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In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1418193939379675136\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The pandemic forced teachers and students into new ways of learning that can help improve the school experience for students moving forward. ","status":"publish","parent":0,"modified":1629707943,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2341},"headData":{"title":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic - MindShift","description":"The pandemic forced teachers and students into new ways of learning that can help improve the school experience for students moving forward. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic","datePublished":"2021-08-23T08:39:03.000Z","dateModified":"2021-08-23T08:39:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58368 https://ww2.kqed.org/mindshift/?p=58368","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/23/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic/","disqusTitle":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic","path":"/mindshift/58368/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As we reflect on the experience of learning during COVID, a big question looms: What will schools look like after the pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, two prevalent narratives are rising over the horizon. In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1418193939379675136"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58368/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic","authors":["11107"],"categories":["mindshift_20729"],"tags":["mindshift_21344","mindshift_21343","mindshift_819","mindshift_20865","mindshift_556","mindshift_20852","mindshift_21105"],"featImg":"mindshift_58369","label":"mindshift"},"mindshift_56309":{"type":"posts","id":"mindshift_56309","meta":{"index":"posts_1591205157","site":"mindshift","id":"56309","score":null,"sort":[1595227870000]},"guestAuthors":[],"slug":"how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","publishDate":1595227870,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1262808324237598720\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","status":"publish","parent":0,"modified":1595227870,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1574},"headData":{"title":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans - MindShift","description":"A guide developed by education researchers at MIT and Harvard is helping schools prioritize what's important for reopening schools by listening to those most affected by policies: teachers and students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","datePublished":"2020-07-20T06:51:10.000Z","dateModified":"2020-07-20T06:51:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56309 https://ww2.kqed.org/mindshift/?p=56309","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/19/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans/","disqusTitle":"How Giving All Stakeholders a Voice Can Improve School Reopening Plans","path":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1262808324237598720"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\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>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans","authors":["11107"],"categories":["mindshift_20523","mindshift_21358"],"tags":["mindshift_21365","mindshift_21344","mindshift_21343","mindshift_939","mindshift_358","mindshift_20701","mindshift_819","mindshift_556","mindshift_21069","mindshift_21361","mindshift_21359","mindshift_943"],"featImg":"mindshift_56310","label":"mindshift"},"mindshift_55081":{"type":"posts","id":"mindshift_55081","meta":{"index":"posts_1591205157","site":"mindshift","id":"55081","score":null,"sort":[1580714244000]},"guestAuthors":[],"slug":"when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","title":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","publishDate":1580714244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Find your own voice, find your own path, find your own creativity. And then be willing to stand up and defend it for students.”\u003c/p>\n\n","blocks":[],"excerpt":"Harvard professor Dr. Karen Brennan makes the case that when teachers cultivate their own creativity they're more able to protect spaces in their classrooms for student creativity.","status":"publish","parent":0,"modified":1580744705,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1294},"headData":{"title":"When Teachers Make Room For Their Own Curiosity They Defend It For Children | KQED","description":"Harvard professor Dr. Karen Brennan makes the case that when teachers cultivate their own creativity they're more able to protect spaces in their classrooms for student creativity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","datePublished":"2020-02-03T07:17:24.000Z","dateModified":"2020-02-03T15:45:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55081 https://ww2.kqed.org/mindshift/?p=55081","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/02/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children/","disqusTitle":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","path":"/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\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>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\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>“Find your own voice, find your own path, find your own creativity. And then be willing to stand up and defend it for students.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20730","mindshift_862","mindshift_20784","mindshift_1040","mindshift_556","mindshift_500"],"featImg":"mindshift_55087","label":"mindshift"},"mindshift_50002":{"type":"posts","id":"mindshift_50002","meta":{"index":"posts_1591205157","site":"mindshift","id":"50002","score":null,"sort":[1516302151000]},"guestAuthors":[],"slug":"transforming-physicists-engineers-into-teachers-at-new-mit-program","title":"Transforming Physicists, Engineers into Teachers at New MIT Program","publishDate":1516302151,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>CAMBRIDGE, Mass. — Doyung Lee is a living rebuke to the old maxim that those who can, do, and those who can’t, teach.\u003c/p>\n\u003cp>Lee, who is 24, has a bachelor’s degree in engineering that led him to become a programmer, a profession with high pay and good prospects. But he said he was “pretty miserable in that job. You don’t interact with people. You develop web apps you never see people use, and that weren’t meaningful to me.”\u003c/p>\n\u003cp>So he’s joined a pioneering program based at MIT to take people like him, with experience in high-demand fields such as engineering, physics, math, languages, biology and neuroscience, and transform them into teachers.\u003c/p>\n\u003cp>The idea upends the disparaging assessment, attributed to George Bernard Shaw, that teachers are people who have no other useful skills. And by putting other talents first, it’s also a closely watched reversal of the conventional approach to training them.\u003c/p>\n\u003cp>“We don’t have to focus on math, because they’re already good at math,” said Yoon Jeon Kim, a research scientist in MIT’s \u003ca href=\"https://tsl.mit.edu/\">Teaching Systems Lab\u003c/a> who is monitoring the effort to see how well it works. “We don’t have to focus on science, because they’re already good at science. So we can concentrate on how to teach.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This experiment, just getting under way, is called the Woodrow Wilson Academy of Teaching and Learning, named for the foundation that is underwriting it.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We don’t have to focus on math, because they’re already good at math. We don’t have to focus on science, because they’re already good at science. So we can concentrate on how to teach.’\u003ccite>Yoon Jeon Kim, MIT Teaching Systems Lab\u003c/cite>\u003c/aside>\n\u003cp>In the face of a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2017/09/18/where-have-all-the-teachers-gone/?utm_term=.6605bc249b69\">nationwide teacher shortage,\u003c/a> especially in science, technology, engineering and math, the academy is not the first program that has \u003ca href=\"https://uteach.utexas.edu/\">sought to attract\u003c/a> experts in these areas to teaching, but it offers a significant departure from traditional teacher training programs in several other high-tech ways. In addition to the familiar student teaching routine, for instance, it uses virtual reality avatars to simulate classroom situations and crises.