of personalized learning's growing pains. It's a personalized learning platform that originated at a California-based charter school network called Summit Public Schools. After investments from the Chan Zuckerberg Initiative and some work from Facebook engineers, the platform and curriculum, plus training, was offered up for free, and has been adopted by almost 400 schools around the country.\u003c/p>\n\u003cp>Summit Learning is different from single-subject systems like ALEKS. It's been advertised more like a whole-school personalized learning transformation in a box: from mentoring sessions with teachers to \"playlists\" of lessons in every subject. The company says that participating schools are reporting academic gains for students who start out behind, as well as \"greater student engagement, increased attendance, better behavior.\"\u003c/p>\n\u003cp>But not everyone loves the program. It's drawn teacher, parent and student protests in \u003ca href=\"https://www.edsurge.com/news/2017-12-20-connecticut-school-district-suspends-use-of-summit-learning-platform\">Cheshire, CT\u003c/a>; \u003ca href=\"https://www.cincinnati.com/story/news/2017/03/06/facebook-program-school-causes-controversy/97711414/\">Boone County, KY\u003c/a>; \u003ca href=\"https://www.ipetitions.com/petition/remove-the-summit-personalized-learning-program\">Fairview Park City\u003c/a> in Ohio; \u003ca href=\"https://www.indianagazette.com/news/directors-vote-to-scale-back-summit-learning-program/article_b3bc086a-e4d1-11e7-8c95-57ffb928e16e.html\">Indiana Area School District\u003c/a> in Indiana, PA; \u003ca href=\"http://www.clearwatertribune.com/news/top_stories/summit-learning-under-fire-gains-attention-and-lots-of-criticism/article_da14721a-74b2-11e8-8a35-33a44ea23f1d.html\">Clearwater County, ID\u003c/a>, and recently in \u003ca href=\"https://nypost.com/2018/11/10/brooklyn-students-hold-walkout-in-protest-of-facebook-designed-online-program/amp/?fbclid=IwAR2ATi_LGGl4QS1Y9OS1VaPMbbttTdwO9hCJRh6rkDekZbswldqfdzHtBn0&__twitter_impression=true\">New York City\u003c/a>.\u003c/p>\n\u003cp>Some have privacy concerns about students' personal data reportedly being shared with Microsoft, Amazon and other companies. Some object to the quality of the curriculum and supplementary materials. Some say students are getting distracted by working on the laptop or merely Googling for answers to quizzes. Some just don't want to learn on their own at their own pace.\u003c/p>\n\u003cp>\"It's annoying to just sit there staring at one screen for so long,\" Mitchel Storman, a ninth grader at the Secondary School for Journalism in Brooklyn, told the\u003ca href=\"%20the%20Secondary%20School%20for%20Journalism%20in%20Park%20Slope\">\u003cem> New York Post\u003c/em> \u003c/a>at a student walkout earlier this month. \"You have to teach yourself.\"\u003c/p>\n\u003cp>Summit shared with NPR a letter from Andrew Goldin, the Chief Program Officer of Summit Learning, to the principal of the Secondary School for Journalism, Livingston Hilaire. Goldin stated that the school lacked enough laptops, Internet bandwidth, and teacher training to successfully implement the program, and recommended that they suspend it immediately for 11th and 12th graders.\u003c/p>\n\u003cp>\u003cstrong>Backlash to the backlash\u003c/strong>\u003c/p>\n\u003cp>Is personalized learning, aided by computers, destined to be just another ed reform flash-in-the-pan? Will it have a narrow impact in just a few subjects? Or will it be transformative, and is that a good thing?\u003c/p>\n\u003cp>As the Gates Foundation experience suggests, the future of personalized learning may hinge on what kinds of supports are offered teachers. The experience of the state of Maine is instructive here too.\u003c/p>\n\u003cp>In 2012, Maine became the first state to adopt what's called a \"proficiency-based diploma.\" The idea behind it was that instead of needing to pass a certain set of classes to graduate, students in Maine now had to show they were \"proficient\" in certain skills and subjects.\u003c/p>\n\u003cp>To comply with the new law, many districts adopted \"proficiency-based learning.\" The new system shared elements of personalized learning, like students being allowed to re-do assignments and work at their own pace. Yet schools received little funding or guidance on how to implement these changes, leaving some teachers lost and overwhelmed.\u003c/p>\n\u003cp>Heather Finn, a veteran math teacher at a high school in central Maine, told NPRit was \"impossible ... so, so frustrating.\"\u003c/p>\n\u003cp>\"It works really well, like, the first month,\" Finn says. Then, students started to progress at different speeds.\u003c/p>\n\u003cp>\"So I have the kids who are on pace, and I have the kids who are perpetually, always behind. And it got to the point where I had 20 kids in 20 spots.\"\u003c/p>\n\u003cp>This past April, Maine lawmakers heard complaints from parents and teachers, as well as the statewide teachers union. Three months later, Gov. Paul LePage \u003ca href=\"https://www.pressherald.com/2018/07/20/bill-to-roll-back-proficiency-based-diplomas-becomes-law/\">signed a bill \u003c/a>to make \"proficiency-based diplomas\" optional. Some districts have already declared that they're leaving the new system behind and will return to a more traditional education style.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Some districts, though, like Kennebec Intra-District Schools in Maine, aren't going back. Kaylee Bodge, a fourth-grader at Marcia Buker Elementary School, says the appeal is simple. \"We get to make choices instead of the teacher choosing. If you like something and you want to do that first, you get to do that first.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Future+Of+Learning%3F+Well%2C+It%27s+Personal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Personalization is a huge ed-tech buzzword, but not everyone agrees on what that means or if it's a good thing.","status":"publish","parent":0,"modified":1542400805,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":85,"wordCount":3388},"headData":{"title":"Different Definitions of Personalized Learning Conflict, Cause Confusion | KQED","description":"Personalization is a huge ed-tech buzzword, but not everyone agrees on what that means or if it's a good thing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52536 https://ww2.kqed.org/mindshift/?p=52536","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/16/different-definitions-of-personalized-learning-conflict-cause-confusion/","disqusTitle":"Different Definitions of Personalized Learning Conflict, Cause Confusion","nprByline":"Anya Kamenetz, Robbie Feinberg, Kyla Calvert Mason","nprImageAgency":"Drew Lytle for NPR","nprStoryId":"657895964","nprApiLink":"http://api.npr.org/query?id=657895964&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2018/11/16/657895964/the-future-of-learning-well-it-s-personal?ft=nprml&f=657895964","nprRetrievedStory":"1","nprPubDate":"Fri, 16 Nov 2018 10:33:00 -0500","nprStoryDate":"Fri, 16 Nov 2018 05:00:51 -0500","nprLastModifiedDate":"Fri, 16 Nov 2018 10:33:44 -0500","path":"/mindshift/52536/different-definitions-of-personalized-learning-conflict-cause-confusion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you do a Google image search for \"classroom,\" you'll mostly see one familiar scene: rows or \u003ca href=\"https://www.google.com/search?biw=1340&bih=687&tbm=isch&sa=1&ei=wcCzW9fEGsO0_Aa7waqgCw&q=classroom&oq=classroom&gs_l=img.3..35i39j0i67l2j0j0i67j0j0i67l2j0l2.2586.3508..3726...0.0..0.58.472.9......1....1..gws-wiz-img.N2J3HsobZNs\">groups of desks\u003c/a>, with a spot at the front of the room for the teacher.\u003c/p>\n\u003cp>One teacher, many students: It's basically the definition of school as we know it, going back to the earliest days of the Republic. \"We couldn't afford to have an individual teacher for every student, so we developed a way of teaching large groups,\" as John Pane, an education researcher at the RAND Corporation, puts it.\u003c/p>\n\u003cp>Pane is among a wave of education watchers getting excited by the idea that technology may finally offer a solution to the historic constraints of one-to-many teaching.\u003c/p>\n\u003cp>It's called personalized learning: What if each student had something like a private tutor, and more power over what and how they learned?\u003c/p>\n\u003cp>Pane is the lead author of one of the \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\">few empirical studies \u003c/a>to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we'll talk about later on).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In a personalized system,\" he says, \"students are receiving instruction exactly at the point where they need it.\"\u003c/p>\n\u003cp>It's a concept grounded in the psychology of motivation, learning science and growing technologies like artificial intelligence (AI). And the hype around it is blowing up. Personalized learning is the No. 1 educational technology priority around the country, according to a recent survey by the Center for Digital Education, a news service that promotes ed-tech. More than nine out of 10 districts polled said they were directing devices, software and professional development resources toward personalized learning.\u003c/p>\n\u003cp>Personalized learning is also a major priority of the Bill & Melinda Gates Foundation (which is a supporter of NPR's education coverage) and the Chan Zuckerberg Initiative. The \u003ca href=\"http://www.attoreassociates.com/news/chan-zuckerberg-push-ambitious-new-vision-personalized-learning/\">commitment \u003c/a>by the Facebook founder's philanthropy is expected to run into the hundreds of millions of dollars per year.\u003c/p>\n\u003cfigure id=\"attachment_52538\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Competency-based education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's already a backlash to the idea: it's drawn teacher, parent and student protests--even walkouts--in several states.\u003c/p>\n\u003cp>So what is personalized learning, exactly? The term has buzz, for sure. But it's also a bit — or more than a bit — baggy.\u003c/p>\n\u003cp>In fact, in speaking about it with more than a dozen educators, technologists, innovation experts and researchers, I've developed a theory: \"Personalized learning\" has become a \u003ca href=\"https://macaulay.cuny.edu/eportfolios/purves17/2017/09/03/janus-faced-trickster/\">Janus-faced \u003c/a>word, with at least two meanings in tension:\u003c/p>\n\u003col>\n\u003cli>The use of software to allow each student to proceed through a pre-determined body of knowledge, most often math, at his or her own pace.\u003c/li>\n\u003cli>A whole new way of doing school, not necessarily focused on technology, where students set their own goals. They work both independently and together on projects that match their interests, while adults facilitate and invest in getting to know each student one-on-one, both their strengths and their challenges.\u003c/li>\n\u003c/ol>\n\u003cp>Which vision of personalization will prevail? Pace alone, or \"Personalize it all\"? And what proportion of the hype will be realized?\u003c/p>\n\u003cp>\u003cstrong>At your own pace \u003c/strong>\u003c/p>\n\u003cp>The first version of personalization is less radical and, by that token, already more common. It's the selling point of software programs, primarily in math, that are already found in millions of classrooms around the country. Two examples are McGraw Hill's ALEKS and Khan Academy.\u003c/p>\n\u003cp>In a traditional 3rd grade classroom, the teacher may give a test one Friday on adding and subtracting numbers up to a thousand.