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Make It Hands-On","publishDate":1555309480,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Eighth-grader Liam Bayne has always liked math and science -- that’s one reason his family sent him to \u003ca href=\"https://www.tasms.com/\" target=\"_blank\" rel=\"noopener\">The Alternative School For Math and Science (ASMS)\u003c/a>. But he was surprised and excited when his sixth-grade science class started each new topic with experimentation, not lecture or textbook learning.\u003c/p>\n\u003cp>“I was really excited because the first thing we did was experiments and hands-on stuff, which is my favorite part,” Liam said. At ASMS the teaching philosophy centers around giving students experiences that pique their interest to know more. Their science curriculum is based on a program called \u003ca href=\"https://www.fossweb.com/what-is-foss\" target=\"_blank\" rel=\"noopener\">Full Option Science System (FOSS)\u003c/a>, but has changed over time as teachers bring new ideas to the curriculum and focus on meeting the \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards (NGSS)\u003c/a>.\u003c/p>\n\u003cp>“It’s really based on the idea that students learn science by doing science,” said Kim Frock, co-founder of ASMS. Kids ask questions, make observations, manipulate data, analyze, “and really through that process, develop deep conceptual understanding of what they’re doing.”\u003c/p>\n\u003cp>This style of learning can feel foreign to many ASMS students at first, whether they come from a private or public elementary school, but with time and support they often come to see its value. Kids talk with one another, and ASMS kids know this isn’t how a lot of friends at other area middle schools are learning.\u003c/p>\n\u003cp>“We’re learning similar things in science except they have the facts memorized, but they don’t really know them,” said Carolyn Heckle, an ASMS eighth-grader. “Here if you have something in your brain, it's because you did something that made it a memory.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, Carolyn clearly remembers an earth science unit about how different sedimentary rocks form, in which she and her partner, Liam, made sedimentary layers of shale, limestone and sandstone. They recreated the geological processes using sand, a sodium silicate solution, clay, plaster of Paris, oyster shells and water, slowly building up sedimentary layers and discussing their structures along the way. Heckle said watching rock formations form crystallized her learning about geology.\u003c/p>\n\u003cp>Both Liam and Carolyn admit group work was one of the hardest things to get used to at this school. But now, three years in, they can see just how much they’ve learned from peers. Liam described a sixth-grade engineering challenge that required student teams to design a spaceship that could pick up items and drop them off at a predetermined distance. No one in his group knew how to start. Liam asked a shy person in the group if they had an idea.\u003c/p>\n\u003cp>“They came up with an idea that we stuck with the whole time,” Liam said. “ I thought, wow, I could actually learn from them. That was the first time I started to ask other people for their opinion rather than asking for help for my opinion.”\u003cbr>\n\u003cstrong>\u003cbr>\nTHE TEACHING PHILOSOPHY AT ASMS\u003c/strong>\u003c/p>\n\u003cp>The Alternative School for Math and Science started 15 years ago when co-founder Kim Frock was startled at data showing only about half of eighth-grade students in her region, near Corning, New York, were meeting standards in math and English. In contrast, almost all the fifth-grade students were on track, “so it was pretty clear where the system was starting to break down,” she said.\u003c/p>\n\u003cfigure id=\"attachment_53334\" class=\"wp-caption aligncenter\" style=\"max-width: 5616px\">\u003cimg class=\"wp-image-53334 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg\" alt=\"The science curriculum at ASMS encourages students to work collaboratively to solve the road blocks that real scientists face when developing experiments.\" width=\"5616\" height=\"3744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg 5616w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1200x800.jpg 1200w\" sizes=\"(max-width: 5616px) 100vw, 5616px\">\u003cfigcaption class=\"wp-caption-text\">The science curriculum at ASMS encourages students to work collaboratively to solve the roadblocks that real scientists face when developing experiments. \u003ccite>(Courtesy of \u003ca href=\"https://www.tasms.com/\">The Alternative School for Math and Science\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The data prompted Frock to start the independent school in a space made available by \u003ca href=\"https://www.corning.com/worldwide/en.html\" target=\"_blank\" rel=\"noopener\">Corning Incorporated\u003c/a>, a global company responsible for inventing products like Pyrex, the gorilla glass on smartphones and the ceramic in a catalytic converter. Corning is a small, rural community with a median income of about $50,000, but Corning Inc. draws many highly educated scientists who want good local schools.\u003c/p>\n\u003cp>Corning donates to its local public schools, but ASMS has a special relationship, getting free facility space and annual funding for financial aid. While the school is private, Frock said it doesn’t use academics to determine admissions and every child’s education is heavily subsidized, although some receive more than others. She also said the school has more kids with special needs than the public schools and draws students from over 10 local districts.\u003c/p>\n\u003cp>“If you want to bring physicists and scientists to the area you have to have a top-notch education,” said Jenna Chervenic, an eighth-grade science teacher at ASMS who used to work at Corning Inc. as a fiber optics mechanical engineer. She left that job to become a high school math teacher, but later joined the ASMS staff.\u003c/p>\n\u003cp>“What I love about this job is I get to do both,” Chervenic said. “I put a lot of engineering tasks into the science curriculum.”\u003c/p>\n\u003cp>When they started the school, Frock knew they needed to teach science differently. She didn’t think the “canned experiments” many schools do, where students walk through a step-by-step process and get a predetermined result, was a good representation of what real scientists do. It’s too controlled, and doesn’t have enough room for the types of failures and setbacks that professional scientists face everyday.\u003c/p>\n\u003cp>“That’s not learning and it’s not engaging for kids,” Frock said. “Here, instead, we have inquiries for them to do and general guidelines, but they’re really asking their own questions and discovering their own knowledge.”\u003c/p>\n\u003cp>At each grade level students do three big units focusing on Life Science, Earth and Space Science, and Physical Science. At the end of each unit they do an \u003ca href=\"https://drive.google.com/file/d/1VYuYf3gkWIFlPr6t7zIUb7Is8NkJ4whF/view?ts=5c9c04b7\" target=\"_blank\" rel=\"noopener\">engineering challenge\u003c/a> designed to fill gaps in the curriculum and to get students applying what they’ve learned throughout the unit.\u003c/p>\n\u003cp>“It’s very few tests until they get to eighth grade,” Chervenic said. “There’s just a lot of authentic evaluation and looking to see what students have learned, and if they didn’t get it we don’t just keep moving on. We figure out how to put it back in our teaching so we make sure every kid has a level of proficiency and that they have felt success.”\u003c/p>\n\u003cp>Teaching this way requires small class sizes and teachers with a deep grasp of their subject matter. The teachers have to be comfortable with students pursuing their own areas of inquiry and guiding them to continue asking questions, iterating, researching and experimenting until they’ve come up with some conclusions.\u003c/p>\n\u003cp>This process was frustrating for Liam and Carolyn at first. Liam was worried people would think he wasn’t smart if he “failed” at something.\u003c/p>\n\u003cp>“Even just the word \u003ca href=\"https://www.kqed.org/mindshift/35852/instead-of-framing-failure-as-a-positive-why-not-just-use-positive-words\" target=\"_blank\" rel=\"noopener\">failure gives a negative connotation\u003c/a>,” he said. “I remember I failed at something and then my teacher said, ‘Now we know one way not to do it.’ ”\u003c/p>\n\u003cp>He’s gradually become comfortable with the idea that when he hits a roadblock in a project, that’s a chance to re-evaluate and try something else. It’s led him to always be asking “why” in everything he learns, whether that’s social studies, earth sciences or chemistry.