\u003c/p>\n\u003cp>One of the more radical departures is its rejection of a fixed course schedule, organized by credit hours or semesters; students advance as soon as they can demonstrate they’ve mastered the material. This gives them experience with a process, known as competency-based learning, that a growing number of primary and secondary schools where they’ll eventually teach \u003ca href=\"http://hechingerreport.org/havent-new-federal-rules-unleashed-innovation-schools/\">are beginning to adopt\u003c/a>. \u003ca href=\"https://www.inacol.org/wp-content/uploads/2017/12/iNACOL-RethinkingAccountability.pdf\">The International Association for K-12 Online Learning urged in December\u003c/a> that competency-based learning be expanded.\u003c/p>\n\u003cp>And Lee and the other students in the inaugural class, which started in the fall, are not only learning how to become teachers; they’re also helping to design the program before more candidates show up, using input about successful training techniques from medical schools and even \u003ca href=\"http://hechingerreport.org/the-surprising-institutions-that-refuse-to-drop-the-liberal-arts/\">military academies\u003c/a> and the U.S. Army War College.\u003c/p>\n\u003cp>“We’ve thrown out tradition and rebuilt this thing,” said Arthur Levine, the academy’s founding president and former head of one of the preeminent traditional schools of education, Columbia University’s Teachers College. (The Hechinger Report, which produced this story, is housed at Teachers College and is supported by the Bill & Melinda Gates Foundation and the Carnegie Corporation of New York, which are also among the academy’s funders.)\u003c/p>\n\u003cp>“We’re taking the innovations people have been talking about and actually trying them,” said Levine, who has authored 12 books, including a series of reports on teacher preparation. Everything that succeeds, he said, will be offered to other teacher training programs.\u003c/p>\n\u003cp>“A lot of people are watching this,” said Rodrick Lucero, vice president of the American Association of Colleges for Teacher Education. “There is a lot of pressure on this program. We’ll see if it works in the small scale and then if it would work at a much bigger institution, where there are thousands of teacher candidates” and not just the 10 hand-picked “design fellows” enrolled so far. Their ranks will grow to 25 next fall.\u003c/p>\n\u003cp>With the cachet of MIT behind it, the project passed one major milestone unusually quickly, winning formal approval from the state of Massachusetts in the fall to award master’s degrees in education.\u003c/p>\n\u003cp>But there remain substantial hurdles, not the least of which is getting highly skilled professionals with in-demand degrees to go into a line of work that typically offers much less money and prestige.\u003c/p>\n\u003cp>“Why would people in these high-paying fields want to be teachers? The reality is a lot of them always wanted to be teachers, but people told them, ‘Why would you want to do that?’ Our job is to find those people,” Levine said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.bls.gov/ooh/computer-and-information-technology/computer-programmers.htm\">Programmers\u003c/a>, for example, earn nearly 40 percent more than \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm\">high school teachers\u003c/a>, according to the Bureau of Labor Statistics. And it isn’t only the salary that makes it tough to recruit prospective teachers: In recent years, a drumbeat of criticism from politicians and others has battered teacher morale and fueled turnover. Fewer than half of teachers said they were “very satisfied” with their jobs, \u003ca href=\"https://www.edweek.org/ew/articles/2012/03/14/24metlife.h31.html\">a survey found\u003c/a>, and 29 percent said they were likely to quit.\u003c/p>\n\u003cp>“Why should you become a teacher if you can code and make so much more?” said Kim.*\u003c/p>\n\u003cp>And yet, she said, people with backgrounds in technology are particularly suited to teaching, drawn as they are to problems and how to solve them.\u003c/p>\n\u003cp>Alexandra Trunnell, who at 20 has already earned degrees in physics and astronomy and is also enrolled at the academy, sees that firsthand, she said, in her student teaching.\u003c/p>\n\u003cp>“When students ask me about things like black holes or distance over time, I can take what I’ve learned and bring it back to the classroom,” she said.\u003c/p>\n\u003cp>What these first students in the new academy share in common, Yoon said, is that “they want to change the world through education. And they think this is how they can do it. This is a perfect fit for them. It doesn’t mean that teaching will be any easier for them than it is for other teachers.”\u003c/p>\n\u003cp>The academy used social media to recruit its first class. It asked the presidents of top colleges and universities for nominees. It advertised on the Boston public transit system.\u003c/p>\n\u003cp>In addition to free tuition and a $20,000-a-year stipend, what it offered its prospective students was “the chance to invent the future,” Levine said. “This is the kind of place that when you see the job description you either say, ‘That’s crazy’ or, ‘That’s the perfect thing for me.’ ”\u003c/p>\n\u003cp>Breauna Campbell, 25, who has a bachelor’s degree in engineering with a concentration in chemical engineering, left a job testing pharmaceutical equipment to sign on.\u003c/p>\n\u003cp>“I felt like I wasn’t using all the educational opportunities I’d been given, to help the next generation,” said Campbell, who is from Indiana. “I’m not normally a risk-taker, so this is way out of my element. But the goals were in line with my thinking, realizing that how we’re educating students isn’t working.”\u003c/p>\n\u003cp>It’s the idea of inventing the future, Levine said, that conventional schools of education have been slow to envision or embrace. So the academy teamed up with MIT, which doesn’t have a school of education.\u003c/p>\n\u003cp>“We didn’t want to change an education school,” Levine said. “We wanted to invent one. It’s just very hard to move these things into established organizations. We needed to create the model, which is what we hope we’re doing here.”\u003c/p>\n\u003cp>What MIT gets out of this is the chance to try out theories developed in its Teaching Systems Lab and other departments that study teaching and learning and ways they can benefit from new technologies.\u003c/p>\n\u003cp>“There are so many thinkers and engineers and scientists here who are interested in education in general and really want to impact K-12 education,” Yoon said. “We have all these interesting ideas that have already been incubated within MIT that we want to test.”\u003c/p>\n\u003cp>In its small space on the first floor of a renovated old brick office building a few blocks from the MIT campus, the academy so far consists primarily of an open common area the size of a classroom where students sit at high counters and work on laptops and tablets.\u003c/p>\n\u003cp>Classes are provided both online and in person, supervised by a small faculty the academy calls “mentors.” Students are assessed through both conventional means and in new ways developed by these faculty and by scientists at MIT — in those virtual simulations, for example, and on video game-type tests.\u003c/p>\n\u003cp>All of these approaches are still being fine-tuned by the members of the inaugural class, who hang out in the common area when they’re not student teaching at a partner public school. On a whiteboard, color-coded sticky notes propose to answer the question: “What is an ideal teacher?” The answers include, “Passion for teaching,” “Efficient at explaining things,” “Efficient with time.”\u003c/p>\n\u003cp>Time is one of the things this program considers radically differently. Rather than requiring that students sit through a comprehensive list of required courses of a given length in a particular order, it lets them move on once they’ve demonstrated that they know a subject.\u003c/p>\n\u003cp>“If on Day One you’ve shown us you have all those competencies in the first 12 minutes, then just solve the problems and move on,” Levine said.\u003c/p>\n\u003cp>“We’re throwing out the clock, we’re throwing out credit hours, we’re throwing out seat time,” he said, listing the customary measures used in higher education. “All we care about is outcomes: What do you know?”\u003c/p>\n\u003cp>Ultimately, the academy leaders stress, candidates will be judged the old-fashioned way: by being made to prove, in a real-world classroom, that they’ve learned their stuff. Student teaching remains a central part of the curriculum.