\u003c/p>\n\u003cp>Let's say you don't quite get it, and you bomb that test. On the following Monday, the teacher will introduce multiplication. What are the chances that you're going to grasp the new concept? And what about the student sitting next to you? She already learned her multiplication tables over the summer. She's doodling in her notebook and passing notes during the lesson.\u003c/p>\n\u003cp>Sal Khan, the founder of Khan Academy, defines personalization by pace. He tells me: \"It's about every student getting to remediate if necessary, or accelerate if they can.\"\u003c/p>\n\u003cp>Khan Academy is a giant online library, viewed by tens of millions of people worldwide, of multiple-choice practice exercises and short instructional videos, with the strongest offerings in STEM disciplines.\u003c/p>\n\u003cp>In theory, it's possible to follow Khan's roadmap \u003ca href=\"https://www.khanacademy.org/exercisedashboard\">step-by-step\u003c/a>, node by node, from simple counting all the way through AP calculus. Students, parents or teachers can keep track of progress using a dashboard.\u003c/p>\n\u003cp>When it comes to the transformation of education, \"I strongly believe the biggest lever is moving from fixed-pace to mastery-based education,\" Khan says.\u003c/p>\n\u003cp>What he means by \"mastery-based,\" is that students move on to the next topic only when they are ready. It's simple in concept, yet it's not the way school usually works.\u003c/p>\n\u003cp>In our example of a third grader using Khan or another software system, you'd get the chance to keep doing practice problems and watching videos on addition and subtraction. You wouldn't move on until you'd answered a certain number of problems correctly. Your teacher would be put on notice that you haven't quite grasped the concept \u003cem>before \u003c/em>you bombed a test, so she could give you extra help. Meanwhile, your friend could move from multiplication on to division and beyond.\u003c/p>\n\u003cfigure id=\"attachment_52544\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52544\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg\" alt=\"Proficiency vs. mastery\" width=\"800\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-160x80.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-768x382.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-240x119.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-375x187.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-520x259.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Proficiency vs. mastery \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Khan Academy, you can show \"mastery\" by getting a certain number of questions right in a row. Khan Academy has recently introduced more assessments, so that more of the exercises in their free library can be used in this way.\u003c/p>\n\u003cp>So there you have it. Personalized learning: a cost-effective, efficient way to improve direct instruction through pacing, while giving young people a little more autonomy. What's not to love?\u003c/p>\n\u003cp>Jade Davis has thoughts about that. She's an expert in emerging technologies in education, and the director of digital project management at Columbia University Libraries. When she thinks of personalized learning, \"I think of kids with machines that have algorithms attached to them that move them through learning at the pace where the student is.\"\u003c/p>\n\u003cp>Does that excite her?\u003c/p>\n\u003cp>\"No, it doesn't,\" she answers. \"Because learning is a collaborative process. When you take away the ability for people to make things together, I think you lose something.\"\u003c/p>\n\u003cp>And, she adds, there's another issue. Many recent critics have pointed out how biases, such as racial biases, can be baked into all kinds of algorithms, from search engines to credit ratings. Davis argues that educational software is no exception. \"It's going to sort students. It's going to stereotype, put up roadblocks and make assumptions about how students should be thinking.\" In other words, what's sold as \"personalization\" can actually become dehumanizing.\u003c/p>\n\u003cp>Teachers, I point out, can and do show biases as well. Point taken, she says. But, \"teachers can attempt to remedy their bias ... teachers are learners in the space, too, but software is not.\"\u003c/p>\n\u003cp>Equating personalized learning simply with pacing is \"a fairly large problem,\" according to Susan Patrick, the president and CEO of the International Association for K-12 Online Learning. She says part of the issue is that personalization has become a flimsy marketing term, with\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>software vendors putting a sticker on a product because there's variation in pacing.\" That, she says, \"does not equal a truly personalized approach.\"\u003c/p>\n\u003cp>I also talked to Ted Dintersmith. He's a technology venture capitalist who has visited schools in all 50 states. He presents himself as an expert, not in education, but in innovation, and is the author of \u003cem>What School Could Be, \u003c/em>which features teachers talking about the promise of education.\u003c/p>\n\u003cp>For Dintersmith, the at-your-own-pace model falls well short of what personalization could be.\u003c/p>\n\u003cp>\"If it's plopping down some obsolete or irrelevant curriculum on a laptop and letting every kid go at their own pace, It's hard to get excited about that,\" he says. \"If it's giving students more voice, helping them find their own talents in distinct ways, that's better.\"\u003c/p>\n\u003cp>When it comes to software like Khan Academy, \"I think it's a fair criticism to say most of what's on Khan has kids listening to lectures and practicing and taking multiple-choice tests to get good at some low-level procedure\" — such as multiplication, say — \"that the device they're working on does perfectly, instantly.\"\u003c/p>\n\u003cfigure id=\"attachment_52540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52540\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Interest-driven education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's not good enough for the demands of the 21st century, Dintersmith adds. \"Being pretty good — even very good — at the same thing that everyone else is pretty good to very good at doesn't get you anywhere. You really want bold, audacious, curious, creative problem-solving kids that embrace ambiguity.\"\u003c/p>\n\u003cp>He believes letting students choose more about what, and how, they learn is the way to awaken those qualities: letting them go off-roading, not merely letting them move at their own pace through a \"closed course\" of facts and skills that's already been set up for them.\u003c/p>\n\u003cp>\u003cstrong>Learn what you want\u003c/strong>\u003c/p>\n\u003cp>When you leave behind the narrow path of personalization simply as a matter of pacing, you enter a world that is broader. To some people that's more exciting, but it's also more difficult to sum up.\u003c/p>\n\u003cp>\"At the beginning of a fad there's a naming problem,\"Rich Halverson says. He's an education professor at the University of Wisconsin-Madison who has spent the last few years traveling around the country to see personalized learning in action at public schools.\u003c/p>\n\u003cp>He's found that, \"what schools call personalized varies considerably,\" and also that \"a lot of schools are doing personalized learning, but don't call it that.\"\u003c/p>\n\u003cp>Still, he's managed to identify some key common elements:\u003c/p>\n\u003cp>At the schools he's studied, students meet regularly, one on one, with teachers. They set individual learning goals, follow up and discuss progress. All of this may be recorded using some simple software, like a shared Google Doc. It's kind of like a schoolwide version of special education, with an IEP — an individualized education program — for every student.\u003c/p>\n\u003cp>This sounds simple, but face-to-face interaction is \"expensive,\" says Halverson. Think 28 meetings of 15 minutes each — that's a full day of a teacher's time, somewhere between once a week and once a month. In fact, the entire school day, week, year may need to be reconfigured to allow for it.\u003c/p>\n\u003cp>Some schools Halverson has studied, especially charter schools with more freedom, have remade the curriculum to emphasize group projects and presentations, where students can prove the necessary knowledge and skills while pursuing topics that interest them. Students are grouped by ability and interest, not age, and may change groups from subject to subject or day to day. Scheduling and staffing is necessarily fluid; even the building may need to be reconfigured for maximum flexibility.\u003c/p>\n\u003cp>\u003cstrong>\"I love school!\"\u003c/strong>\u003c/p>\n\u003cp>James Murray is the principal of Waukesha STEM Academy, a K-8 charter school in Wisconsin that is one of Halverson's exemplars. It has elements of at-your-own-pace, software-enabled learning: In middle school, students have the ability to take whatever math they need, from 4th grade through calculus.\u003c/p>\n\u003cp>There's also flexible scheduling, with Tuesday and Thursday \"flex time\" blocks for whatever students want to do, Murray said. On any give day, a student can say, \" 'If I need to work on a science lab, I go do that. When I'm done, I go to another class.'\"\u003c/p>\n\u003cp>Murray says a lot of parents will ask, \" 'Well what if my kid just takes gym class every day?' \" The answer is, with guidance and feedback, \"They really start to advocate for themselves and they start to understand what they need to do and why.\"\u003c/p>\n\u003cp>By middle school, his students propose their own long-term \"capstone\" projects, which range from raising money for a women's shelter to sharing their love of go-kart racing.\u003c/p>\n\u003cfigure id=\"attachment_52541\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52541\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Self-efficacy \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sounds like fun. And indeed, a common element to personalized learning schools, Halverson has found, is that \"when it's done well, there's a lot of parent and teacher enthusiasm.\"\u003c/p>\n\u003cp>Amy Bigelow is one of those enthusiastic parents. Her daughter started this fall at Murray's school, Waukesha STEM Academy. She's says she's seeing her daughter \"thrive\" and grow in self-confidence.\u003c/p>\n\u003cp>\"She can think outside the box, and be creative and work with her hands,\" Bigelow says. \"She has classes with seventh-graders, eighth-graders. It allows her to be with people on the same level, not based off age or grade, and that's been a refreshing outlook, too.\"\u003c/p>\n\u003cp>Last year, when her daughter was in fifth grade, Bigelow said, \"she would come home from school just in a funk at the end of the day.\" But now? \"She came home the first week and she said, 'Mom — I'm learning, but it doesn't feel like I'm learning.' \"\u003c/p>\n\u003cp>John Pane, the researcher at Rand, says this enthusiasm comes from two places. The first is that students care more about their learning when they have an element of choice and agency.\u003c/p>\n\u003cp>Amy Bigelow agrees: \"There are so many opportunities ... for her to be able to be empowered and take her schooling into her own hands.\"\u003c/p>\n\u003cp>The second point, Pane says, is that students care more about learning when they feel that teachers know them personally. And that happens through those regular one-on-one meetings, and through kids having the chance to share their passions.\u003c/p>\n\u003cp>It's what Halverson calls, \"an effort to build the instruction on a personal relationship: 'What do you need to know and how can I guide you to get there?' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's hard to implement.\"\u003c/strong>\u003c/p>\n\u003cp>So there you have it. Personalized learning: a transformative, labor-intensive approach giving students ownership over their learning. What's not to love?\u003c/p>\n\u003cp>Well, Sal Khan, for one, is a bit dismissive of what he calls this 'flavor' of interest-driven personalization. \"We're all learning about factoring polynomials,\" he says, \"but you're doing it in a context of something that interests you, say soccer, and I'm doing it in the context of something that interests me, say architecture. Or maybe there's instruction in different modalities. That's not the type that we focus on. There's not evidence it's effective, and it's hard to implement.\"\u003c/p>\n\u003cp>The research by Pane and his colleagues bears this view out, to a point. Their study of charter networks that were early adopters of personalized learning found large average effects on student achievement.\u003c/p>\n\u003cp>But a second study by Pane, with a more diverse set of schools, found a smaller average positive effect, which included negative impacts on learning at \"a substantial number\" of schools.\u003c/p>\n\u003cp>\"So that, to me, is a warning sign that personalized learning appears not to be working every place that people are trying it,\" says Pane. \"While conceptually they are good ideas, when you come down to analyzing it there are potential pitfalls.\"\u003c/p>\n\u003cp>One emerging issue is that, as the \"fad\" spreads, teachers may not always be getting the supports they need.\u003c/p>\n\u003cfigure id=\"attachment_52545\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52545\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg\" alt=\"Differentiation\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-240x144.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-375x225.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-520x312.jpg 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Differentiation \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a \u003ca href=\"https://www.crpe.org/publications/personalized-learning-crossroads\">report published in 2018\u003c/a> by the Center on Reinventing Public Education, researchers interviewed and surveyed hundreds of teachers at schools that had received funding from the Gates Foundation to design and implement personalized learning. They found that, while many teachers were wildly enthusiastic, they were often left on their own.\u003c/p>\n\u003cp>They had little guidance to set meaningful learning outcomes for students outside the state frameworks of standardized tests. And, they had little support at the school- or district-level to change key elements of school, like age-based grouping or all-at-once scheduling. So personalization efforts often didn't spread beyond pilot classrooms.\u003c/p>\n\u003cp>The case of Summit Learning is another example of personalized learning's growing pains. It's a personalized learning platform that originated at a California-based charter school network called Summit Public Schools. After investments from the Chan Zuckerberg Initiative and some work from Facebook engineers, the platform and curriculum, plus training, was offered up for free, and has been adopted by almost 400 schools around the country.\u003c/p>\n\u003cp>Summit Learning is different from single-subject systems like ALEKS. It's been advertised more like a whole-school personalized learning transformation in a box: from mentoring sessions with teachers to \"playlists\" of lessons in every subject. The company says that participating schools are reporting academic gains for students who start out behind, as well as \"greater student engagement, increased attendance, better behavior.\"\u003c/p>\n\u003cp>But not everyone loves the program. It's drawn teacher, parent and student protests in \u003ca href=\"https://www.edsurge.com/news/2017-12-20-connecticut-school-district-suspends-use-of-summit-learning-platform\">Cheshire, CT\u003c/a>; \u003ca href=\"https://www.cincinnati.com/story/news/2017/03/06/facebook-program-school-causes-controversy/97711414/\">Boone County, KY\u003c/a>; \u003ca href=\"https://www.ipetitions.com/petition/remove-the-summit-personalized-learning-program\">Fairview Park City\u003c/a> in Ohio; \u003ca href=\"https://www.indianagazette.com/news/directors-vote-to-scale-back-summit-learning-program/article_b3bc086a-e4d1-11e7-8c95-57ffb928e16e.html\">Indiana Area School District\u003c/a> in Indiana, PA; \u003ca href=\"http://www.clearwatertribune.com/news/top_stories/summit-learning-under-fire-gains-attention-and-lots-of-criticism/article_da14721a-74b2-11e8-8a35-33a44ea23f1d.html\">Clearwater County, ID\u003c/a>, and recently in \u003ca href=\"https://nypost.com/2018/11/10/brooklyn-students-hold-walkout-in-protest-of-facebook-designed-online-program/amp/?fbclid=IwAR2ATi_LGGl4QS1Y9OS1VaPMbbttTdwO9hCJRh6rkDekZbswldqfdzHtBn0&__twitter_impression=true\">New York City\u003c/a>.\u003c/p>\n\u003cp>Some have privacy concerns about students' personal data reportedly being shared with Microsoft, Amazon and other companies. Some object to the quality of the curriculum and supplementary materials. Some say students are getting distracted by working on the laptop or merely Googling for answers to quizzes. Some just don't want to learn on their own at their own pace.\u003c/p>\n\u003cp>\"It's annoying to just sit there staring at one screen for so long,\" Mitchel Storman, a ninth grader at the Secondary School for Journalism in Brooklyn, told the\u003ca href=\"%20the%20Secondary%20School%20for%20Journalism%20in%20Park%20Slope\">\u003cem> New York Post\u003c/em> \u003c/a>at a student walkout earlier this month. \"You have to teach yourself.\"\u003c/p>\n\u003cp>Summit shared with NPR a letter from Andrew Goldin, the Chief Program Officer of Summit Learning, to the principal of the Secondary School for Journalism, Livingston Hilaire. Goldin stated that the school lacked enough laptops, Internet bandwidth, and teacher training to successfully implement the program, and recommended that they suspend it immediately for 11th and 12th graders.\u003c/p>\n\u003cp>\u003cstrong>Backlash to the backlash\u003c/strong>\u003c/p>\n\u003cp>Is personalized learning, aided by computers, destined to be just another ed reform flash-in-the-pan? Will it have a narrow impact in just a few subjects? Or will it be transformative, and is that a good thing?\u003c/p>\n\u003cp>As the Gates Foundation experience suggests, the future of personalized learning may hinge on what kinds of supports are offered teachers. The experience of the state of Maine is instructive here too.\u003c/p>\n\u003cp>In 2012, Maine became the first state to adopt what's called a \"proficiency-based diploma.\" The idea behind it was that instead of needing to pass a certain set of classes to graduate, students in Maine now had to show they were \"proficient\" in certain skills and subjects.\u003c/p>\n\u003cp>To comply with the new law, many districts adopted \"proficiency-based learning.\" The new system shared elements of personalized learning, like students being allowed to re-do assignments and work at their own pace. Yet schools received little funding or guidance on how to implement these changes, leaving some teachers lost and overwhelmed.\u003c/p>\n\u003cp>Heather Finn, a veteran math teacher at a high school in central Maine, told NPRit was \"impossible ... so, so frustrating.\"\u003c/p>\n\u003cp>\"It works really well, like, the first month,\" Finn says. Then, students started to progress at different speeds.\u003c/p>\n\u003cp>\"So I have the kids who are on pace, and I have the kids who are perpetually, always behind. And it got to the point where I had 20 kids in 20 spots.\"\u003c/p>\n\u003cp>This past April, Maine lawmakers heard complaints from parents and teachers, as well as the statewide teachers union. Three months later, Gov. Paul LePage \u003ca href=\"https://www.pressherald.com/2018/07/20/bill-to-roll-back-proficiency-based-diplomas-becomes-law/\">signed a bill \u003c/a>to make \"proficiency-based diplomas\" optional. Some districts have already declared that they're leaving the new system behind and will return to a more traditional education style.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some districts, though, like Kennebec Intra-District Schools in Maine, aren't going back. Kaylee Bodge, a fourth-grader at Marcia Buker Elementary School, says the appeal is simple. \"We get to make choices instead of the teacher choosing. If you like something and you want to do that first, you get to do that first.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Future+Of+Learning%3F+Well%2C+It%27s+Personal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52536/different-definitions-of-personalized-learning-conflict-cause-confusion","authors":["byline_mindshift_52536"],"categories":["mindshift_193"],"tags":["mindshift_1021","mindshift_22","mindshift_1040","mindshift_20585","mindshift_21176","mindshift_421"],"featImg":"mindshift_52537","label":"mindshift"},"mindshift_46138":{"type":"posts","id":"mindshift_46138","meta":{"index":"posts_1591205157","site":"mindshift","id":"46138","score":null,"sort":[1475652821000]},"guestAuthors":[],"slug":"why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens","title":"Why It's Vital for Native Students to Learn With a Culturally Relevant Lens","publishDate":1475652821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sometimes Armando Ortiz looks back at his life and can hardly believe where he is today. He grew up in White Center, just south of Seattle, and at a pretty early age got involved in gang life and hanging out with people who were getting into trouble. He says much of his early educational life felt like he was being passed along from one grade to the next, no one paying much attention to whether he was learning or not.\u003c/p>\n\u003cp>By eighth grade he felt behind in every subject except math, which came easily to him, and he was struggling with his work. Life outside of school called to him and homework usually took a place on the back burner. And then two older guys in the gang, who were like brothers to Ortiz, were killed.\u003c/p>\n\u003cp>“Losing them was kind of a wake-up call,” Ortiz said. He decided to attend \u003ca href=\"http://www.highlineschools.org/bigpicture\" target=\"_blank\">Highline Big Picture High School\u003c/a> in Seattle to get away from the neighborhood schools, which he knew would draw him back into a lifestyle he didn’t want. At Highline he started taking school more seriously, and he began to discover more about his cultural heritage as a \u003ca href=\"http://www.yakamanation-nsn.gov/\" target=\"_blank\">Yakama \u003c/a>Indian.\u003c/p>\n\u003cp>“What it really meant for me was bringing that new identity into myself, like finally knowing who I am as a whole, not feeling like there was a missing part,” Ortiz said. He’d always known he was part Native American, but it wasn’t a part of his identity he knew much about. He’s also part Filipino and part Mexican, cultures that were easier to access and understand where he grew up. At Highline, Ortiz encountered mentors at the \u003ca href=\"http://www.firstpeoplescenter.org/?page_id=93\">Native Student and Family Wellness Initiative\u003c/a>, a unique program designed to help urban American Indians from Seattle reconnect with their culture and heritage.