\u003c/p>\n\u003cp>In addition to science class at each grade level, students are required to complete an independent project or compete in a national science competition. All sixth-graders do a controlled experiment answering a question they’ve designed. Questions range: Does putting food coloring in a muffin change the taste? If I drop different sized balls off a bridge, will the crater size change? It’s a science experiment, but done at school without parental help. And even if students come up with questions the teacher knows they won’t be able to prove, educators let kids pursue the idea anyway. It’s part of the learning process.\u003c/p>\n\u003cp>“If you can create that safe environment where kids are willing to take a risk, they can present a whole experiment, even if they didn’t get an answer or didn't get the answer they were looking for,” Chervenic said.\u003c/p>\n\u003cp>When students get to seventh and eighth grade they have more options to meet their science requirements. They can do another controlled experiment if they want or they can participate in \u003ca href=\"https://www.tasms.com/academic-competitions\" target=\"_blank\" rel=\"noopener\">six different national science competitions\u003c/a>: First Lego League robotics, Rube Goldberg machines, eCybermission, Exploravision, Future Cities and 3M Young Scientist.\u003c/p>\n\u003cp>“We want kids to be doing the work independently and we want them to be doing the work here,” Frock said. The expectations are high, but teachers want students working through their own problems in a place where they can get just the right support from a teacher. Work on science competitions is almost always collaborative, so staying at school is logistically easier for kids whose homes are spread out across the region. Teachers also encourage students to attend study hall and homework club after school so they can get work done at school before heading home to rest.\u003c/p>\n\u003cp>“We’ve created an environment where they come in expecting to work hard, but there’s that internal reward,” Chervenic said. “It creates that environment where they’re excited to get into class everyday, and what the day is going to hold, so you don’t have to do a lot of redirecting and stuff like that.”\u003c/p>\n\u003cp>The collaboration teachers work hard to promote throughout their students’ learning is evident in the adult work at ASMS as well. Teachers regularly visit one another’s classrooms to make sure, for example, that they’re using the same language to talk about an algebraic concept in science as they are in math class. If the English teacher notices students are weak on their writing, then in science class they may also spend extra time writing strong conclusions. Teachers here recognize that without all school disciplines working together, students won’t become well-rounded or see how big questions in life are interconnected.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>After three years at ASMS, most students have gotten good at solving their problems independently and collaborating in groups. Many have discovered a deep love for science and a desire to know much more about why the world works the way it does. And then most go off to the public high school where class sizes are bigger, some teachers are more traditional, and they take regular tests and receive grades. It’s very different from ASMS and it can be a shock.\u003c/p>\n\u003cp>“The feedback we got was that they weren’t prepared to take tests and do notetaking all year long,” Frock said. These insights came out of a survey Frock conducted with early graduates. To rectify those holes, eighth-graders now spend the last trimester learning some basics about how other schools work. They practice opening a locker, discuss how to advocate for themselves to teachers, and take practice tests. They even read class syllabi together and play around with a mock gradebook to understand how grades are weighted and what scores on different items on the syllabus could do to a final grade.\u003c/p>\n\u003cp>“The transition wasn’t that bad,” said Gracie Speicher a ninth-grader at Corning Painted Post High School. “I really like my classes. I have really good teachers.”\u003c/p>\n\u003cp>She says grades and tests are different from her learning experience at ASMS but not necessarily bad, and the transition class helped her know what to expect. She says she knows who she is as a student now, and feels comfortable asking for what she needs. On some assignments she’ll stick to the rubric, but on others, when she’s passionate about something, she goes above and beyond. She recently built a scale model of the Globe Theatre, an idea her teacher was skeptical she could complete in time, instead of presenting a slideshow about Shakespeare like many of her classmates.\u003c/p>\n\u003cp>“The project work that was very interesting and engaging helped me in the long run because it got me engaged in middle school so enjoying learning in high school is easier,” Gracie said about the transition from ASMS to high school. And she learned valuable lessons about collaboration there, something that was hard for her, since she often prefers to work individually.\u003c/p>\n\u003cp>Kim Frock, co-founder of ASMS, is proud that over 70 percent of kids who went to ASMS have gone on to pursue college degrees in science, technology, engineering and math (STEM) degrees. And, she says, that’s not because they are screening for 10-year-olds who already know they want to be scientists or mathematicians. In fact, many students come in hating the sciences, but they leave excited about them. To her, that’s proof that the learning experience students get in middle school at ASMS is sticking with them, making an impact well beyond the three years students spend in her building.\u003c/p>\n\u003cp>She knows that a private school like ASMS, with financial support from Corning Inc., gives her freedom to offer exactly the kind of education she believes all kids need, and to do so for families from diverse socioeconomic backgrounds. But she also thinks middle school is such a crucial time to get students excited as learners that other schools can learn from the success they’ve had.\u003c/p>\n\u003cp>“We’ve known how to do education right for probably 40 years, but there are very few schools that have been able to implement it,” Frock said.\u003c/p>\n\u003cp>For her, it starts with hiring teachers that share a particular education philosophy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"In order to teach here, our teachers really have to believe that every kid can be successful,” Frock said. “And I would say that’s not the attitude I’ve seen from every public school educator.\"\u003c/p>\n\n","blocks":[],"excerpt":"The inquiry-based science curriculum at this middle school has students embracing a growth mindset, using technology purposefully and exploring their identities as scientists.","status":"publish","parent":0,"modified":1567805075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2392},"headData":{"title":"How Do We Get Middle School Students Excited About Science? Make It Hands-On | KQED","description":"The inquiry-based science curriculum at this middle school has students embracing a growth mindset, using technology purposefully and exploring their identities as scientists.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53331 https://ww2.kqed.org/mindshift/?p=53331","disqusUrl":"https://ww2.kqed.org/mindshift/2019/04/14/how-do-we-get-middle-school-students-excited-about-science-make-it-hands-on/","disqusTitle":"How Do We Get Middle School Students Excited About Science? Make It Hands-On","path":"/mindshift/53331/how-do-we-get-middle-school-students-excited-about-science-make-it-hands-on","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eighth-grader Liam Bayne has always liked math and science -- that’s one reason his family sent him to \u003ca href=\"https://www.tasms.com/\" target=\"_blank\" rel=\"noopener\">The Alternative School For Math and Science (ASMS)\u003c/a>. But he was surprised and excited when his sixth-grade science class started each new topic with experimentation, not lecture or textbook learning.\u003c/p>\n\u003cp>“I was really excited because the first thing we did was experiments and hands-on stuff, which is my favorite part,” Liam said. At ASMS the teaching philosophy centers around giving students experiences that pique their interest to know more. Their science curriculum is based on a program called \u003ca href=\"https://www.fossweb.com/what-is-foss\" target=\"_blank\" rel=\"noopener\">Full Option Science System (FOSS)\u003c/a>, but has changed over time as teachers bring new ideas to the curriculum and focus on meeting the \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards (NGSS)\u003c/a>.