\u003c/p>\n\u003cp>But students also interact with those virtual reality avatars, which simulate difficult situations they may not encounter in their training, such as belligerent parents or young people who suffer crises of confidence.\u003c/p>\n\u003cp>“You might be in a school for an entire year and never see a student have a meltdown. We’ll make sure you do,” Levine said.\u003c/p>\n\u003cp>Voiced by actors, the avatars may appear cartoonish, but the simulations are detailed down to the background noise of people passing in the corridor. After a while, Campbell said, “You’re really in it.”\u003c/p>\n\u003cp>The biggest innovation of the program, however, is giving credit to these prospective teachers for their pre-existing knowledge and skills — especially in math and science disciplines that are so much in demand — Lucero said.\u003c/p>\n\u003cp>“It seems to make sense that competency-based education is a good fit for people who have been professionals in their field,” he said.\u003c/p>\n\u003cp>Still, Lucero said, there may be risks in separately considering all of the expertise required in a classroom, rather than combining the various parts into a collective whole.\u003c/p>\n\u003cp>“It’s not about just being good at one skill but being good at all the skills you need when you walk in the door,” he said. “The danger is this may be a very simplistic way at looking at a complicated thing, and that is pedagogy. Whatever we do, we want to make sure we’re doing it in front of real kids in a real school in front of a master teacher.”\u003c/p>\n\u003cp>If the ideas do work, said Levine, he hopes that other schools of education will adopt them.\u003c/p>\n\u003cp>“We don’t want this to be regarded as another competitor. We want it to be considered as a resource,” he said. “They don’t have to take the whole thing. They can adapt the challenges. They can adapt the simulations.”\u003c/p>\n\u003cp>What Lee has learned so far, in his student teaching, is “how not much has changed since I went to high school,” in spite of hurtling advances in technology. When he first went into a school as a student teacher, “I was, like, ‘Are you kidding me?’ ”\u003c/p>\n\u003cp>The academy, he said, can change things much more quickly than conventional schools of education.\u003c/p>\n\u003cp>“We’re preparing teachers to help build what schools can actually become,” Lee said.\u003c/p>\n\u003cp>Trunnell thinks so too.\u003c/p>\n\u003cp>“We can fix a lot of other problems in education,” she said, “if we treat teachers as the superstars that they are. Because they are.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/em>\u003cem>Sign up \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003ci>*Correction: This story has been updated with the correct surname of Yoon Jeon Kim.\u003c/i>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"High-tech effort would also speed up teacher education by giving credit for existing skills","status":"publish","parent":0,"modified":1516987290,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":2300},"headData":{"title":"Transforming Physicists, Engineers into Teachers at New MIT Program | KQED","description":"High-tech effort would also speed up teacher education by giving credit for existing skills","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Transforming Physicists, Engineers into Teachers at New MIT Program","datePublished":"2018-01-18T19:02:31.000Z","dateModified":"2018-01-26T17:21:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50002 https://ww2.kqed.org/mindshift/?p=50002","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/18/transforming-physicists-engineers-into-teachers-at-new-mit-program/","disqusTitle":"Transforming Physicists, Engineers into Teachers at New MIT Program","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Jon Marcus, The Hechinger Report\u003c/a>","path":"/mindshift/50002/transforming-physicists-engineers-into-teachers-at-new-mit-program","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>CAMBRIDGE, Mass. — Doyung Lee is a living rebuke to the old maxim that those who can, do, and those who can’t, teach.\u003c/p>\n\u003cp>Lee, who is 24, has a bachelor’s degree in engineering that led him to become a programmer, a profession with high pay and good prospects. But he said he was “pretty miserable in that job. You don’t interact with people. You develop web apps you never see people use, and that weren’t meaningful to me.”\u003c/p>\n\u003cp>So he’s joined a pioneering program based at MIT to take people like him, with experience in high-demand fields such as engineering, physics, math, languages, biology and neuroscience, and transform them into teachers.\u003c/p>\n\u003cp>The idea upends the disparaging assessment, attributed to George Bernard Shaw, that teachers are people who have no other useful skills. And by putting other talents first, it’s also a closely watched reversal of the conventional approach to training them.\u003c/p>\n\u003cp>“We don’t have to focus on math, because they’re already good at math,” said Yoon Jeon Kim, a research scientist in MIT’s \u003ca href=\"https://tsl.mit.edu/\">Teaching Systems Lab\u003c/a> who is monitoring the effort to see how well it works. “We don’t have to focus on science, because they’re already good at science. So we can concentrate on how to teach.”\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>This experiment, just getting under way, is called the Woodrow Wilson Academy of Teaching and Learning, named for the foundation that is underwriting it.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We don’t have to focus on math, because they’re already good at math. We don’t have to focus on science, because they’re already good at science. So we can concentrate on how to teach.’\u003ccite>Yoon Jeon Kim, MIT Teaching Systems Lab\u003c/cite>\u003c/aside>\n\u003cp>In the face of a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2017/09/18/where-have-all-the-teachers-gone/?utm_term=.6605bc249b69\">nationwide teacher shortage,\u003c/a> especially in science, technology, engineering and math, the academy is not the first program that has \u003ca href=\"https://uteach.utexas.edu/\">sought to attract\u003c/a> experts in these areas to teaching, but it offers a significant departure from traditional teacher training programs in several other high-tech ways. In addition to the familiar student teaching routine, for instance, it uses virtual reality avatars to simulate classroom situations and crises.\u003c/p>\n\u003cp>One of the more radical departures is its rejection of a fixed course schedule, organized by credit hours or semesters; students advance as soon as they can demonstrate they’ve mastered the material. This gives them experience with a process, known as competency-based learning, that a growing number of primary and secondary schools where they’ll eventually teach \u003ca href=\"http://hechingerreport.org/havent-new-federal-rules-unleashed-innovation-schools/\">are beginning to adopt\u003c/a>. \u003ca href=\"https://www.inacol.org/wp-content/uploads/2017/12/iNACOL-RethinkingAccountability.pdf\">The International Association for K-12 Online Learning urged in December\u003c/a> that competency-based learning be expanded.\u003c/p>\n\u003cp>And Lee and the other students in the inaugural class, which started in the fall, are not only learning how to become teachers; they’re also helping to design the program before more candidates show up, using input about successful training techniques from medical schools and even \u003ca href=\"http://hechingerreport.org/the-surprising-institutions-that-refuse-to-drop-the-liberal-arts/\">military academies\u003c/a> and the U.S. Army War College.\u003c/p>\n\u003cp>“We’ve thrown out tradition and rebuilt this thing,” said Arthur Levine, the academy’s founding president and former head of one of the preeminent traditional schools of education, Columbia University’s Teachers College. (The Hechinger Report, which produced this story, is housed at Teachers College and is supported by the Bill & Melinda Gates Foundation and the Carnegie Corporation of New York, which are also among the academy’s funders.)\u003c/p>\n\u003cp>“We’re taking the innovations people have been talking about and actually trying them,” said Levine, who has authored 12 books, including a series of reports on teacher preparation. Everything that succeeds, he said, will be offered to other teacher training programs.\u003c/p>\n\u003cp>“A lot of people are watching this,” said Rodrick Lucero, vice president of the American Association of Colleges for Teacher Education. “There is a lot of pressure on this program. We’ll see if it works in the small scale and then if it would work at a much bigger institution, where there are thousands of teacher candidates” and not just the 10 hand-picked “design fellows” enrolled so far. Their ranks will grow to 25 next fall.