\u003c/p>\n\u003cp>\u003ca href=\"http://anthropology.as.nyu.edu/object/anthro.angelobaca\" target=\"_blank\">Angelo Baca\u003c/a>, a Navajo and Hopi filmmaker who helped start the initiative, was a big inspiration for Ortiz. Baca taught him traditional native games, history and about the legacy of disrespect and discrimination that clouds American Indian education. “After learning a lot about my culture and real history, and looking at real data for native students within high school, college and post-baccalaureate degrees, I got more motivated,” Ortiz said. Baca’s achievements as an employee at NASA and a lecturer at Brown University also inspired him tremendously. “I need to be a positive statistic instead of a negative statistic,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L-DxrR3SQrc\u003c/p>\n\u003cp>Now Ortiz is president of the student government organization at Central Washington University, and has worked hard to raise awareness on campus about the culture and history of the Yakama people, whose reservation is near the school. When Ortiz looks back, he’s amazed he’s come so far: “A kid who grew up on welfare, food stamps, going to the food bank and stuff like that, and now I’m involved in student government,” he said. Next he plans to go to graduate school for a teaching credential in secondary social studies, so he can set the record straight with the next generation of students about American history.\u003c/p>\n\u003cp>Ortiz’s experience shows just how important\u003ca href=\"http://www.niea-resourcerepository.org/browseLessons.php\"> culturally relevant education\u003c/a> can be for native students, who have some of the\u003ca href=\"http://files.eric.ed.gov/fulltext/ED500010.pdf\"> worst educational outcomes\u003c/a> of any marginalized group in the U.S. In 2006, just \u003ca href=\"http://nces.ed.gov/pubs2008/nativetrends/ind_6_1.asp\">26 percent of American Indian youth\u003c/a> between the ages of 18 and 24 were enrolled in college or university, as compared with 41 percent of whites. A 2014 White House \u003ca href=\"https://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf\" target=\"_blank\">report on native youth\u003c/a> found their high school graduation rate is 67 percent. And since 93 percent of Native American and Native Alaskan students attend public schools, it is imperative that all teachers recognize the particular struggles they face.\u003c/p>\n\u003cp>Ortiz remembers how disrespected he felt in the early part of his education when teachers talked about how Christopher Columbus had “discovered” America. “I was being told a lot of lies,” Ortiz said. “Reflecting back on it, I just think that sucks. It’s really traumatizing and it’s really heartbreaking. That’s what my little brother is learning.” When Ortiz would push back against a version of history that didn’t recognize the contributions of nonwhite people, his teachers would dismiss him, further alienating him from school.\u003c/p>\n\u003cp>\u003cstrong>THE NATIVE STUDENT AND FAMILY WELLNESS INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>Schools in the Big Picture network prioritize relationships and real-world relevance in learning, letting students drive their academics based on individual interests. It’s a small school environment, which facilitates the deep relationships formed between adults and students in the building, and is also more flexible because of its mission to honor individual passions. And the focus on passion-based projects doesn’t stop with students; staff are encouraged to pursue their passions too.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What it really meant for me was bringing that new identity into myself, finally knowing who I am as a whole, not feeling like there was a missing part.'\u003ccite>Armando Ortiz\u003c/cite>\u003c/aside>\n\u003cp>“We were at a point where a lot of the advisers were reporting back that they had concerns about the health and wellness of the students and their ability to achieve in their academic work,” said Holly Sheehan, a former internship coordinator at Highline and one of the staff members responsible for bringing the Native Student and Family Wellness Initiative (NSFWI) to life. She is writing her master's thesis on how NSFWI affected academic outcomes for the native students involved.\u003c/p>\n\u003cp>The administration put resources toward a wellness center for all students in the school, most of whom come from poverty, but Sheehan wanted to also specifically provide resources for a smaller group of native students at the school. She started a Native Student Alliance that met weekly and began reaching out to anyone she could find in Seattle’s Native American community to be resources for her students.\u003c/p>\n\u003cp>“The students had very different amounts of exposure to their cultures,” Sheehan remembers. One student’s grandmother was the chair of the \u003ca href=\"http://www.duwamishtribe.org/\">Duwamish tribe\u003c/a>, on whose land Seattle sits. On the other end of the spectrum, another student had been adopted by a white family and knew almost nothing about her cultural heritage. When students had a space to meet, learn about one another’s cultures, meet elders from their community and find resources about their tribes, they began to prioritize their native identities in their personal learning plans, too.\u003c/p>\n\u003cp>Students at Big Picture schools do\u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\"> internships based on their interests \u003c/a>and set individualized learning goals each quarter. Sheehan began to see students incorporating learning about their native identities into their learning goals. One student found a person in the community to teach him Cherokee, while another researched native games and brought them to peers at the school. Because Big Picture students present exhibitions about their learning, non-native peers also learned the history of Seattle and Washington tribes they’d never known before.\u003c/p>\n\u003cp>Angelo Baca helped start and run the NSFWI at Highline and was a crucial role model for many of the participating students. At a presentation on how educators can respect their native students at the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang conference\u003c/a>, he told educators that many times school can be a re-traumatizing experience for native youth. The U.S. government has a history of forcing native people to assimilate, \u003ca href=\"http://www.nrcprograms.org/site/PageServer?pagename=airc_hist_boardingschools\">sending children to boarding schools\u003c/a> meant to distance them from their culture, and generally leaving them behind when it comes to educational attainment. Many native students carry the weight of this history with them into school.\u003c/p>\n\u003cp>“If you know you have native students, you should know where they’re from,” Baca said. “Reach them as human beings first and students next.”\u003c/p>\n\u003cp>He says there are a lot of things educators in traditional schools can do to make school a more welcoming place for native students. One is to teach a version of history that doesn’t whitewash what happened to native people and demonize them for being on the land first. “It hurts. It’s depressing,” Baca said. “It sucks. But it’s necessary. We need to just engage that and make sure our students are getting good role modeling on that.”\u003c/p>\n\u003cp>\u003cstrong>STORIES FROM A SCHOOL CLOSE TO A RESERVATION\u003c/strong>\u003c/p>\n\u003cp>Leonard Oppedisano started teaching science in the LaFayette Central School District in New York state 15 years ago. The district is contracted to provide education to kids from the \u003ca href=\"http://www.onondaganation.org/\">Onondaga Nation\u003c/a>, whose land is located nearby. \u003ca href=\"http://www.usnews.com/education/best-high-schools/new-york/districts/lafayette-central-school-district/la-fayette-junior-senior-high-school-13807/student-body\">More than a quarter\u003c/a> of the traditional high school population is Native American. Oppedisano soon realized there were a lot of cultural differences he would need to pick up on to better understand and serve his native students.\u003c/p>\n\u003cfigure id=\"attachment_46585\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-46585\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Lafayette3-400x602.jpg\" alt=\"John Gizzi is helping Kirwin Parsons to build a picnic table for the school.\" width=\"400\" height=\"602\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-400x602.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-800x1203.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-768x1155.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1440x2166.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1180x1775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-960x1444.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">John Gizzi is helping Kirwin Parsons to build a picnic table for the school. \u003ccite>(Courtesy LaFayette Big Picture School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“One of the first things I realized was that in our dominant American culture eye contact is seen as sign of respect, but in this particular native culture students typically wouldn’t look you in the eye, or in some cases doing so was disrespectful,” Oppedisano said. Teachers in LaFayette typically get a short tour of the nation, meet with a clan mother and get a short lesson on the traditional historical perspective of the Onondaga Nation. But in daily school life, there are lots of ways that native students' lives as members of the Onondaga Nation conflict with the schedule and expectations of school.\u003c/p>\n\u003cp>Oppedisano remembers a day when one of his native students was dissecting an owl pellet. The student was just starting to get immersed in the task, excited at what he was learning, when the bell rang. He got up dejectedly to go to his next class.\u003c/p>\n\u003cp>“That was a very important moment because I was thinking to myself, why do we have to only think about a subject for 40 minutes and then we’re forced to stop and think about another subject?” Oppedisano said. “That’s really not how the brain works for a lot of people.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=sQRibiC5aHc\u003c/p>\n\u003cp>Around the same time, the LaFayette Central School District decided to open a Big Picture school, which would focus on interest-based learning, relationships and real-world learning. Oppedisano became one of the first advisers at the school -- another name for a teacher -- and in his first class three-quarters of his 15 students were native. He began to see how the more flexible schedule, commitment to learning from mentors and freedom for students to bring themselves into the classroom aided students in their learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When a student sees that you know a piece of history that other history books have kind of whitewashed, then they're a little more willing to open up.'\u003ccite>Leonardo Oppedisano\u003c/cite>\u003c/aside>\n\u003cp>“In general we just aren’t as much as a clock-oriented culture in our school,” Oppedisano said. While there are times and places that things happen, there’s also flexibility and strong relationships between staff that allow for activities to run long if necessary. And, when native students would miss class to attend ceremonies important to their culture, they weren’t as negatively impacted.\u003c/p>\n\u003cp>The internship piece of the school also allowed students from the Onondaga Nation to learn in ways that have traditionally always been part of their culture. “If you look at their tradition and how many of these students were taught, they were taught how to be or how to do something by going out with people in their village and doing those things,” Oppedisano said. Students are used to learning through oral histories passed down over generations, by doing, failing, trying again and ultimately succeeding.