\u003c/p>\n\u003cp>“It’s really based on the idea that students learn science by doing science,” said Kim Frock, co-founder of ASMS. Kids ask questions, make observations, manipulate data, analyze, “and really through that process, develop deep conceptual understanding of what they’re doing.”\u003c/p>\n\u003cp>This style of learning can feel foreign to many ASMS students at first, whether they come from a private or public elementary school, but with time and support they often come to see its value. Kids talk with one another, and ASMS kids know this isn’t how a lot of friends at other area middle schools are learning.\u003c/p>\n\u003cp>“We’re learning similar things in science except they have the facts memorized, but they don’t really know them,” said Carolyn Heckle, an ASMS eighth-grader. “Here if you have something in your brain, it's because you did something that made it a memory.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, Carolyn clearly remembers an earth science unit about how different sedimentary rocks form, in which she and her partner, Liam, made sedimentary layers of shale, limestone and sandstone. They recreated the geological processes using sand, a sodium silicate solution, clay, plaster of Paris, oyster shells and water, slowly building up sedimentary layers and discussing their structures along the way. Heckle said watching rock formations form crystallized her learning about geology.\u003c/p>\n\u003cp>Both Liam and Carolyn admit group work was one of the hardest things to get used to at this school. But now, three years in, they can see just how much they’ve learned from peers. Liam described a sixth-grade engineering challenge that required student teams to design a spaceship that could pick up items and drop them off at a predetermined distance. No one in his group knew how to start. Liam asked a shy person in the group if they had an idea.\u003c/p>\n\u003cp>“They came up with an idea that we stuck with the whole time,” Liam said. “ I thought, wow, I could actually learn from them. That was the first time I started to ask other people for their opinion rather than asking for help for my opinion.”\u003cbr>\n\u003cstrong>\u003cbr>\nTHE TEACHING PHILOSOPHY AT ASMS\u003c/strong>\u003c/p>\n\u003cp>The Alternative School for Math and Science started 15 years ago when co-founder Kim Frock was startled at data showing only about half of eighth-grade students in her region, near Corning, New York, were meeting standards in math and English. In contrast, almost all the fifth-grade students were on track, “so it was pretty clear where the system was starting to break down,” she said.\u003c/p>\n\u003cfigure id=\"attachment_53334\" class=\"wp-caption aligncenter\" style=\"max-width: 5616px\">\u003cimg class=\"wp-image-53334 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg\" alt=\"The science curriculum at ASMS encourages students to work collaboratively to solve the road blocks that real scientists face when developing experiments.\" width=\"5616\" height=\"3744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg 5616w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1200x800.jpg 1200w\" sizes=\"(max-width: 5616px) 100vw, 5616px\">\u003cfigcaption class=\"wp-caption-text\">The science curriculum at ASMS encourages students to work collaboratively to solve the roadblocks that real scientists face when developing experiments. \u003ccite>(Courtesy of \u003ca href=\"https://www.tasms.com/\">The Alternative School for Math and Science\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The data prompted Frock to start the independent school in a space made available by \u003ca href=\"https://www.corning.com/worldwide/en.html\" target=\"_blank\" rel=\"noopener\">Corning Incorporated\u003c/a>, a global company responsible for inventing products like Pyrex, the gorilla glass on smartphones and the ceramic in a catalytic converter. Corning is a small, rural community with a median income of about $50,000, but Corning Inc. draws many highly educated scientists who want good local schools.\u003c/p>\n\u003cp>Corning donates to its local public schools, but ASMS has a special relationship, getting free facility space and annual funding for financial aid. While the school is private, Frock said it doesn’t use academics to determine admissions and every child’s education is heavily subsidized, although some receive more than others. She also said the school has more kids with special needs than the public schools and draws students from over 10 local districts.\u003c/p>\n\u003cp>“If you want to bring physicists and scientists to the area you have to have a top-notch education,” said Jenna Chervenic, an eighth-grade science teacher at ASMS who used to work at Corning Inc. as a fiber optics mechanical engineer. She left that job to become a high school math teacher, but later joined the ASMS staff.\u003c/p>\n\u003cp>“What I love about this job is I get to do both,” Chervenic said. “I put a lot of engineering tasks into the science curriculum.”\u003c/p>\n\u003cp>When they started the school, Frock knew they needed to teach science differently. She didn’t think the “canned experiments” many schools do, where students walk through a step-by-step process and get a predetermined result, was a good representation of what real scientists do. It’s too controlled, and doesn’t have enough room for the types of failures and setbacks that professional scientists face everyday.\u003c/p>\n\u003cp>“That’s not learning and it’s not engaging for kids,” Frock said. “Here, instead, we have inquiries for them to do and general guidelines, but they’re really asking their own questions and discovering their own knowledge.”\u003c/p>\n\u003cp>At each grade level students do three big units focusing on Life Science, Earth and Space Science, and Physical Science. At the end of each unit they do an \u003ca href=\"https://drive.google.com/file/d/1VYuYf3gkWIFlPr6t7zIUb7Is8NkJ4whF/view?ts=5c9c04b7\" target=\"_blank\" rel=\"noopener\">engineering challenge\u003c/a> designed to fill gaps in the curriculum and to get students applying what they’ve learned throughout the unit.\u003c/p>\n\u003cp>“It’s very few tests until they get to eighth grade,” Chervenic said. “There’s just a lot of authentic evaluation and looking to see what students have learned, and if they didn’t get it we don’t just keep moving on. We figure out how to put it back in our teaching so we make sure every kid has a level of proficiency and that they have felt success.”\u003c/p>\n\u003cp>Teaching this way requires small class sizes and teachers with a deep grasp of their subject matter. The teachers have to be comfortable with students pursuing their own areas of inquiry and guiding them to continue asking questions, iterating, researching and experimenting until they’ve come up with some conclusions.\u003c/p>\n\u003cp>This process was frustrating for Liam and Carolyn at first. Liam was worried people would think he wasn’t smart if he “failed” at something.\u003c/p>\n\u003cp>“Even just the word \u003ca href=\"https://www.kqed.org/mindshift/35852/instead-of-framing-failure-as-a-positive-why-not-just-use-positive-words\" target=\"_blank\" rel=\"noopener\">failure gives a negative connotation\u003c/a>,” he said. “I remember I failed at something and then my teacher said, ‘Now we know one way not to do it.’ ”\u003c/p>\n\u003cp>He’s gradually become comfortable with the idea that when he hits a roadblock in a project, that’s a chance to re-evaluate and try something else. It’s led him to always be asking “why” in everything he learns, whether that’s social studies, earth sciences or chemistry.\u003c/p>\n\u003cp>In addition to science class at each grade level, students are required to complete an independent project or compete in a national science competition. All sixth-graders do a controlled experiment answering a question they’ve designed. Questions range: Does putting food coloring in a muffin change the taste? If I drop different sized balls off a bridge, will the crater size change? It’s a science experiment, but done at school without parental help. And even if students come up with questions the teacher knows they won’t be able to prove, educators let kids pursue the idea anyway. It’s part of the learning process.