\u003c/p>\n\u003cp>With the cachet of MIT behind it, the project passed one major milestone unusually quickly, winning formal approval from the state of Massachusetts in the fall to award master’s degrees in education.\u003c/p>\n\u003cp>But there remain substantial hurdles, not the least of which is getting highly skilled professionals with in-demand degrees to go into a line of work that typically offers much less money and prestige.\u003c/p>\n\u003cp>“Why would people in these high-paying fields want to be teachers? The reality is a lot of them always wanted to be teachers, but people told them, ‘Why would you want to do that?’ Our job is to find those people,” Levine said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.bls.gov/ooh/computer-and-information-technology/computer-programmers.htm\">Programmers\u003c/a>, for example, earn nearly 40 percent more than \u003ca href=\"https://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm\">high school teachers\u003c/a>, according to the Bureau of Labor Statistics. And it isn’t only the salary that makes it tough to recruit prospective teachers: In recent years, a drumbeat of criticism from politicians and others has battered teacher morale and fueled turnover. Fewer than half of teachers said they were “very satisfied” with their jobs, \u003ca href=\"https://www.edweek.org/ew/articles/2012/03/14/24metlife.h31.html\">a survey found\u003c/a>, and 29 percent said they were likely to quit.\u003c/p>\n\u003cp>“Why should you become a teacher if you can code and make so much more?” said Kim.*\u003c/p>\n\u003cp>And yet, she said, people with backgrounds in technology are particularly suited to teaching, drawn as they are to problems and how to solve them.\u003c/p>\n\u003cp>Alexandra Trunnell, who at 20 has already earned degrees in physics and astronomy and is also enrolled at the academy, sees that firsthand, she said, in her student teaching.\u003c/p>\n\u003cp>“When students ask me about things like black holes or distance over time, I can take what I’ve learned and bring it back to the classroom,” she said.\u003c/p>\n\u003cp>What these first students in the new academy share in common, Yoon said, is that “they want to change the world through education. And they think this is how they can do it. This is a perfect fit for them. It doesn’t mean that teaching will be any easier for them than it is for other teachers.”\u003c/p>\n\u003cp>The academy used social media to recruit its first class. It asked the presidents of top colleges and universities for nominees. It advertised on the Boston public transit system.\u003c/p>\n\u003cp>In addition to free tuition and a $20,000-a-year stipend, what it offered its prospective students was “the chance to invent the future,” Levine said. “This is the kind of place that when you see the job description you either say, ‘That’s crazy’ or, ‘That’s the perfect thing for me.’ ”\u003c/p>\n\u003cp>Breauna Campbell, 25, who has a bachelor’s degree in engineering with a concentration in chemical engineering, left a job testing pharmaceutical equipment to sign on.\u003c/p>\n\u003cp>“I felt like I wasn’t using all the educational opportunities I’d been given, to help the next generation,” said Campbell, who is from Indiana. “I’m not normally a risk-taker, so this is way out of my element. But the goals were in line with my thinking, realizing that how we’re educating students isn’t working.”\u003c/p>\n\u003cp>It’s the idea of inventing the future, Levine said, that conventional schools of education have been slow to envision or embrace. So the academy teamed up with MIT, which doesn’t have a school of education.\u003c/p>\n\u003cp>“We didn’t want to change an education school,” Levine said. “We wanted to invent one. It’s just very hard to move these things into established organizations. We needed to create the model, which is what we hope we’re doing here.”\u003c/p>\n\u003cp>What MIT gets out of this is the chance to try out theories developed in its Teaching Systems Lab and other departments that study teaching and learning and ways they can benefit from new technologies.\u003c/p>\n\u003cp>“There are so many thinkers and engineers and scientists here who are interested in education in general and really want to impact K-12 education,” Yoon said. “We have all these interesting ideas that have already been incubated within MIT that we want to test.”\u003c/p>\n\u003cp>In its small space on the first floor of a renovated old brick office building a few blocks from the MIT campus, the academy so far consists primarily of an open common area the size of a classroom where students sit at high counters and work on laptops and tablets.\u003c/p>\n\u003cp>Classes are provided both online and in person, supervised by a small faculty the academy calls “mentors.” Students are assessed through both conventional means and in new ways developed by these faculty and by scientists at MIT — in those virtual simulations, for example, and on video game-type tests.\u003c/p>\n\u003cp>All of these approaches are still being fine-tuned by the members of the inaugural class, who hang out in the common area when they’re not student teaching at a partner public school. On a whiteboard, color-coded sticky notes propose to answer the question: “What is an ideal teacher?” The answers include, “Passion for teaching,” “Efficient at explaining things,” “Efficient with time.”\u003c/p>\n\u003cp>Time is one of the things this program considers radically differently. Rather than requiring that students sit through a comprehensive list of required courses of a given length in a particular order, it lets them move on once they’ve demonstrated that they know a subject.\u003c/p>\n\u003cp>“If on Day One you’ve shown us you have all those competencies in the first 12 minutes, then just solve the problems and move on,” Levine said.\u003c/p>\n\u003cp>“We’re throwing out the clock, we’re throwing out credit hours, we’re throwing out seat time,” he said, listing the customary measures used in higher education. “All we care about is outcomes: What do you know?”\u003c/p>\n\u003cp>Ultimately, the academy leaders stress, candidates will be judged the old-fashioned way: by being made to prove, in a real-world classroom, that they’ve learned their stuff. Student teaching remains a central part of the curriculum.\u003c/p>\n\u003cp>But students also interact with those virtual reality avatars, which simulate difficult situations they may not encounter in their training, such as belligerent parents or young people who suffer crises of confidence.\u003c/p>\n\u003cp>“You might be in a school for an entire year and never see a student have a meltdown. We’ll make sure you do,” Levine said.\u003c/p>\n\u003cp>Voiced by actors, the avatars may appear cartoonish, but the simulations are detailed down to the background noise of people passing in the corridor. After a while, Campbell said, “You’re really in it.”\u003c/p>\n\u003cp>The biggest innovation of the program, however, is giving credit to these prospective teachers for their pre-existing knowledge and skills — especially in math and science disciplines that are so much in demand — Lucero said.\u003c/p>\n\u003cp>“It seems to make sense that competency-based education is a good fit for people who have been professionals in their field,” he said.\u003c/p>\n\u003cp>Still, Lucero said, there may be risks in separately considering all of the expertise required in a classroom, rather than combining the various parts into a collective whole.\u003c/p>\n\u003cp>“It’s not about just being good at one skill but being good at all the skills you need when you walk in the door,” he said. “The danger is this may be a very simplistic way at looking at a complicated thing, and that is pedagogy. Whatever we do, we want to make sure we’re doing it in front of real kids in a real school in front of a master teacher.”\u003c/p>\n\u003cp>If the ideas do work, said Levine, he hopes that other schools of education will adopt them.\u003c/p>\n\u003cp>“We don’t want this to be regarded as another competitor. We want it to be considered as a resource,” he said. “They don’t have to take the whole thing. They can adapt the challenges. They can adapt the simulations.”\u003c/p>\n\u003cp>What Lee has learned so far, in his student teaching, is “how not much has changed since I went to high school,” in spite of hurtling advances in technology. When he first went into a school as a student teacher, “I was, like, ‘Are you kidding me?’ ”\u003c/p>\n\u003cp>The academy, he said, can change things much more quickly than conventional schools of education.