\u003c/p>\n\u003cp>Oppedisano feels lucky to have learned a lot about the Onondaga Nation through his students and what they’ve chosen to share about their culture and traditions. He has learned to be patient, to allow for more silence in class, and to let students reveal pieces of themselves to him as they are ready. Many of their internships have been related to their culture, which has also given him a unique window into life in the Onondaga Nation.\u003c/p>\n\u003cp>One student apprenticed with the master lacrosse stick maker in his tribe, learning woodworking skills to not only make sticks but also to build his own house. Another student learned how to find and use various plants for medicinal purposes. Students have learned traditional beading, or how to make the ceremonial headdresses worn by their ancestors, or how to do traditional dances performed at ceremonies.\u003c/p>\n\u003caside class=\"pullquote alignright\">'A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they're kind of choosing the other world.'\u003c/aside>\n\u003cp>“In all of these situations the student reveals their interest and it’s my job, without ruining it or hijacking the project, to help them document it,” Oppedisano said. Big Picture advisers try to ensure that projects or internships have \u003ca href=\"http://bigpicture.ultrascopic.com/2007/03/what-is-rigor/\">rigor \u003c/a>by looking for five qualities: quantitative reasoning, empirical reasoning, communication, social reasoning and personal qualities. When students present their work, they talk about whether it meets these five areas.\u003c/p>\n\u003cp>And, since it is still a public school and students must take Regents Exams, teachers also sometimes present information students will be expected to know in more traditional ways. But Oppedisano says he still tries to make the learning relevant to the local context, talking about pollution in a local lake in biology, for example. He recommends that teachers read up on the history that’s not often taught.\u003c/p>\n\u003cp>“When a student sees that you know a piece of history that other history books have kind of whitewashed, then they’re a little more willing to open up,” Oppedisano said.\u003c/p>\n\u003cp>Working with students from the Onondaga Nation has also given Oppedisano a greater appreciation for how difficult it can be for native youth to choose to go to college. The low college-going rate among native young people is often portrayed as an \u003ca href=\"http://www.npr.org/sections/ed/2016/08/15/488685773/helping-college-bound-native-americans-beat-the-odds\">access gap\u003c/a>, which is often true, but there are good reasons a student might be afraid to go off to a big university.\u003c/p>\n\u003cp>“Colleges, even the smaller campuses, are large and native students are rare, so it’s extremely daunting and scary for them to leave a very close-knit community of people who get them and get shipped away to college,” Oppedisano said. And, while away at school, students miss important ceremonies, a large part of how their culture is expressed and carried forward.\u003c/p>\n\u003cp>Onondaga Nation leaders recognize the dilemma college represents for native youth. At a recent meeting between Onondaga chiefs and a delegation from the \u003ca href=\"https://www.rit.edu/academicaffairs/futurestewards/partnerships.php\" target=\"_blank\">Rochester Institute of Technology\u003c/a>, one chief plainly stated that what students learn at university is of no use to their life back in the nation. And conversely, the skills elders teach young people at the Nation are of no use to them at the university. “It was kind of extremely awkward, but he was speaking from the heart,” Oppedisano said.\u003c/p>\n\u003cp>“A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they’re kind of choosing the other world,” he said. That is understandably a difficult decision for some students, and Oppedisano has had students who wanted to “go back to the old ways” when they graduated from high school.\u003c/p>\n\u003cp>The student populations at Highline Big Picture High School and LaFayette Big Picture High School are very different, with students from different tribes and traditions. But both examples show how the experience of native students is unique from other marginalized groups, although issues of trauma and poverty could overlap. Many teachers may have native kids in their classrooms and not even know it, which is why it’s important for educators to think about how they teach.\u003c/p>\n\u003cp>Oppedisano said if he were to boil down all that he’s learned into a few pieces of advice, he’d say the number one thing is not to teach in an ethnocentric manner. Secondly, educators can focus on giving students voice to express their identities, and take ownership over the curriculum to bring that diversity of experience into the classroom. The government is required by treaty to provide equitable education opportunities to native children through \u003ca href=\"http://www2.ed.gov/policy/elsec/leg/esea02/pg98.html\">Title VII funds\u003c/a>, but data collection on native students is poor. Baca recommends educators get in touch with their district's Title VII coordinator and push to improve the use of those funds.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>On the personal level, teachers make a big difference when they create trusting relationships with students so they feel more comfortable sharing themselves. And, encouragingly, the \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based\u003c/a>, real-world learning trends that have become more common in education writ-large could also be promising avenues to engage and motivate native youth for whom traditional education could be traumatizing.\u003c/p>\n\n","blocks":[],"excerpt":"By prioritizing understanding of Native American culture for indigenous students, schools can help kids feel a greater sense of relevance and belonging.","status":"publish","parent":0,"modified":1475652821,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2905},"headData":{"title":"Why It's Vital for Native Students to Learn With a Culturally Relevant Lens | KQED","description":"By prioritizing understanding of Native American culture for indigenous students, schools can help kids feel a greater sense of relevance and belonging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46138 http://ww2.kqed.org/mindshift/?p=46138","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/05/why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens/","disqusTitle":"Why It's Vital for Native Students to Learn With a Culturally Relevant Lens","path":"/mindshift/46138/why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometimes Armando Ortiz looks back at his life and can hardly believe where he is today. He grew up in White Center, just south of Seattle, and at a pretty early age got involved in gang life and hanging out with people who were getting into trouble. He says much of his early educational life felt like he was being passed along from one grade to the next, no one paying much attention to whether he was learning or not.\u003c/p>\n\u003cp>By eighth grade he felt behind in every subject except math, which came easily to him, and he was struggling with his work. Life outside of school called to him and homework usually took a place on the back burner. And then two older guys in the gang, who were like brothers to Ortiz, were killed.\u003c/p>\n\u003cp>“Losing them was kind of a wake-up call,” Ortiz said. He decided to attend \u003ca href=\"http://www.highlineschools.org/bigpicture\" target=\"_blank\">Highline Big Picture High School\u003c/a> in Seattle to get away from the neighborhood schools, which he knew would draw him back into a lifestyle he didn’t want. At Highline he started taking school more seriously, and he began to discover more about his cultural heritage as a \u003ca href=\"http://www.yakamanation-nsn.gov/\" target=\"_blank\">Yakama \u003c/a>Indian.\u003c/p>\n\u003cp>“What it really meant for me was bringing that new identity into myself, like finally knowing who I am as a whole, not feeling like there was a missing part,” Ortiz said. He’d always known he was part Native American, but it wasn’t a part of his identity he knew much about. He’s also part Filipino and part Mexican, cultures that were easier to access and understand where he grew up. At Highline, Ortiz encountered mentors at the \u003ca href=\"http://www.firstpeoplescenter.org/?page_id=93\">Native Student and Family Wellness Initiative\u003c/a>, a unique program designed to help urban American Indians from Seattle reconnect with their culture and heritage.\u003c/p>\n\u003cp>\u003ca href=\"http://anthropology.as.nyu.edu/object/anthro.angelobaca\" target=\"_blank\">Angelo Baca\u003c/a>, a Navajo and Hopi filmmaker who helped start the initiative, was a big inspiration for Ortiz. Baca taught him traditional native games, history and about the legacy of disrespect and discrimination that clouds American Indian education. “After learning a lot about my culture and real history, and looking at real data for native students within high school, college and post-baccalaureate degrees, I got more motivated,” Ortiz said. Baca’s achievements as an employee at NASA and a lecturer at Brown University also inspired him tremendously. “I need to be a positive statistic instead of a negative statistic,” he said.\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/L-DxrR3SQrc'\n title='//www.youtube.com/embed/L-DxrR3SQrc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Now Ortiz is president of the student government organization at Central Washington University, and has worked hard to raise awareness on campus about the culture and history of the Yakama people, whose reservation is near the school. When Ortiz looks back, he’s amazed he’s come so far: “A kid who grew up on welfare, food stamps, going to the food bank and stuff like that, and now I’m involved in student government,” he said. Next he plans to go to graduate school for a teaching credential in secondary social studies, so he can set the record straight with the next generation of students about American history.\u003c/p>\n\u003cp>Ortiz’s experience shows just how important\u003ca href=\"http://www.niea-resourcerepository.org/browseLessons.php\"> culturally relevant education\u003c/a> can be for native students, who have some of the\u003ca href=\"http://files.eric.ed.gov/fulltext/ED500010.pdf\"> worst educational outcomes\u003c/a> of any marginalized group in the U.S. In 2006, just \u003ca href=\"http://nces.ed.gov/pubs2008/nativetrends/ind_6_1.asp\">26 percent of American Indian youth\u003c/a> between the ages of 18 and 24 were enrolled in college or university, as compared with 41 percent of whites. A 2014 White House \u003ca href=\"https://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf\" target=\"_blank\">report on native youth\u003c/a> found their high school graduation rate is 67 percent. And since 93 percent of Native American and Native Alaskan students attend public schools, it is imperative that all teachers recognize the particular struggles they face.\u003c/p>\n\u003cp>Ortiz remembers how disrespected he felt in the early part of his education when teachers talked about how Christopher Columbus had “discovered” America. “I was being told a lot of lies,” Ortiz said. “Reflecting back on it, I just think that sucks. It’s really traumatizing and it’s really heartbreaking. That’s what my little brother is learning.” When Ortiz would push back against a version of history that didn’t recognize the contributions of nonwhite people, his teachers would dismiss him, further alienating him from school.