\u003c/p>\n\u003cp>“If you can create that safe environment where kids are willing to take a risk, they can present a whole experiment, even if they didn’t get an answer or didn't get the answer they were looking for,” Chervenic said.\u003c/p>\n\u003cp>When students get to seventh and eighth grade they have more options to meet their science requirements. They can do another controlled experiment if they want or they can participate in \u003ca href=\"https://www.tasms.com/academic-competitions\" target=\"_blank\" rel=\"noopener\">six different national science competitions\u003c/a>: First Lego League robotics, Rube Goldberg machines, eCybermission, Exploravision, Future Cities and 3M Young Scientist.\u003c/p>\n\u003cp>“We want kids to be doing the work independently and we want them to be doing the work here,” Frock said. The expectations are high, but teachers want students working through their own problems in a place where they can get just the right support from a teacher. Work on science competitions is almost always collaborative, so staying at school is logistically easier for kids whose homes are spread out across the region. Teachers also encourage students to attend study hall and homework club after school so they can get work done at school before heading home to rest.\u003c/p>\n\u003cp>“We’ve created an environment where they come in expecting to work hard, but there’s that internal reward,” Chervenic said. “It creates that environment where they’re excited to get into class everyday, and what the day is going to hold, so you don’t have to do a lot of redirecting and stuff like that.”\u003c/p>\n\u003cp>The collaboration teachers work hard to promote throughout their students’ learning is evident in the adult work at ASMS as well. Teachers regularly visit one another’s classrooms to make sure, for example, that they’re using the same language to talk about an algebraic concept in science as they are in math class. If the English teacher notices students are weak on their writing, then in science class they may also spend extra time writing strong conclusions. Teachers here recognize that without all school disciplines working together, students won’t become well-rounded or see how big questions in life are interconnected.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>After three years at ASMS, most students have gotten good at solving their problems independently and collaborating in groups. Many have discovered a deep love for science and a desire to know much more about why the world works the way it does. And then most go off to the public high school where class sizes are bigger, some teachers are more traditional, and they take regular tests and receive grades. It’s very different from ASMS and it can be a shock.\u003c/p>\n\u003cp>“The feedback we got was that they weren’t prepared to take tests and do notetaking all year long,” Frock said. These insights came out of a survey Frock conducted with early graduates. To rectify those holes, eighth-graders now spend the last trimester learning some basics about how other schools work. They practice opening a locker, discuss how to advocate for themselves to teachers, and take practice tests. They even read class syllabi together and play around with a mock gradebook to understand how grades are weighted and what scores on different items on the syllabus could do to a final grade.\u003c/p>\n\u003cp>“The transition wasn’t that bad,” said Gracie Speicher a ninth-grader at Corning Painted Post High School. “I really like my classes. I have really good teachers.”\u003c/p>\n\u003cp>She says grades and tests are different from her learning experience at ASMS but not necessarily bad, and the transition class helped her know what to expect. She says she knows who she is as a student now, and feels comfortable asking for what she needs. On some assignments she’ll stick to the rubric, but on others, when she’s passionate about something, she goes above and beyond. She recently built a scale model of the Globe Theatre, an idea her teacher was skeptical she could complete in time, instead of presenting a slideshow about Shakespeare like many of her classmates.\u003c/p>\n\u003cp>“The project work that was very interesting and engaging helped me in the long run because it got me engaged in middle school so enjoying learning in high school is easier,” Gracie said about the transition from ASMS to high school. And she learned valuable lessons about collaboration there, something that was hard for her, since she often prefers to work individually.\u003c/p>\n\u003cp>Kim Frock, co-founder of ASMS, is proud that over 70 percent of kids who went to ASMS have gone on to pursue college degrees in science, technology, engineering and math (STEM) degrees. And, she says, that’s not because they are screening for 10-year-olds who already know they want to be scientists or mathematicians. In fact, many students come in hating the sciences, but they leave excited about them. To her, that’s proof that the learning experience students get in middle school at ASMS is sticking with them, making an impact well beyond the three years students spend in her building.\u003c/p>\n\u003cp>She knows that a private school like ASMS, with financial support from Corning Inc., gives her freedom to offer exactly the kind of education she believes all kids need, and to do so for families from diverse socioeconomic backgrounds. But she also thinks middle school is such a crucial time to get students excited as learners that other schools can learn from the success they’ve had.\u003c/p>\n\u003cp>“We’ve known how to do education right for probably 40 years, but there are very few schools that have been able to implement it,” Frock said.\u003c/p>\n\u003cp>For her, it starts with hiring teachers that share a particular education philosophy.\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>\"In order to teach here, our teachers really have to believe that every kid can be successful,” Frock said. “And I would say that’s not the attitude I’ve seen from every public school educator.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53331/how-do-we-get-middle-school-students-excited-about-science-make-it-hands-on","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_797","mindshift_505","mindshift_145","mindshift_20946","mindshift_551","mindshift_47"],"featImg":"mindshift_53333","label":"mindshift"},"mindshift_19081":{"type":"posts","id":"mindshift_19081","meta":{"index":"posts_1591205157","site":"mindshift","id":"19081","score":null,"sort":[1329332540000]},"guestAuthors":[],"slug":"what-if-robots-taught-kids","title":"What If Robots Taught Kids?","publishDate":1329332540,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 388px\">\u003cimg class=\"size-full wp-image-19083\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/108773063.jpg\" alt=\"\" width=\"388\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063-320x365.jpg 320w\" sizes=\"(max-width: 388px) 100vw, 388px\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>Last month, a company called \u003ca href=\"http://latd.com/\">Latitude\u003c/a>, which analyzes how people will read, watch, listen, and learn in the future, organized a survey to figure out what the future of education might look like. They asked: \u003ca href=\"http://latd.com/2012/01/16/robots-at-school-findings/\">what if robots taught children?\u003c/a>\u003c/p>\n\u003cp>The survey was conducted with 348 children from Australia, Europe, South Africa, and the U.S., designed to help answer the question, “What if robots were part of your everyday life – at school and beyond?” The questions, which were created with partners LEGO Learning Institute, were framed in a series of “narrative prompts” that would tease out complex and interesting answers about how children could best interact with artificial learning guides. “This really works with kids, and without it, we wouldn’t have gotten the richness we did,” says Ian Schultze, Latitude’s Director of Technology and Business Development.\u003c/p>\n\u003cp>The children were asked to finish the following stories:\u003c/p>\n\u003cp>“When I got to school this morning, my teacher surprised me by giving me a robot to help me with my schoolwork and…”\u003c/p>\n\u003cp>“My learning group or classroom finished its work before class ended, so my teacher let us leave early with the class robot and…”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I made friends with a robot today, so I invited it to come home with me after school and…”\u003c/p>\n\u003cp>Some of the results [\u003ca href=\"http://bit.ly/robotstudy\">PDF\u003c/a>]:\u003c/p>\n\u003cul>\n\u003cli>64% of kids described robots as if they were \"natural, human-like companions: as humanoid peers that could speak and communicate with ease, came 'pre-loaded' with smarts and useful knowledge, and were social naturals.