\u003c/p>\n\u003cp>“We’re preparing teachers to help build what schools can actually become,” Lee said.\u003c/p>\n\u003cp>Trunnell thinks so too.\u003c/p>\n\u003cp>“We can fix a lot of other problems in education,” she said, “if we treat teachers as the superstars that they are. Because they are.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/em>\u003cem>Sign up \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003cbr>\n\u003c/em>\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>\u003cspan class=\"s1\">\u003ci>*Correction: This story has been updated with the correct surname of Yoon Jeon Kim.\u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50002/transforming-physicists-engineers-into-teachers-at-new-mit-program","authors":["byline_mindshift_50002"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_556","mindshift_96","mindshift_47","mindshift_208"],"featImg":"mindshift_50004","label":"mindshift"},"mindshift_49362":{"type":"posts","id":"mindshift_49362","meta":{"index":"posts_1591205157","site":"mindshift","id":"49362","score":null,"sort":[1507018265000]},"guestAuthors":[],"slug":"10-tips-for-creating-a-fertile-environment-for-kids-creativity-and-growth","title":"10 Tips for Creating a Fertile Environment for Kids' Creativity and Growth","publishDate":1507018265,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">The excerpt below is from the book \"\u003ca href=\"https://mitpress.mit.edu/books/lifelong-kindergarten\">Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play\u003c/a>\" by Mitchel Resnick, published by MIT Press. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>TEN TIPS FOR PARENTS AND TEACHERS \u003c/strong>\u003c/p>\n\u003cp>There’s a common misconception that the best way to encourage children’s creativity is simply to get out of the way and let them be creative. Although it’s certainly true that children are naturally curious and inquisitive, they need support to develop their creative capacities and reach their full creative potential.\u003c/p>\n\u003cp>Supporting children’s development is always a balancing act: how much structure, how much freedom; when to step in, when to step back; when to show, when to tell, when to ask, when to listen.\u003c/p>\n\u003cp>In putting together this section, I decided to combine tips for parents and teachers, because I think the core issues for cultivating creativity are the same, whether you’re in the home or in the classroom. The key challenge is not how to “teach creativity” to children, but rather how to create a fertile environment in which their creativity will take root, grow, and flourish.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I’m organizing this section around the five components of the Creative Learning Spiral: imagine, create, play, share, and reflect. I propose strategies for helping children imagine what they want to do, create projects through playing with tools and materials, share ideas and creations with others, and reflect on their experiences.\u003c/p>\n\u003cfigure id=\"attachment_49364\" class=\"wp-caption alignnone\" style=\"max-width: 685px\">\u003cimg class=\"size-full wp-image-49364\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Creative-Learning-Spiral.png\" alt=\"\" width=\"685\" height=\"656\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral.png 685w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-160x153.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-240x230.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-375x359.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-520x498.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-32x32.png 32w\" sizes=\"(max-width: 685px) 100vw, 685px\">\u003cfigcaption class=\"wp-caption-text\">Creative Learning Spiral \u003ccite>(Courtesy of Mitchel Resnick)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For each of the five components, I’ll suggest two tips. That’s a total of 10 tips. Of course, these 10 tips are just a very small subset of all of the things you might ask and do to cultivate children’s creativity. View them as a representative sample, and come up with more of your own.\u003c/p>\n\u003cp>\u003cstrong>1. \u003cem>IMAGINE\u003c/em> : SHOW EXAMPLES TO SPARK IDEAS \u003c/strong>\u003c/p>\n\u003cp>A blank page, a blank canvas, and a blank screen can be intimidating. A collection of examples can help spark the imagination. When we run Scratch workshops, we always start by showing sample projects—to give a sense of what’s possible (inspirational projects) and to provide ideas on how to get started (starter projects). We show a diverse range of projects, in hopes of connecting with the interests and passions of workshop participants. Of course, there’s a risk that children will simply mimic or copy the examples that they see. That’s OK as a start, but only as a start. Encourage them to change or modify the examples. Suggest that they insert their own voice or add their own personal touch. What might they do differently? How can they add their own style, connect to their own interests? How can they make it their own?\u003c/p>\n\u003cp>\u003cstrong>2. \u003cem>IMAGINE\u003c/em> : ENCOURAGE MESSING AROUND \u003c/strong>\u003c/p>\n\u003cp>Most people assume that imagination takes place in the head, but the hands are just as important. To help children generate ideas for projects, we often encourage them to start messing around with materials. As children play with LEGO bricks or tinker with craft materials, new ideas emerge. What started as an aimless activity becomes the beginning of an extended project. We’ll sometimes organize mini hands-on activities to get children started. For example, we’ll ask children to put a few LEGO bricks together, then pass the structure to a friend to add a few more, then continue back and forth. After a few iterations, children often have new ideas for things they want to build.\u003c/p>\n\u003cp>\u003cstrong>3. \u003cem>CREATE\u003c/em> : PROVIDE A WIDE VARIETY OF MATERIALS\u003c/strong>\u003c/p>\n\u003cp>Children are deeply influenced by the toys, tools, and materials in the world around them. To engage children in creative activities, make sure they have access to a broad diversity of materials for drawing, building, and crafting. New technologies, like robotics kits and 3-D printers, can expand the range of what children create, but don’t overlook traditional materials. A Computer Clubhouse coordinator was embarrassed to admit to me that her members were making their own dolls with “nylons, newspapers, and bird seed,” without any advanced technology, but I thought their projects were great. Different materials are good for different things. LEGO bricks and popsicle sticks are good for making skeletons, felt and fabric are good for making skins, and Scratch is good for making things that move and interact. Pens and markers are good for drawing, and glue guns and duct tape are good for holding things together. The greater the diversity of materials, the greater the opportunity for creative projects.\u003c/p>\n\u003cp>\u003cstrong>4. \u003cem>CREATE\u003c/em> : EMBRACE ALL TYPES OF MAKING \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_49365\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-49365\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Mitchel-Resnick-160x224.png\" alt=\"\" width=\"160\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-160x224.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-800x1120.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-768x1075.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-1020x1428.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-960x1344.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-240x336.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-375x525.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-520x728.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick.png 1125w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mitchel Resnick\u003c/figcaption>\u003c/figure>\n\u003cp>Different children are interested in different types of making. Some enjoy making houses and castles with LEGO bricks. Some enjoy making games and animations with Scratch. Others enjoy making jewelry or soapbox race cars or desserts—or miniature golf courses. Writing a poem or a short story is a type of making, too. Children can learn about the creative design process through all of these activities. Help children find the type of making that resonates for them. Even better: Encourage children to engage in multiple types of making. That way, they’ll get an even deeper understanding of the creative design process.