\u003c/p>\n\u003cp>\u003cstrong>THE NATIVE STUDENT AND FAMILY WELLNESS INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>Schools in the Big Picture network prioritize relationships and real-world relevance in learning, letting students drive their academics based on individual interests. It’s a small school environment, which facilitates the deep relationships formed between adults and students in the building, and is also more flexible because of its mission to honor individual passions. And the focus on passion-based projects doesn’t stop with students; staff are encouraged to pursue their passions too.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What it really meant for me was bringing that new identity into myself, finally knowing who I am as a whole, not feeling like there was a missing part.'\u003ccite>Armando Ortiz\u003c/cite>\u003c/aside>\n\u003cp>“We were at a point where a lot of the advisers were reporting back that they had concerns about the health and wellness of the students and their ability to achieve in their academic work,” said Holly Sheehan, a former internship coordinator at Highline and one of the staff members responsible for bringing the Native Student and Family Wellness Initiative (NSFWI) to life. She is writing her master's thesis on how NSFWI affected academic outcomes for the native students involved.\u003c/p>\n\u003cp>The administration put resources toward a wellness center for all students in the school, most of whom come from poverty, but Sheehan wanted to also specifically provide resources for a smaller group of native students at the school. She started a Native Student Alliance that met weekly and began reaching out to anyone she could find in Seattle’s Native American community to be resources for her students.\u003c/p>\n\u003cp>“The students had very different amounts of exposure to their cultures,” Sheehan remembers. One student’s grandmother was the chair of the \u003ca href=\"http://www.duwamishtribe.org/\">Duwamish tribe\u003c/a>, on whose land Seattle sits. On the other end of the spectrum, another student had been adopted by a white family and knew almost nothing about her cultural heritage. When students had a space to meet, learn about one another’s cultures, meet elders from their community and find resources about their tribes, they began to prioritize their native identities in their personal learning plans, too.\u003c/p>\n\u003cp>Students at Big Picture schools do\u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\"> internships based on their interests \u003c/a>and set individualized learning goals each quarter. Sheehan began to see students incorporating learning about their native identities into their learning goals. One student found a person in the community to teach him Cherokee, while another researched native games and brought them to peers at the school. Because Big Picture students present exhibitions about their learning, non-native peers also learned the history of Seattle and Washington tribes they’d never known before.\u003c/p>\n\u003cp>Angelo Baca helped start and run the NSFWI at Highline and was a crucial role model for many of the participating students. At a presentation on how educators can respect their native students at the \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang conference\u003c/a>, he told educators that many times school can be a re-traumatizing experience for native youth. The U.S. government has a history of forcing native people to assimilate, \u003ca href=\"http://www.nrcprograms.org/site/PageServer?pagename=airc_hist_boardingschools\">sending children to boarding schools\u003c/a> meant to distance them from their culture, and generally leaving them behind when it comes to educational attainment. Many native students carry the weight of this history with them into school.\u003c/p>\n\u003cp>“If you know you have native students, you should know where they’re from,” Baca said. “Reach them as human beings first and students next.”\u003c/p>\n\u003cp>He says there are a lot of things educators in traditional schools can do to make school a more welcoming place for native students. One is to teach a version of history that doesn’t whitewash what happened to native people and demonize them for being on the land first. “It hurts. It’s depressing,” Baca said. “It sucks. But it’s necessary. We need to just engage that and make sure our students are getting good role modeling on that.”\u003c/p>\n\u003cp>\u003cstrong>STORIES FROM A SCHOOL CLOSE TO A RESERVATION\u003c/strong>\u003c/p>\n\u003cp>Leonard Oppedisano started teaching science in the LaFayette Central School District in New York state 15 years ago. The district is contracted to provide education to kids from the \u003ca href=\"http://www.onondaganation.org/\">Onondaga Nation\u003c/a>, whose land is located nearby. \u003ca href=\"http://www.usnews.com/education/best-high-schools/new-york/districts/lafayette-central-school-district/la-fayette-junior-senior-high-school-13807/student-body\">More than a quarter\u003c/a> of the traditional high school population is Native American. Oppedisano soon realized there were a lot of cultural differences he would need to pick up on to better understand and serve his native students.\u003c/p>\n\u003cfigure id=\"attachment_46585\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-46585\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Lafayette3-400x602.jpg\" alt=\"John Gizzi is helping Kirwin Parsons to build a picnic table for the school.\" width=\"400\" height=\"602\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-400x602.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-800x1203.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-768x1155.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1440x2166.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-1180x1775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Lafayette3-960x1444.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">John Gizzi is helping Kirwin Parsons to build a picnic table for the school. \u003ccite>(Courtesy LaFayette Big Picture School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“One of the first things I realized was that in our dominant American culture eye contact is seen as sign of respect, but in this particular native culture students typically wouldn’t look you in the eye, or in some cases doing so was disrespectful,” Oppedisano said. Teachers in LaFayette typically get a short tour of the nation, meet with a clan mother and get a short lesson on the traditional historical perspective of the Onondaga Nation. But in daily school life, there are lots of ways that native students' lives as members of the Onondaga Nation conflict with the schedule and expectations of school.\u003c/p>\n\u003cp>Oppedisano remembers a day when one of his native students was dissecting an owl pellet. The student was just starting to get immersed in the task, excited at what he was learning, when the bell rang. He got up dejectedly to go to his next class.\u003c/p>\n\u003cp>“That was a very important moment because I was thinking to myself, why do we have to only think about a subject for 40 minutes and then we’re forced to stop and think about another subject?” Oppedisano said. “That’s really not how the brain works for a lot of people.”\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/sQRibiC5aHc'\n title='//www.youtube.com/embed/sQRibiC5aHc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Around the same time, the LaFayette Central School District decided to open a Big Picture school, which would focus on interest-based learning, relationships and real-world learning. Oppedisano became one of the first advisers at the school -- another name for a teacher -- and in his first class three-quarters of his 15 students were native. He began to see how the more flexible schedule, commitment to learning from mentors and freedom for students to bring themselves into the classroom aided students in their learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When a student sees that you know a piece of history that other history books have kind of whitewashed, then they're a little more willing to open up.'\u003ccite>Leonardo Oppedisano\u003c/cite>\u003c/aside>\n\u003cp>“In general we just aren’t as much as a clock-oriented culture in our school,” Oppedisano said. While there are times and places that things happen, there’s also flexibility and strong relationships between staff that allow for activities to run long if necessary. And, when native students would miss class to attend ceremonies important to their culture, they weren’t as negatively impacted.\u003c/p>\n\u003cp>The internship piece of the school also allowed students from the Onondaga Nation to learn in ways that have traditionally always been part of their culture. “If you look at their tradition and how many of these students were taught, they were taught how to be or how to do something by going out with people in their village and doing those things,” Oppedisano said. Students are used to learning through oral histories passed down over generations, by doing, failing, trying again and ultimately succeeding.\u003c/p>\n\u003cp>Oppedisano feels lucky to have learned a lot about the Onondaga Nation through his students and what they’ve chosen to share about their culture and traditions. He has learned to be patient, to allow for more silence in class, and to let students reveal pieces of themselves to him as they are ready. Many of their internships have been related to their culture, which has also given him a unique window into life in the Onondaga Nation.\u003c/p>\n\u003cp>One student apprenticed with the master lacrosse stick maker in his tribe, learning woodworking skills to not only make sticks but also to build his own house. Another student learned how to find and use various plants for medicinal purposes. Students have learned traditional beading, or how to make the ceremonial headdresses worn by their ancestors, or how to do traditional dances performed at ceremonies.\u003c/p>\n\u003caside class=\"pullquote alignright\">'A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they're kind of choosing the other world.'\u003c/aside>\n\u003cp>“In all of these situations the student reveals their interest and it’s my job, without ruining it or hijacking the project, to help them document it,” Oppedisano said. Big Picture advisers try to ensure that projects or internships have \u003ca href=\"http://bigpicture.ultrascopic.com/2007/03/what-is-rigor/\">rigor \u003c/a>by looking for five qualities: quantitative reasoning, empirical reasoning, communication, social reasoning and personal qualities. When students present their work, they talk about whether it meets these five areas.\u003c/p>\n\u003cp>And, since it is still a public school and students must take Regents Exams, teachers also sometimes present information students will be expected to know in more traditional ways. But Oppedisano says he still tries to make the learning relevant to the local context, talking about pollution in a local lake in biology, for example. He recommends that teachers read up on the history that’s not often taught.\u003c/p>\n\u003cp>“When a student sees that you know a piece of history that other history books have kind of whitewashed, then they’re a little more willing to open up,” Oppedisano said.\u003c/p>\n\u003cp>Working with students from the Onondaga Nation has also given Oppedisano a greater appreciation for how difficult it can be for native youth to choose to go to college. The low college-going rate among native young people is often portrayed as an \u003ca href=\"http://www.npr.org/sections/ed/2016/08/15/488685773/helping-college-bound-native-americans-beat-the-odds\">access gap\u003c/a>, which is often true, but there are good reasons a student might be afraid to go off to a big university.