\"\u003c/li>\n\u003cli>One-third of kids explicitly described their robots’ physical form as human-like, and 29% \u003c!--more-->specified that their robots’ primary mode of interaction was speech.\u003c/li>\n\u003cli>75% of kids' robots \"acted patient and supportive in educational contexts.\"\u003c/li>\n\u003cli>20% of kids saw robots as a natural part of their peer groups.\u003c/li>\n\u003cli>38% of kids want a robot to play with.\u003c/li>\n\u003cli>38% of kids want a robot to learn with.\u003c/li>\n\u003c/ul>\n\u003cp>The results were more than just a role-playing game. Without knowing it, the children were describing their ideal teachers and learning environment. And overwhelmingly, children asked for teachers who didn't use shame or scolding if they answered a question wrong or didn’t understand a subject. Their ideal robot learning partner understood if a child wasn’t ready to move on from long division, and patiently went over the subject as long as it took.\u003c/p>\n\u003cp>“There’s a little bit of shame involved in being wrong or being behind,” Schultze says. “Robots can get that out of the way, because they’re not judgmental. There’s a sense that technology is almost coequal, as opposed to a sort of master-servant relationship.”\u003c/p>\n\u003cp>The survey also suggested that children have an almost eerily comfortable intimacy with robots, treating them as play partners and considering play, learning, and social behavior as part of the same continuum. Though this survey is a speculative game, the prospect of computers and robots being a part of children’s daily education may not be as far off as we think. Institutes like \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One \u003c/a>and \u003ca href=\"http://carpediemschools.com/about-us\">Carpe Dium\u003c/a> in Arizona are using online tutors and computer-assisted instruction, and Japanese and Korean schools have been \u003ca href=\"../2011/04/my-teacher-is-an-avatar/\">experimenting with robots in secondary education\u003c/a>.\u003c/p>\n\u003cp>But there are lessons from this survey, Schultze says, that suggest children crave a tutor. Someone – or something – that listens and learns with them, not at them.\u003c/p>\n\u003cp>As Schultze described the children’s attitude, “They’re using robots as a projective tool about what they do and don’t like about the current learning process,” Schultze says. “At a very simple level, they’re answering questions about how to better drive their own learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1329332540,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":658},"headData":{"title":"What If Robots Taught Kids? | KQED","description":"Getty By Chris Thompson Last month, a company called Latitude, which analyzes how people will read, watch, listen, and learn in the future, organized a survey to figure out what the future of education might look like. They asked: what if robots taught children? The survey was conducted with 348 children from Australia, Europe, South","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"19081 http://blogs.kqed.org/mindshift/?p=19081","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/15/what-if-robots-taught-kids/","disqusTitle":"What If Robots Taught Kids?","path":"/mindshift/19081/what-if-robots-taught-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 388px\">\u003cimg class=\"size-full wp-image-19083\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/108773063.jpg\" alt=\"\" width=\"388\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063-320x365.jpg 320w\" sizes=\"(max-width: 388px) 100vw, 388px\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>Last month, a company called \u003ca href=\"http://latd.com/\">Latitude\u003c/a>, which analyzes how people will read, watch, listen, and learn in the future, organized a survey to figure out what the future of education might look like. They asked: \u003ca href=\"http://latd.com/2012/01/16/robots-at-school-findings/\">what if robots taught children?\u003c/a>\u003c/p>\n\u003cp>The survey was conducted with 348 children from Australia, Europe, South Africa, and the U.S., designed to help answer the question, “What if robots were part of your everyday life – at school and beyond?” The questions, which were created with partners LEGO Learning Institute, were framed in a series of “narrative prompts” that would tease out complex and interesting answers about how children could best interact with artificial learning guides. “This really works with kids, and without it, we wouldn’t have gotten the richness we did,” says Ian Schultze, Latitude’s Director of Technology and Business Development.\u003c/p>\n\u003cp>The children were asked to finish the following stories:\u003c/p>\n\u003cp>“When I got to school this morning, my teacher surprised me by giving me a robot to help me with my schoolwork and…”\u003c/p>\n\u003cp>“My learning group or classroom finished its work before class ended, so my teacher let us leave early with the class robot and…”\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>“I made friends with a robot today, so I invited it to come home with me after school and…”\u003c/p>\n\u003cp>Some of the results [\u003ca href=\"http://bit.ly/robotstudy\">PDF\u003c/a>]:\u003c/p>\n\u003cul>\n\u003cli>64% of kids described robots as if they were \"natural, human-like companions: as humanoid peers that could speak and communicate with ease, came 'pre-loaded' with smarts and useful knowledge, and were social naturals.\"\u003c/li>\n\u003cli>One-third of kids explicitly described their robots’ physical form as human-like, and 29% \u003c!--more-->specified that their robots’ primary mode of interaction was speech.\u003c/li>\n\u003cli>75% of kids' robots \"acted patient and supportive in educational contexts.\"\u003c/li>\n\u003cli>20% of kids saw robots as a natural part of their peer groups.\u003c/li>\n\u003cli>38% of kids want a robot to play with.\u003c/li>\n\u003cli>38% of kids want a robot to learn with.\u003c/li>\n\u003c/ul>\n\u003cp>The results were more than just a role-playing game. Without knowing it, the children were describing their ideal teachers and learning environment. And overwhelmingly, children asked for teachers who didn't use shame or scolding if they answered a question wrong or didn’t understand a subject. Their ideal robot learning partner understood if a child wasn’t ready to move on from long division, and patiently went over the subject as long as it took.\u003c/p>\n\u003cp>“There’s a little bit of shame involved in being wrong or being behind,” Schultze says. “Robots can get that out of the way, because they’re not judgmental. There’s a sense that technology is almost coequal, as opposed to a sort of master-servant relationship.”\u003c/p>\n\u003cp>The survey also suggested that children have an almost eerily comfortable intimacy with robots, treating them as play partners and considering play, learning, and social behavior as part of the same continuum. Though this survey is a speculative game, the prospect of computers and robots being a part of children’s daily education may not be as far off as we think. Institutes like \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One \u003c/a>and \u003ca href=\"http://carpediemschools.com/about-us\">Carpe Dium\u003c/a> in Arizona are using online tutors and computer-assisted instruction, and Japanese and Korean schools have been \u003ca href=\"../2011/04/my-teacher-is-an-avatar/\">experimenting with robots in secondary education\u003c/a>.\u003c/p>\n\u003cp>But there are lessons from this survey, Schultze says, that suggest children crave a tutor. Someone – or something – that listens and learns with them, not at them.\u003c/p>\n\u003cp>As Schultze described the children’s attitude, “They’re using robots as a projective tool about what they do and don’t like about the current learning process,” Schultze says. “At a very simple level, they’re answering questions about how to better drive their own learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19081/what-if-robots-taught-kids","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_817","mindshift_505"],"featImg":"mindshift_19083","label":"mindshift"},"mindshift_17648":{"type":"posts","id":"mindshift_17648","meta":{"index":"posts_1591205157","site":"mindshift","id":"17648","score":null,"sort":[1324582955000]},"guestAuthors":[],"slug":"is-lego-stereotyping-girls-with-new-product-line","title":"Is Lego Stereotyping Girls with New Product Line?","publishDate":1324582955,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-olivias-workshop/\" rel=\"attachment wp-att-17649\">\u003cimg class=\"alignleft size-full wp-image-17649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/LEGO-Friends-Olivias-Workshop.jpg\" alt=\"\" width=\"300\" height=\"163\">\u003c/a>Legos remain one of the world's most popular and most beloved toys, and for more than 60 years, children of all ages have played with the plastic bricks. But starting January 1, a new line of Legos called Lego Friends will appear on store shelves, introducing what Lego's CEO \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html\">calls\u003c/a> \"the most significant strategic launch we’ve done in a decade.