\u003c/p>\n\u003cp>\u003cstrong>5. \u003cem>PLAY\u003c/em> : EMPHASIZE PROCESS, NOT PRODUCT \u003c/strong>\u003c/p>\n\u003cp>Throughout this book, I’ve emphasized the importance of making things. Indeed, many of the best learning experiences happen when people are actively engaged in making things. But that doesn’t mean we should put all our attention on the things that are made. Even more important is the process through which things are made. As children work on projects, highlight the process, not just the final product. Ask children about their strategies and their sources of inspiration. Encourage experimentation by honoring failed experiments as much as successful ones. Allocate times for children to share the intermediate stages of their projects and discuss what they plan to do next and why.\u003c/p>\n\u003cp>\u003cstrong>6. \u003cem>PLAY\u003c/em> : EXTEND TIME FOR PROJECTS \u003c/strong>\u003c/p>\n\u003cp>It takes time for children to work on creative projects, especially if they’re constantly tinkering, experimenting, and exploring new ideas (as we hope they will). Trying to squeeze projects into the constraints of a standard 50-minute school period—or even a few 50-minute periods over the course of a week—undermines the whole idea of working on projects. It discourages risk taking and experimentation, and it puts a priority on efficiently getting to the “right” answer within the allotted time. For an incremental change, schedule double periods for projects. For a more dramatic change, set aside particular days or weeks (or even months) when students work on nothing but projects in school. In the meantime, support after-school programs and community centers where children have larger blocks of time to work on projects.\u003c/p>\n\u003cp>\u003cstrong>7. \u003cem>SHARE\u003c/em> : PLAY THE ROLE OF MATCHMAKER\u003c/strong>\u003c/p>\n\u003cp>Many children want to share ideas and collaborate on projects, but they’re not sure how. You can play the role of matchmaker, helping children find others to work with, whether in the physical world or the online world. At Computer Clubhouses, the staff and mentors spend a lot of their time connecting Clubhouse members with one another. Sometimes, they bring together members with similar interests—for example, a shared interest in Japanese manga or a shared interest in 3-D modeling. Other times, they bring together members with complementary interests—for example, connecting members with interests in art and robotics so that they can work together on interactive sculptures. In the Scratch online community, we have organized month-long Collab Camps to help Scratchers find others to work with—and also to learn strategies for collaborating effectively.\u003c/p>\n\u003cp>\u003cstrong>8. \u003cem>SHARE\u003c/em> : GET INVOLVED AS A COLLABORATOR \u003c/strong>\u003c/p>\n\u003cp>Parents and mentors sometimes get too involved in children’s creative projects, telling children what to do or grabbing the keyboard to show them how to fix a problem. Other parents and mentors don't get involved at all. There is a sweet spot in between, where adults and children form true collaborations on projects. When both sides are committed to working together, everyone has a lot to gain. A great example is Ricarose Roque’s Family Creative Learning initiative, in which parents and children work together on projects at local community centers over five sessions. By the end of the experience, parents and children have new respect for one another’s abilities, and relationships are strengthened.\u003c/p>\n\u003cp>\u003cstrong>9. \u003cem>REFLECT\u003c/em> : ASK (AUTHENTIC) QUESTIONS \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://mitpress.mit.edu/books/lifelong-kindergarten\">\u003cimg class=\"alignright size-thumbnail wp-image-49363\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/9780262037297-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-800x1173.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-768x1126.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-1020x1495.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-1180x1730.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-960x1407.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-240x352.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-375x550.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-520x762.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297.jpg 1500w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>It’s great for children to immerse themselves in projects, but it’s also important for them to step back to reflect on what’s happening. You can encourage children to reflect by asking them questions about their projects. I often start by asking: “How did you come up with the idea for this project?” It’s an authentic question: I really want to know! The question prompts them to reflect on what motivated and inspired them. Another of my favorite questions: “What’s been most surprising to you?” This question pushes them away from just describing the project and toward reflecting on their experience. If something goes wrong with a project, I’ll often ask: “What did you want it to do?” In describing what they were trying to do, they often recognize where they went wrong, without any further input from me.\u003c/p>\n\u003cp>\u003cstrong>10. \u003cem>REFLECT\u003c/em> : SHARE YOUR OWN REFLECTIONS \u003c/strong>\u003c/p>\n\u003cp>Most parents and teachers are reluctant to talk with children about their own thinking processes. Perhaps they don’t want to expose that they’re sometimes confused or unsure in their thinking. But talking with children about your own thinking process is the best gift you could give them. It’s important for children to know that thinking is hard work for everyone—for adults as well as children. And it’s useful for children to hear your strategies for working on projects and thinking through problems. By hearing your reflections, children will be more open to reflecting on their own thinking, and they’ll have a better model of how to do it. Imagine the children in your life as creative thinking apprentices; you’re helping them learn to become creative thinkers by demonstrating and discussing how you do it.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING THE SPIRAL \u003c/strong>\u003c/p>\n\u003cp>Of course, the Creative Learning Spiral doesn’t end with a single cycle of imagining, creating, playing, sharing, and reflecting. As children move through the process, they get new ideas and continue to the next iteration of the spiral, with another cycle of imagining, creating, playing, sharing, and reflecting. With each iteration of the spiral, there are new opportunities for you to support children in their creative learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Mitchel Resnick, an expert in educational technologies, is Professor of Learning Research at the MIT Media Lab. He has worked closely with the LEGO toy company for thirty years, collaborating with them on such innovative projects as the LEGO Mindstorms robotics kits, and he holds the LEGO endowed chair at MIT. He leads the team developing the Scratch programming software and online community, and he is cofounder of the Computer Clubhouse project, a network of after-school learning centers for youth from low-income communities.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Mitchel Resnick of the MIT Media Lab applies the Creative Learning Spiral to show how parents and educators can better support kids' creativity. ","status":"publish","parent":0,"modified":1507018265,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1900},"headData":{"title":"10 Tips for Creating a Fertile Environment for Kids' Creativity and Growth | KQED","description":"Mitchel Resnick of the MIT Media Lab applies the Creative Learning Spiral to show how parents and educators can better support kids' creativity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Tips for Creating a Fertile Environment for Kids' Creativity and Growth","datePublished":"2017-10-03T08:11:05.000Z","dateModified":"2017-10-03T08:11:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49362 https://ww2.kqed.org/mindshift/?p=49362","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/03/10-tips-for-creating-a-fertile-environment-for-kids-creativity-and-growth/","disqusTitle":"10 Tips for Creating a Fertile Environment for Kids' Creativity and Growth","path":"/mindshift/49362/10-tips-for-creating-a-fertile-environment-for-kids-creativity-and-growth","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">The excerpt below is from the book \"\u003ca href=\"https://mitpress.mit.edu/books/lifelong-kindergarten\">Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play\u003c/a>\" by Mitchel Resnick, published by MIT Press. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>TEN TIPS FOR PARENTS AND TEACHERS \u003c/strong>\u003c/p>\n\u003cp>There’s a common misconception that the best way to encourage children’s creativity is simply to get out of the way and let them be creative. Although it’s certainly true that children are naturally curious and inquisitive, they need support to develop their creative capacities and reach their full creative potential.\u003c/p>\n\u003cp>Supporting children’s development is always a balancing act: how much structure, how much freedom; when to step in, when to step back; when to show, when to tell, when to ask, when to listen.\u003c/p>\n\u003cp>In putting together this section, I decided to combine tips for parents and teachers, because I think the core issues for cultivating creativity are the same, whether you’re in the home or in the classroom. The key challenge is not how to “teach creativity” to children, but rather how to create a fertile environment in which their creativity will take root, grow, and flourish.\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’m organizing this section around the five components of the Creative Learning Spiral: imagine, create, play, share, and reflect. I propose strategies for helping children imagine what they want to do, create projects through playing with tools and materials, share ideas and creations with others, and reflect on their experiences.\u003c/p>\n\u003cfigure id=\"attachment_49364\" class=\"wp-caption alignnone\" style=\"max-width: 685px\">\u003cimg class=\"size-full wp-image-49364\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Creative-Learning-Spiral.png\" alt=\"\" width=\"685\" height=\"656\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral.png 685w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-160x153.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-240x230.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-375x359.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-520x498.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Creative-Learning-Spiral-32x32.png 32w\" sizes=\"(max-width: 685px) 100vw, 685px\">\u003cfigcaption class=\"wp-caption-text\">Creative Learning Spiral \u003ccite>(Courtesy of Mitchel Resnick)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For each of the five components, I’ll suggest two tips. That’s a total of 10 tips. Of course, these 10 tips are just a very small subset of all of the things you might ask and do to cultivate children’s creativity. View them as a representative sample, and come up with more of your own.\u003c/p>\n\u003cp>\u003cstrong>1. \u003cem>IMAGINE\u003c/em> : SHOW EXAMPLES TO SPARK IDEAS \u003c/strong>\u003c/p>\n\u003cp>A blank page, a blank canvas, and a blank screen can be intimidating. A collection of examples can help spark the imagination. When we run Scratch workshops, we always start by showing sample projects—to give a sense of what’s possible (inspirational projects) and to provide ideas on how to get started (starter projects). We show a diverse range of projects, in hopes of connecting with the interests and passions of workshop participants. Of course, there’s a risk that children will simply mimic or copy the examples that they see. That’s OK as a start, but only as a start. Encourage them to change or modify the examples. Suggest that they insert their own voice or add their own personal touch. What might they do differently? How can they add their own style, connect to their own interests? How can they make it their own?\u003c/p>\n\u003cp>\u003cstrong>2. \u003cem>IMAGINE\u003c/em> : ENCOURAGE MESSING AROUND \u003c/strong>\u003c/p>\n\u003cp>Most people assume that imagination takes place in the head, but the hands are just as important. To help children generate ideas for projects, we often encourage them to start messing around with materials. As children play with LEGO bricks or tinker with craft materials, new ideas emerge. What started as an aimless activity becomes the beginning of an extended project. We’ll sometimes organize mini hands-on activities to get children started. For example, we’ll ask children to put a few LEGO bricks together, then pass the structure to a friend to add a few more, then continue back and forth. After a few iterations, children often have new ideas for things they want to build.\u003c/p>\n\u003cp>\u003cstrong>3. \u003cem>CREATE\u003c/em> : PROVIDE A WIDE VARIETY OF MATERIALS\u003c/strong>\u003c/p>\n\u003cp>Children are deeply influenced by the toys, tools, and materials in the world around them. To engage children in creative activities, make sure they have access to a broad diversity of materials for drawing, building, and crafting. New technologies, like robotics kits and 3-D printers, can expand the range of what children create, but don’t overlook traditional materials. A Computer Clubhouse coordinator was embarrassed to admit to me that her members were making their own dolls with “nylons, newspapers, and bird seed,” without any advanced technology, but I thought their projects were great. Different materials are good for different things. LEGO bricks and popsicle sticks are good for making skeletons, felt and fabric are good for making skins, and Scratch is good for making things that move and interact. Pens and markers are good for drawing, and glue guns and duct tape are good for holding things together. The greater the diversity of materials, the greater the opportunity for creative projects.\u003c/p>\n\u003cp>\u003cstrong>4. \u003cem>CREATE\u003c/em> : EMBRACE ALL TYPES OF MAKING \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_49365\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-49365\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Mitchel-Resnick-160x224.png\" alt=\"\" width=\"160\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-160x224.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-800x1120.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-768x1075.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-1020x1428.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-960x1344.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-240x336.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-375x525.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick-520x728.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Mitchel-Resnick.png 1125w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mitchel Resnick\u003c/figcaption>\u003c/figure>\n\u003cp>Different children are interested in different types of making. Some enjoy making houses and castles with LEGO bricks. Some enjoy making games and animations with Scratch. Others enjoy making jewelry or soapbox race cars or desserts—or miniature golf courses. Writing a poem or a short story is a type of making, too. Children can learn about the creative design process through all of these activities. Help children find the type of making that resonates for them. Even better: Encourage children to engage in multiple types of making. That way, they’ll get an even deeper understanding of the creative design process.\u003c/p>\n\u003cp>\u003cstrong>5. \u003cem>PLAY\u003c/em> : EMPHASIZE PROCESS, NOT PRODUCT \u003c/strong>\u003c/p>\n\u003cp>Throughout this book, I’ve emphasized the importance of making things. Indeed, many of the best learning experiences happen when people are actively engaged in making things. But that doesn’t mean we should put all our attention on the things that are made. Even more important is the process through which things are made. As children work on projects, highlight the process, not just the final product. Ask children about their strategies and their sources of inspiration. Encourage experimentation by honoring failed experiments as much as successful ones. Allocate times for children to share the intermediate stages of their projects and discuss what they plan to do next and why.\u003c/p>\n\u003cp>\u003cstrong>6. \u003cem>PLAY\u003c/em> : EXTEND TIME FOR PROJECTS \u003c/strong>\u003c/p>\n\u003cp>It takes time for children to work on creative projects, especially if they’re constantly tinkering, experimenting, and exploring new ideas (as we hope they will). Trying to squeeze projects into the constraints of a standard 50-minute school period—or even a few 50-minute periods over the course of a week—undermines the whole idea of working on projects. It discourages risk taking and experimentation, and it puts a priority on efficiently getting to the “right” answer within the allotted time. For an incremental change, schedule double periods for projects. For a more dramatic change, set aside particular days or weeks (or even months) when students work on nothing but projects in school. In the meantime, support after-school programs and community centers where children have larger blocks of time to work on projects.