\u003c/p>\n\u003cp>“Colleges, even the smaller campuses, are large and native students are rare, so it’s extremely daunting and scary for them to leave a very close-knit community of people who get them and get shipped away to college,” Oppedisano said. And, while away at school, students miss important ceremonies, a large part of how their culture is expressed and carried forward.\u003c/p>\n\u003cp>Onondaga Nation leaders recognize the dilemma college represents for native youth. At a recent meeting between Onondaga chiefs and a delegation from the \u003ca href=\"https://www.rit.edu/academicaffairs/futurestewards/partnerships.php\" target=\"_blank\">Rochester Institute of Technology\u003c/a>, one chief plainly stated that what students learn at university is of no use to their life back in the nation. And conversely, the skills elders teach young people at the Nation are of no use to them at the university. “It was kind of extremely awkward, but he was speaking from the heart,” Oppedisano said.\u003c/p>\n\u003cp>“A native student who doesn’t spend their entire life on the reservation is kind of walking between two worlds. And when they leave for college they’re kind of choosing the other world,” he said. That is understandably a difficult decision for some students, and Oppedisano has had students who wanted to “go back to the old ways” when they graduated from high school.\u003c/p>\n\u003cp>The student populations at Highline Big Picture High School and LaFayette Big Picture High School are very different, with students from different tribes and traditions. But both examples show how the experience of native students is unique from other marginalized groups, although issues of trauma and poverty could overlap. Many teachers may have native kids in their classrooms and not even know it, which is why it’s important for educators to think about how they teach.\u003c/p>\n\u003cp>Oppedisano said if he were to boil down all that he’s learned into a few pieces of advice, he’d say the number one thing is not to teach in an ethnocentric manner. Secondly, educators can focus on giving students voice to express their identities, and take ownership over the curriculum to bring that diversity of experience into the classroom. The government is required by treaty to provide equitable education opportunities to native children through \u003ca href=\"http://www2.ed.gov/policy/elsec/leg/esea02/pg98.html\">Title VII funds\u003c/a>, but data collection on native students is poor. Baca recommends educators get in touch with their district's Title VII coordinator and push to improve the use of those funds.\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>On the personal level, teachers make a big difference when they create trusting relationships with students so they feel more comfortable sharing themselves. And, encouragingly, the \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based\u003c/a>, real-world learning trends that have become more common in education writ-large could also be promising avenues to engage and motivate native youth for whom traditional education could be traumatizing.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46138/why-its-vital-for-native-students-to-learn-with-a-culturally-relevant-lens","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20891","mindshift_20784","mindshift_1040","mindshift_21026","mindshift_20585","mindshift_21025"],"featImg":"mindshift_46583","label":"mindshift"},"mindshift_32768":{"type":"posts","id":"mindshift_32768","meta":{"index":"posts_1591205157","site":"mindshift","id":"32768","score":null,"sort":[1386608899000]},"guestAuthors":[],"slug":"to-learn-algebra-the-not-so-secret-way-to-students-hearts","title":"In Teaching Algebra, the Not-So-Secret Way to Students' Hearts","publishDate":1386608899,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32774\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/yourdon/3088582622/sizes/l/in/photolist-5GVN1w-5RoVsN-5RMojM-6duKSR-6oWF4t-6sQKz2-6JbmQP-6VqmCS-fVL8gP-dG65cG-8bVTKt-9nUk8p-apnzxa-fgADYS-8E715f-cLwVqG-9QqJVp-bUFKh8-9erv2f-8v7Qhe-91pMRT-9czgNd-9bPwdn-9bSthh-8TmcBo-9bPspa-9bSsiW-8Tmapf-9kViF2-8Pud4h-8ozUiw-8Pomnt-8Pq3AD-bT81VB-9c1SW2-dPmysg-aNJGna-atmVGb-atjgXg-atmVHS-atmVJU-atjh22-atmVD1-atmVyE-atmVEL-atjh56-dihhor-8SQWdz-cv2q4m-9vsgzR-eFguLD/\">\u003cimg class=\"size-full wp-image-32774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/interests300.jpg\" alt=\"interests300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Ed Yourdon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education researchers are beginning to validate what many teachers have long known -- connecting learning to student interests helps the information stick. This seems to work particularly well with math, a subject many students say they dislike because they can’t see its relevance to their lives.\u003c/p>\n\u003cp>“When I started spending time in classrooms I realized the math wasn't being applied to the students’ world in a meaningful way,” said Candace Walkington, assistant professor in the department of teaching and learning at Southern Methodist University. She conducted a \u003ca href=\"http://www.smu.edu/~/media/Site/Simmons/Research/RME/docs/CW/ICLS_Submission_2012_Final.ashx?la=en\" target=\"_blank\">year-long study\u003c/a> on 141 ninth graders at a Pennsylvania high school to see whether tailoring questions to individual student interests could help students learn difficult and often abstract algebra concepts.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students personalization was more effective.”\u003c/aside>\n\u003cp>Researchers studied a classroom using \u003ca href=\"http://mathseries.carnegielearning.com/\">Carnegie Learning \u003c/a>software called Cognitive Tutor, a program that has been studied frequently. In the study, half of the students chose one of several categories that interested them -- things like music, movies, sports, social media -- and were given an algebra curriculum based on those topics. The other half received no interest-based personalization. All the problems had the same underlying structure and were meant to teach the same concept.\u003c/p>\n\u003cp>Walkington found that students who had received interest-based personalization mastered concepts faster. What's more, in order to ensure that learning was robust, retained over time, and would accelerate future learning, she also looked at student performance in a later unit that had no interest-based personalization for any of the students. “Students that had previously received personalization, even though it was gone, were doing better on these more difficult problems as well,” said Walkington.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenents of Passion Based Learning\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>She also found that struggling students improved the most when their interests were taken into account. “We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students that were way behind the personalization was more effective,” Walkington said. Specifically, the study tested students’ ability to turn story problems into algebraic equations -- what’s called algebraic expression writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“That’s one of the most challenging skills to teach students because it’s a very abstract skill,” Walkington said. She hypothesizes that the abstract nature of the concepts actually allowed students to more easily generalize and apply the same knowledge to a wide variety of situations and to more difficult problems in later units.\u003c/p>\n\u003cp>Walkington is working to expand her study to all the ninth graders in a school district of 9,000 students. “The bigger, you make it the harder it is to tap into the interests of students,” Walkington said. But she’s confident that there are some general-interest categories that many students share, like sports and movies.\u003c/p>\n\u003cp>\u003cstrong>WITHOUT TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>But can this tactic help a teacher with a class of 30 students that doesn’t use this particular math software? Teachers in the studied school asked this question, so Walkington developed a \u003ca href=\"http://www.cwalkington.com/MT_Article.pdf\" target=\"_blank\">practical guide\u003c/a> for them to use. She chose to conduct the study using the Carnegie blended learning curriculum because it was easy to layer on the interest-based personalization to the existing program. It also provided her with a wealth of data about how students approached the problems. That said, a teacher could use interest-driven questions without any math software.\u003c/p>\n\u003cp>From her guide:\u003c/p>\n\u003cblockquote>\n\u003cdiv dir=\"ltr\">\u003cstrong>Two Examples of Personalization\u003c/strong>\u003c/div>\n\u003cdiv dir=\"ltr\">Personalization can be accomplished on simple mathematics story problems. For example, a typical algebra problem might read: “A particular assembly line in an automobile company plant can produce thirteen cars every hour.” Based on this scenario, students might be asked to write an expression or solve for how many cars are produced after certain numbers of hours. Below are some examples of how this problem could be personalized:\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Shopping\u003c/strong>\u003cem>\u003cstrong>: \u003c/strong>\u003c/em>The website of your favorite clothing store, Hot Topic, sells thirteen superhero t-shirts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Computers\u003c/strong>: A recent video blog you posted about your life on YouTube gets thirteen hits every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Food: \u003c/strong>Your favorite restaurant \"Steak 'n Shake\" sells thirteen caramel pretzel shakes every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Music: \u003c/strong>Pandora Internet radio plays thirteen of your favorite pop songs every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Cell Phones: \u003c/strong>On your new iPhone 5 you send your best friend thirteen texts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">While these problems involve relatively simple modifications, our research has shown that this type of personalization is effective for improving student learning.\u003c/div>\n\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-the-power-of-interest-drives-learning/\">How the Power of Interest Drives Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Helping students see algebra in their daily lives is one way to apply this technique. In the same way, video games have point systems that allow players to level up after they've won a certain number of points. Students understand these systems intimately, but aren’t often asked to think about them through the lens of algebra. Similarly, students have a sense of how often they text and how their texting habits compare to others, but they aren’t often asked to express that relationship in an equation. Helping students to see the math in their own lives could get them thinking differently.\u003c/p>\n\u003cp>Another way teachers can personalize algebra would be to ask questions that are likely to appeal to student interests. Walkington found that students find story problems that deal with social issues of communicating with family and friends accessible. Concepts of work and business were less accessible, as were problems that dealt with physics concepts like motion, time, and space. Problems based on home references like pets were more interesting to students and garnered better results. Using these broad guidelines, teachers can try to write questions that appeal to more students.