\"\u003c/p>\n\u003cp>From all appearances, the new product line is aimed directly at girls, a huge shift from their current product offerings.\u003c/p>\n\u003cp>“They might as well have a No Girls Allowed sign,” says author Peggy Orenstein in the\u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\"> BusinessWeek article about the new Lego products\u003c/a>. Orenstein wrote \u003cem>Cinderella Ate My Daughter\u003c/em>, about the toy industry's leveraging young girls' fascination with princesses.\u003c/p>\n\u003cp>Toy store shelves clearly reflect Lego's strategy, aiming products squarely at boys. Sure, girls play with the \u003ca href=\"http://ninjago.lego.com/en-us/Default.aspx\">Ninjago\u003c/a>, \u003ca href=\"http://alienconquest.lego.com/en-us/Default.aspx\">Alien Conquest\u003c/a>, or \u003ca href=\"http://starwars.lego.com/en-us/Default.aspx\">Star Wars\u003c/a> sets, but the themes all revolve around battles, no matter what the brick-building potentials might be.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Does Lego Friends just reinforce some of the stereotypes that already exist?\u003c/aside>\n\u003cp>Those themed sets have been wildly successful, and since Lego started building these types of sets in the mid-2000s (often associated with movie brands like Star Wars or Pirates of the Caribbean), Lego's revenue has soared. The company \u003ca href=\"http://www.npr.org/2011/12/15/143724644/ith-new-toys-lego-hopes-to-build-girls-market\">topped $1 billion in sales\u003c/a> for the first time last year, according to NPR.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So with the new Lego Friends product line, the company wants to \"reach the other 50 percent of \u003c!--more-->the world’s children,\" Lego CEO Jørgen Vig Knudstorp \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\">told Business Week\u003c/a>.\u003c/p>\n\u003cp>It's not the first time that Lego has created products to appeal specifically to girls, most notably with the \u003ca href=\"http://images.businessweek.com/cms/2011-12-14/feature_lego52__01__popup.jpg\">failed\u003c/a> Belleville line in the mid-1990s. Lego Friends addresses many of the problems with the Belleville sets, which contained larger Lego figures to play with that were incompatible with other \"regular\" Legos.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-8/\" rel=\"attachment wp-att-17652\">\u003cimg class=\"alignright size-full wp-image-17652\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/lego-friends-8.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>The new Lego Friends are slightly taller than the traditional Lego mini-figures, but they do \"fit\" with other Lego pieces and the new figures can hold any Lego accessory. The Lego Friends are less blocky, more curvy than Lego mini-figures. (Yes, curvy.) Unlike the mini-figures, the new Lego Friends aren't yellow; their skin is flesh-colored and represent nine different nationalities. Lego Friends have large eyes, a plastic bump for a nose, a big smile. They're more doll-like, and much like the American Girls line of dolls, several of the characters will have names and backstories: Mia loves animals, Emma has a beauty shop, Andrea loves to make music, Stephanie's the \"social girl,\" and Olivia is an inventor.\u003c/p>\n\u003cp>Lego says that the new line of toys has been developed after years of anthropological research into how girls play. Girls role-play more, says Lego, and they tend to project themselves more onto the figures they play with (one of the reasons, according to the company, that girls tend not to like the blocky, yellow-faced mini-figures).\u003c/p>\n\u003cp>But one of the wonderful things about Lego has long been that the toy's imaginative game-play also involves engineering and design. And as the work that \u003ca href=\"http://www.legoeducation.us/\">Lego Education\u003c/a> makes clear, the toy has also become an entry point for students to explore STEM subjects and to transfer their brick-building skills to robot-building ones. (See story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">Khan Academy's summer camp \u003c/a>featuring sumo wrestling with Lego Mindstorms NXT robots.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The broader question here is whether Lego Friends encourage more girls to engineer and tinker, or does it just reinforce some of the stereotypes that already exist -- on the toy aisle as elsewhere: boys build Legos, girls play with dolls.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1324582956,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":619},"headData":{"title":"Is Lego Stereotyping Girls with New Product Line? | KQED","description":"Legos remain one of the world's most popular and most beloved toys, and for more than 60 years, children of all ages have played with the plastic bricks. But starting January 1, a new line of Legos called Lego Friends will appear on store shelves, introducing what Lego's CEO calls "the most significant strategic launch","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"17648 http://blogs.kqed.org/mindshift/?p=17648","disqusUrl":"https://ww2.kqed.org/mindshift/2011/12/22/is-lego-stereotyping-girls-with-new-product-line/","disqusTitle":"Is Lego Stereotyping Girls with New Product Line?","path":"/mindshift/17648/is-lego-stereotyping-girls-with-new-product-line","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-olivias-workshop/\" rel=\"attachment wp-att-17649\">\u003cimg class=\"alignleft size-full wp-image-17649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/LEGO-Friends-Olivias-Workshop.jpg\" alt=\"\" width=\"300\" height=\"163\">\u003c/a>Legos remain one of the world's most popular and most beloved toys, and for more than 60 years, children of all ages have played with the plastic bricks. But starting January 1, a new line of Legos called Lego Friends will appear on store shelves, introducing what Lego's CEO \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html\">calls\u003c/a> \"the most significant strategic launch we’ve done in a decade.\"\u003c/p>\n\u003cp>From all appearances, the new product line is aimed directly at girls, a huge shift from their current product offerings.\u003c/p>\n\u003cp>“They might as well have a No Girls Allowed sign,” says author Peggy Orenstein in the\u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\"> BusinessWeek article about the new Lego products\u003c/a>. Orenstein wrote \u003cem>Cinderella Ate My Daughter\u003c/em>, about the toy industry's leveraging young girls' fascination with princesses.\u003c/p>\n\u003cp>Toy store shelves clearly reflect Lego's strategy, aiming products squarely at boys. Sure, girls play with the \u003ca href=\"http://ninjago.lego.com/en-us/Default.aspx\">Ninjago\u003c/a>, \u003ca href=\"http://alienconquest.lego.com/en-us/Default.aspx\">Alien Conquest\u003c/a>, or \u003ca href=\"http://starwars.lego.com/en-us/Default.aspx\">Star Wars\u003c/a> sets, but the themes all revolve around battles, no matter what the brick-building potentials might be.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Does Lego Friends just reinforce some of the stereotypes that already exist?\u003c/aside>\n\u003cp>Those themed sets have been wildly successful, and since Lego started building these types of sets in the mid-2000s (often associated with movie brands like Star Wars or Pirates of the Caribbean), Lego's revenue has soared. The company \u003ca href=\"http://www.npr.org/2011/12/15/143724644/ith-new-toys-lego-hopes-to-build-girls-market\">topped $1 billion in sales\u003c/a> for the first time last year, according to NPR.\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>So with the new Lego Friends product line, the company wants to \"reach the other 50 percent of \u003c!--more-->the world’s children,\" Lego CEO Jørgen Vig Knudstorp \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\">told Business Week\u003c/a>.\u003c/p>\n\u003cp>It's not the first time that Lego has created products to appeal specifically to girls, most notably with the \u003ca href=\"http://images.businessweek.com/cms/2011-12-14/feature_lego52__01__popup.jpg\">failed\u003c/a> Belleville line in the mid-1990s. Lego Friends addresses many of the problems with the Belleville sets, which contained larger Lego figures to play with that were incompatible with other \"regular\" Legos.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-8/\" rel=\"attachment wp-att-17652\">\u003cimg class=\"alignright size-full wp-image-17652\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/lego-friends-8.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>The new Lego Friends are slightly taller than the traditional Lego mini-figures, but they do \"fit\" with other Lego pieces and the new figures can hold any Lego accessory. The Lego Friends are less blocky, more curvy than Lego mini-figures. (Yes, curvy.) Unlike the mini-figures, the new Lego Friends aren't yellow; their skin is flesh-colored and represent nine different nationalities. Lego Friends have large eyes, a plastic bump for a nose, a big smile. They're more doll-like, and much like the American Girls line of dolls, several of the characters will have names and backstories: Mia loves animals, Emma has a beauty shop, Andrea loves to make music, Stephanie's the \"social girl,\" and Olivia is an inventor.\u003c/p>\n\u003cp>Lego says that the new line of toys has been developed after years of anthropological research into how girls play. Girls role-play more, says Lego, and they tend to project themselves more onto the figures they play with (one of the reasons, according to the company, that girls tend not to like the blocky, yellow-faced mini-figures).\u003c/p>\n\u003cp>But one of the wonderful things about Lego has long been that the toy's imaginative game-play also involves engineering and design. And as the work that \u003ca href=\"http://www.legoeducation.us/\">Lego Education\u003c/a> makes clear, the toy has also become an entry point for students to explore STEM subjects and to transfer their brick-building skills to robot-building ones. (See story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">Khan Academy's summer camp \u003c/a>featuring sumo wrestling with Lego Mindstorms NXT robots.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The broader question here is whether Lego Friends encourage more girls to engineer and tinker, or does it just reinforce some of the stereotypes that already exist -- on the toy aisle as elsewhere: boys build Legos, girls play with dolls.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17648/is-lego-stereotyping-girls-with-new-product-line","authors":["4352"],"categories":["mindshift_194"],"tags":["mindshift_505","mindshift_786","mindshift_552"],"featImg":"mindshift_17649","label":"mindshift"},"mindshift_11628":{"type":"posts","id":"mindshift_11628","meta":{"index":"posts_1591205157","site":"mindshift","id":"11628","score":null,"sort":[1305563989000]},"guestAuthors":[],"slug":"5-tools-to-introduce-programming-to-kids","title":"5 Tools to Introduce Programming to Kids","publishDate":1305563989,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_11633\" class=\"wp-caption left\" style=\"max-width: 200px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/arduino200/\" rel=\"attachment wp-att-11633\">\u003cimg class=\"size-full wp-image-11633\" title=\"arduino200\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/arduino200.jpg\" alt=\"\" width=\"200\" height=\"167\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>It's hard to argue with the importance of teaching students how to use computers -- how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students' academic success as well as for their future job prospects.\u003c/p>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003cp>Many students don't have access to computer science courses until college, and that's a missed opportunity to introduce younger students to programming. There are many tools out there that provide a great introduction to computer science for K-12 students, but here are a few of our favorites.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/scratch200/\" rel=\"attachment wp-att-11630\">\u003cimg class=\"size-full wp-image-11630 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/scratch200.jpg\" alt=\"\" width=\"135\" height=\"135\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-75x75.jpg 75w\" sizes=\"(max-width: 135px) 100vw, 135px\">\u003c/a>\u003c/p>\n\u003cp>Developed by the \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>, \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> is a visual programming language for children age 6 and up. Since its release in 2007, over 800,000 users have joined the Scratch website and have shared over 1.7 million projects -- from games to animations. That sharing aspect is an important part of the Scratch community, so the projects that are uploaded to the site are licensed under the Creative Commons attribute and share alike license so that others can download and remix them. Scratch is available free of charge and runs on Mac, Windows, and Linux computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ALICE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/alice200/\" rel=\"attachment wp-att-11631\">\u003cimg class=\"alignright size-full wp-image-11631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/alice200.jpg\" alt=\"\" width=\"146\" height=\"146\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-75x75.jpg 75w\" sizes=\"(max-width: 146px) 100vw, 146px\">\u003c/a>\u003ca href=\"http://www.alice.org\">Alice\u003c/a> is a free and open source 3D programming environment designed to teach students object-oriented and event-driven programming. With Alice, students drag and drop graphic tiles in order to animate an object and create a program. A variant of Alice, \u003ca href=\"http://www.alice.org/kelleher/storytelling/\">Storytelling Alice\u003c/a> was developed by Caitlin Kelleher as part of her doctoral work in Computer Science at Carnegie Mellon University. By emphasizing animations and social interactions, this approach was found to greatly increase the level of student interest in programming.\u003c/p>\n\u003cp>\u003cstrong>HACKETY HACK\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://hackety-hack.com/\">Hackety \u003c/a>\u003ca href=\"http://hackety-hack.com/\">Hack\u003c/a> is an open source application that teaches the basics of programming in the popular \u003ca href=\"http://www.ruby-lang.org/en/\">Ruby\u003c/a> language. Hackety Hack offers an interactive tutorial that runs on Windows, Mac, and Linux operating systems. While both Scratch and Alice use a graphical programming language with \"blocks,\" Hackety Hack teaches the basics of Ruby syntax. The tutorial and the text editor are well-integrated, so there isn't any flipping back-and-forth to move between the How-To guide and the actual coding. Hackety Hack gives students a solid foundation in the language so they can quickly and easily start building their own apps in Ruby.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>ARDUINO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.arduino.cc\">Arduino\u003c/a> is an open-source electronics prototyping platform with both hardware and software components. Arduino's hardware is programmed with a language similar to C++, and although it may not be the easiest of entry points for learning programming, there's something about building things that actually move that can be pretty compelling. Projects that use Arduino to introduce children to programming include a \u003ca href=\"http://seaside.citilab.eu/scratch/arduino\">modification of Scratch\u003c/a> to support simple programming on the Arduino hardware. As Google recently \u003ca href=\"http://arduino.cc/blog/2011/05/10/google-launches-android-open-accessory-development-kit-based-on-arduino/\">announced\u003c/a> that it would allow Android mobile devices to communicate with Arduino hardware, look for more opportunities to work with this platform in the future, perhaps even via the \u003ca href=\"http://appinventor.googlelabs.com/\">Android App Inventor\u003c/a>, a tool that provides a visual interface for building Android apps.