\u003c/p>\n\u003cp>Walkington has also experimented with having students personalize their own math instruction, writing, sharing and solving story problems in small groups. She’s found that even students with relatively little math knowledge can create complex story problems and express them with algebra if there's interest in the topic. This is a great way to have students construct their own knowledge while applying it to their passions.\u003c/p>\n\u003cp>A great time to use this tactic is when introducing an abstract idea or foundational topic in algebra. That’s when educators will see the most benefit of grounding the topic in student interests, Walkington said. It’s important to elicit student interest in the math concepts, however, and not just the question’s topic. This intervention could work well with struggling students too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We have to layer the algebra onto those relationships that already exist,” Walkington said. “And that’s not an obvious thing because it doesn’t look anything like algebra at first. It just looks like a relationship.” She’s confident from her own experience of learning to love math that when students see its applicability to things they care about, they learn more easily and deeply.\u003c/p>\n\n","blocks":[],"excerpt":"Education researchers are beginning to validate what many teachers have long known: connecting learning to student interests helps the information stick. Here's an example of how one algebra teacher made it work in her class.","status":"publish","parent":0,"modified":1420658168,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1202},"headData":{"title":"In Teaching Algebra, the Not-So-Secret Way to Students' Hearts | KQED","description":"Education researchers are beginning to validate what many teachers have long known: connecting learning to student interests helps the information stick. Here's an example of how one algebra teacher made it work in her class.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"32768 http://blogs.kqed.org/mindshift/?p=32768","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/09/to-learn-algebra-the-not-so-secret-way-to-students-hearts/","disqusTitle":"In Teaching Algebra, the Not-So-Secret Way to Students' Hearts","path":"/mindshift/32768/to-learn-algebra-the-not-so-secret-way-to-students-hearts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32774\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/yourdon/3088582622/sizes/l/in/photolist-5GVN1w-5RoVsN-5RMojM-6duKSR-6oWF4t-6sQKz2-6JbmQP-6VqmCS-fVL8gP-dG65cG-8bVTKt-9nUk8p-apnzxa-fgADYS-8E715f-cLwVqG-9QqJVp-bUFKh8-9erv2f-8v7Qhe-91pMRT-9czgNd-9bPwdn-9bSthh-8TmcBo-9bPspa-9bSsiW-8Tmapf-9kViF2-8Pud4h-8ozUiw-8Pomnt-8Pq3AD-bT81VB-9c1SW2-dPmysg-aNJGna-atmVGb-atjgXg-atmVHS-atmVJU-atjh22-atmVD1-atmVyE-atmVEL-atjh56-dihhor-8SQWdz-cv2q4m-9vsgzR-eFguLD/\">\u003cimg class=\"size-full wp-image-32774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/interests300.jpg\" alt=\"interests300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Ed Yourdon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education researchers are beginning to validate what many teachers have long known -- connecting learning to student interests helps the information stick. This seems to work particularly well with math, a subject many students say they dislike because they can’t see its relevance to their lives.\u003c/p>\n\u003cp>“When I started spending time in classrooms I realized the math wasn't being applied to the students’ world in a meaningful way,” said Candace Walkington, assistant professor in the department of teaching and learning at Southern Methodist University. She conducted a \u003ca href=\"http://www.smu.edu/~/media/Site/Simmons/Research/RME/docs/CW/ICLS_Submission_2012_Final.ashx?la=en\" target=\"_blank\">year-long study\u003c/a> on 141 ninth graders at a Pennsylvania high school to see whether tailoring questions to individual student interests could help students learn difficult and often abstract algebra concepts.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students personalization was more effective.”\u003c/aside>\n\u003cp>Researchers studied a classroom using \u003ca href=\"http://mathseries.carnegielearning.com/\">Carnegie Learning \u003c/a>software called Cognitive Tutor, a program that has been studied frequently. In the study, half of the students chose one of several categories that interested them -- things like music, movies, sports, social media -- and were given an algebra curriculum based on those topics. The other half received no interest-based personalization. All the problems had the same underlying structure and were meant to teach the same concept.\u003c/p>\n\u003cp>Walkington found that students who had received interest-based personalization mastered concepts faster. What's more, in order to ensure that learning was robust, retained over time, and would accelerate future learning, she also looked at student performance in a later unit that had no interest-based personalization for any of the students. “Students that had previously received personalization, even though it was gone, were doing better on these more difficult problems as well,” said Walkington.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenents of Passion Based Learning\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>She also found that struggling students improved the most when their interests were taken into account. “We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students that were way behind the personalization was more effective,” Walkington said. Specifically, the study tested students’ ability to turn story problems into algebraic equations -- what’s called algebraic expression writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That’s one of the most challenging skills to teach students because it’s a very abstract skill,” Walkington said. She hypothesizes that the abstract nature of the concepts actually allowed students to more easily generalize and apply the same knowledge to a wide variety of situations and to more difficult problems in later units.\u003c/p>\n\u003cp>Walkington is working to expand her study to all the ninth graders in a school district of 9,000 students. “The bigger, you make it the harder it is to tap into the interests of students,” Walkington said. But she’s confident that there are some general-interest categories that many students share, like sports and movies.\u003c/p>\n\u003cp>\u003cstrong>WITHOUT TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>But can this tactic help a teacher with a class of 30 students that doesn’t use this particular math software? Teachers in the studied school asked this question, so Walkington developed a \u003ca href=\"http://www.cwalkington.com/MT_Article.pdf\" target=\"_blank\">practical guide\u003c/a> for them to use. She chose to conduct the study using the Carnegie blended learning curriculum because it was easy to layer on the interest-based personalization to the existing program. It also provided her with a wealth of data about how students approached the problems. That said, a teacher could use interest-driven questions without any math software.\u003c/p>\n\u003cp>From her guide:\u003c/p>\n\u003cblockquote>\n\u003cdiv dir=\"ltr\">\u003cstrong>Two Examples of Personalization\u003c/strong>\u003c/div>\n\u003cdiv dir=\"ltr\">Personalization can be accomplished on simple mathematics story problems. For example, a typical algebra problem might read: “A particular assembly line in an automobile company plant can produce thirteen cars every hour.” Based on this scenario, students might be asked to write an expression or solve for how many cars are produced after certain numbers of hours. Below are some examples of how this problem could be personalized:\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Shopping\u003c/strong>\u003cem>\u003cstrong>: \u003c/strong>\u003c/em>The website of your favorite clothing store, Hot Topic, sells thirteen superhero t-shirts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Computers\u003c/strong>: A recent video blog you posted about your life on YouTube gets thirteen hits every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Food: \u003c/strong>Your favorite restaurant \"Steak 'n Shake\" sells thirteen caramel pretzel shakes every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Music: \u003c/strong>Pandora Internet radio plays thirteen of your favorite pop songs every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Cell Phones: \u003c/strong>On your new iPhone 5 you send your best friend thirteen texts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">While these problems involve relatively simple modifications, our research has shown that this type of personalization is effective for improving student learning.\u003c/div>\n\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-the-power-of-interest-drives-learning/\">How the Power of Interest Drives Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Helping students see algebra in their daily lives is one way to apply this technique. In the same way, video games have point systems that allow players to level up after they've won a certain number of points. Students understand these systems intimately, but aren’t often asked to think about them through the lens of algebra. Similarly, students have a sense of how often they text and how their texting habits compare to others, but they aren’t often asked to express that relationship in an equation. Helping students to see the math in their own lives could get them thinking differently.\u003c/p>\n\u003cp>Another way teachers can personalize algebra would be to ask questions that are likely to appeal to student interests. Walkington found that students find story problems that deal with social issues of communicating with family and friends accessible. Concepts of work and business were less accessible, as were problems that dealt with physics concepts like motion, time, and space. Problems based on home references like pets were more interesting to students and garnered better results. Using these broad guidelines, teachers can try to write questions that appeal to more students.\u003c/p>\n\u003cp>Walkington has also experimented with having students personalize their own math instruction, writing, sharing and solving story problems in small groups. She’s found that even students with relatively little math knowledge can create complex story problems and express them with algebra if there's interest in the topic. This is a great way to have students construct their own knowledge while applying it to their passions.\u003c/p>\n\u003cp>A great time to use this tactic is when introducing an abstract idea or foundational topic in algebra. That’s when educators will see the most benefit of grounding the topic in student interests, Walkington said. It’s important to elicit student interest in the math concepts, however, and not just the question’s topic. This intervention could work well with struggling students too.\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>“We have to layer the algebra onto those relationships that already exist,” Walkington said. “And that’s not an obvious thing because it doesn’t look anything like algebra at first. It just looks like a relationship.” She’s confident from her own experience of learning to love math that when students see its applicability to things they care about, they learn more easily and deeply.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32768/to-learn-algebra-the-not-so-secret-way-to-students-hearts","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_276","mindshift_20586","mindshift_1040","mindshift_20585"],"featImg":"mindshift_32775","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? 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