\u003c/p>\n\u003cp>\u003cstrong>LEGO MINDSTORMS\u003c/strong>\u003c/p>\n\u003cp>One of the most popular toys in history, Lego may be best known for its brick-building. But \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">Lego Mindstorm\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/mindstorms200/\" rel=\"attachment wp-att-11634\">\u003cimg class=\"size-full wp-image-11634 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/mindstorms200.jpg\" alt=\"\" width=\"136\" height=\"136\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-75x75.jpg 75w\" sizes=\"(max-width: 136px) 100vw, 136px\">\u003c/a>\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">s\u003c/a> also enables robotics-building. Lego Mindstorms' kits -- which can be purchased in educational and consumer versions -- include sensors and motors, and the programming is command-box rather than code programming. The kits come with languages supplied by Lego, but can be modified to work with third party languages. Like several of the tools on this list, Lego Mindstorms has its roots at the MIT Media Lab.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These are just a few of the options for introducing someone to programming. What other languages or tools have you used -- in the classroom or at home?\u003c/p>\n\n","blocks":[],"excerpt":"There are many tools out there that provide a great introduction to computer science for K-12 students, but here are a few of our favorites. ","status":"publish","parent":0,"modified":1355160646,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":696},"headData":{"title":"5 Tools to Introduce Programming to Kids | KQED","description":"There are many tools out there that provide a great introduction to computer science for K-12 students, but here are a few of our favorites. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11628 http://blogs.kqed.org/mindshift/?p=11628","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/16/5-tools-to-introduce-programming-to-kids/","disqusTitle":"5 Tools to Introduce Programming to Kids","path":"/mindshift/11628/5-tools-to-introduce-programming-to-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11633\" class=\"wp-caption left\" style=\"max-width: 200px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/arduino200/\" rel=\"attachment wp-att-11633\">\u003cimg class=\"size-full wp-image-11633\" title=\"arduino200\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/arduino200.jpg\" alt=\"\" width=\"200\" height=\"167\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>It's hard to argue with the importance of teaching students how to use computers -- how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students' academic success as well as for their future job prospects.\u003c/p>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003cp>Many students don't have access to computer science courses until college, and that's a missed opportunity to introduce younger students to programming. There are many tools out there that provide a great introduction to computer science for K-12 students, but here are a few of our favorites.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/scratch200/\" rel=\"attachment wp-att-11630\">\u003cimg class=\"size-full wp-image-11630 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/scratch200.jpg\" alt=\"\" width=\"135\" height=\"135\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/scratch200-75x75.jpg 75w\" sizes=\"(max-width: 135px) 100vw, 135px\">\u003c/a>\u003c/p>\n\u003cp>Developed by the \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>, \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> is a visual programming language for children age 6 and up. Since its release in 2007, over 800,000 users have joined the Scratch website and have shared over 1.7 million projects -- from games to animations. That sharing aspect is an important part of the Scratch community, so the projects that are uploaded to the site are licensed under the Creative Commons attribute and share alike license so that others can download and remix them. Scratch is available free of charge and runs on Mac, Windows, and Linux computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ALICE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/alice200/\" rel=\"attachment wp-att-11631\">\u003cimg class=\"alignright size-full wp-image-11631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/alice200.jpg\" alt=\"\" width=\"146\" height=\"146\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/alice200-75x75.jpg 75w\" sizes=\"(max-width: 146px) 100vw, 146px\">\u003c/a>\u003ca href=\"http://www.alice.org\">Alice\u003c/a> is a free and open source 3D programming environment designed to teach students object-oriented and event-driven programming. With Alice, students drag and drop graphic tiles in order to animate an object and create a program. A variant of Alice, \u003ca href=\"http://www.alice.org/kelleher/storytelling/\">Storytelling Alice\u003c/a> was developed by Caitlin Kelleher as part of her doctoral work in Computer Science at Carnegie Mellon University. By emphasizing animations and social interactions, this approach was found to greatly increase the level of student interest in programming.\u003c/p>\n\u003cp>\u003cstrong>HACKETY HACK\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://hackety-hack.com/\">Hackety \u003c/a>\u003ca href=\"http://hackety-hack.com/\">Hack\u003c/a> is an open source application that teaches the basics of programming in the popular \u003ca href=\"http://www.ruby-lang.org/en/\">Ruby\u003c/a> language. Hackety Hack offers an interactive tutorial that runs on Windows, Mac, and Linux operating systems. While both Scratch and Alice use a graphical programming language with \"blocks,\" Hackety Hack teaches the basics of Ruby syntax. The tutorial and the text editor are well-integrated, so there isn't any flipping back-and-forth to move between the How-To guide and the actual coding. Hackety Hack gives students a solid foundation in the language so they can quickly and easily start building their own apps in Ruby.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>ARDUINO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.arduino.cc\">Arduino\u003c/a> is an open-source electronics prototyping platform with both hardware and software components. Arduino's hardware is programmed with a language similar to C++, and although it may not be the easiest of entry points for learning programming, there's something about building things that actually move that can be pretty compelling. Projects that use Arduino to introduce children to programming include a \u003ca href=\"http://seaside.citilab.eu/scratch/arduino\">modification of Scratch\u003c/a> to support simple programming on the Arduino hardware. As Google recently \u003ca href=\"http://arduino.cc/blog/2011/05/10/google-launches-android-open-accessory-development-kit-based-on-arduino/\">announced\u003c/a> that it would allow Android mobile devices to communicate with Arduino hardware, look for more opportunities to work with this platform in the future, perhaps even via the \u003ca href=\"http://appinventor.googlelabs.com/\">Android App Inventor\u003c/a>, a tool that provides a visual interface for building Android apps.\u003c/p>\n\u003cp>\u003cstrong>LEGO MINDSTORMS\u003c/strong>\u003c/p>\n\u003cp>One of the most popular toys in history, Lego may be best known for its brick-building. But \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">Lego Mindstorm\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/mindstorms200/\" rel=\"attachment wp-att-11634\">\u003cimg class=\"size-full wp-image-11634 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/mindstorms200.jpg\" alt=\"\" width=\"136\" height=\"136\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/mindstorms200-75x75.jpg 75w\" sizes=\"(max-width: 136px) 100vw, 136px\">\u003c/a>\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">s\u003c/a> also enables robotics-building. Lego Mindstorms' kits -- which can be purchased in educational and consumer versions -- include sensors and motors, and the programming is command-box rather than code programming. The kits come with languages supplied by Lego, but can be modified to work with third party languages. Like several of the tools on this list, Lego Mindstorms has its roots at the MIT Media Lab.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These are just a few of the options for introducing someone to programming. What other languages or tools have you used -- in the classroom or at home?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11628/5-tools-to-introduce-programming-to-kids","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_502","mindshift_501","mindshift_504","mindshift_505","mindshift_499","mindshift_503","mindshift_500"],"featImg":"mindshift_11633","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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