\u003c/p>\n\u003cp>\u003cstrong>7. \u003cem>SHARE\u003c/em> : PLAY THE ROLE OF MATCHMAKER\u003c/strong>\u003c/p>\n\u003cp>Many children want to share ideas and collaborate on projects, but they’re not sure how. You can play the role of matchmaker, helping children find others to work with, whether in the physical world or the online world. At Computer Clubhouses, the staff and mentors spend a lot of their time connecting Clubhouse members with one another. Sometimes, they bring together members with similar interests—for example, a shared interest in Japanese manga or a shared interest in 3-D modeling. Other times, they bring together members with complementary interests—for example, connecting members with interests in art and robotics so that they can work together on interactive sculptures. In the Scratch online community, we have organized month-long Collab Camps to help Scratchers find others to work with—and also to learn strategies for collaborating effectively.\u003c/p>\n\u003cp>\u003cstrong>8. \u003cem>SHARE\u003c/em> : GET INVOLVED AS A COLLABORATOR \u003c/strong>\u003c/p>\n\u003cp>Parents and mentors sometimes get too involved in children’s creative projects, telling children what to do or grabbing the keyboard to show them how to fix a problem. Other parents and mentors don't get involved at all. There is a sweet spot in between, where adults and children form true collaborations on projects. When both sides are committed to working together, everyone has a lot to gain. A great example is Ricarose Roque’s Family Creative Learning initiative, in which parents and children work together on projects at local community centers over five sessions. By the end of the experience, parents and children have new respect for one another’s abilities, and relationships are strengthened.\u003c/p>\n\u003cp>\u003cstrong>9. \u003cem>REFLECT\u003c/em> : ASK (AUTHENTIC) QUESTIONS \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://mitpress.mit.edu/books/lifelong-kindergarten\">\u003cimg class=\"alignright size-thumbnail wp-image-49363\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/9780262037297-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-800x1173.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-768x1126.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-1020x1495.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-1180x1730.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-960x1407.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-240x352.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-375x550.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297-520x762.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/9780262037297.jpg 1500w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>It’s great for children to immerse themselves in projects, but it’s also important for them to step back to reflect on what’s happening. You can encourage children to reflect by asking them questions about their projects. I often start by asking: “How did you come up with the idea for this project?” It’s an authentic question: I really want to know! The question prompts them to reflect on what motivated and inspired them. Another of my favorite questions: “What’s been most surprising to you?” This question pushes them away from just describing the project and toward reflecting on their experience. If something goes wrong with a project, I’ll often ask: “What did you want it to do?” In describing what they were trying to do, they often recognize where they went wrong, without any further input from me.\u003c/p>\n\u003cp>\u003cstrong>10. \u003cem>REFLECT\u003c/em> : SHARE YOUR OWN REFLECTIONS \u003c/strong>\u003c/p>\n\u003cp>Most parents and teachers are reluctant to talk with children about their own thinking processes. Perhaps they don’t want to expose that they’re sometimes confused or unsure in their thinking. But talking with children about your own thinking process is the best gift you could give them. It’s important for children to know that thinking is hard work for everyone—for adults as well as children. And it’s useful for children to hear your strategies for working on projects and thinking through problems. By hearing your reflections, children will be more open to reflecting on their own thinking, and they’ll have a better model of how to do it. Imagine the children in your life as creative thinking apprentices; you’re helping them learn to become creative thinkers by demonstrating and discussing how you do it.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING THE SPIRAL \u003c/strong>\u003c/p>\n\u003cp>Of course, the Creative Learning Spiral doesn’t end with a single cycle of imagining, creating, playing, sharing, and reflecting. As children move through the process, they get new ideas and continue to the next iteration of the spiral, with another cycle of imagining, creating, playing, sharing, and reflecting. With each iteration of the spiral, there are new opportunities for you to support children in their creative learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Mitchel Resnick, an expert in educational technologies, is Professor of Learning Research at the MIT Media Lab. He has worked closely with the LEGO toy company for thirty years, collaborating with them on such innovative projects as the LEGO Mindstorms robotics kits, and he holds the LEGO endowed chair at MIT. He leads the team developing the Scratch programming software and online community, and he is cofounder of the Computer Clubhouse project, a network of after-school learning centers for youth from low-income communities.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49362/10-tips-for-creating-a-fertile-environment-for-kids-creativity-and-growth","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_862","mindshift_20784","mindshift_1040","mindshift_556","mindshift_713","mindshift_498"],"featImg":"mindshift_49368","label":"mindshift"},"mindshift_47846":{"type":"posts","id":"mindshift_47846","meta":{"index":"posts_1591205157","site":"mindshift","id":"47846","score":null,"sort":[1493622400000]},"guestAuthors":[],"slug":"projects-passion-peers-and-play-seymour-paperts-vision-for-learning","title":"Projects, Passion, Peers and Play: Seymour Papert's Vision For Learning","publishDate":1493622400,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many of the ideas that have become popular in education today like the power of projects and collaboration -- not to mention the way technology could change learning -- are rooted in ideas put forward by \u003ca href=\"http://www.papert.org/\" target=\"_blank\">Seymour Papert\u003c/a>, who died in 2016. His legacy lives on at the MIT Media Lab, where Mitch Resnick, a key figure behind the development of \u003ca href=\"https://ww2.kqed.org/mindshift/2012/02/23/introducing-programming-to-preschoolers/\" target=\"_blank\">the kids programming language Scratch\u003c/a>, tries to carry Papert's ideas forward.\u003c/p>\n\u003cp>Papert had a vision of children learning with technology in ways that were revolutionary. He believed that kids learn better when they are solving problems in context. He also knew that caring passionately about the problem helps children fall in love with learning. He thought educating kids shouldn't be about explanation, but rather should be about falling in love with ideas.\u003c/p>\n\u003cp>Papert also believed strongly in the ways people learn from one another, and he thought technology could play a big role in \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\">breaking down barriers \u003c/a>between people. In the 1980s when he was talking about these ideas, the technology wasn't yet capable of what he dreamed, but now it can do more.\u003c/p>\n\u003cp>Lastly, Papert believed in the transformative \u003ca href=\"https://ww2.kqed.org/mindshift/2012/01/04/the-power-of-play-in-learning/\" target=\"_blank\">power of play\u003c/a> -- not just carefree play, but \"hard play.\" He believed when children are challenged through exploration and discovery they can learn a tremendous amount. In this short video Mitch Resnick from MIT Media Lab explains how Papert's ideas informed his thinking about children, learning and technology forever.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ZoczAscGYeQ\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Mitch Resnick of MIT's Media Lab explains how Seymour Papert inspired much of his life's work with an emphasis on projects, passions, peers and play.","status":"publish","parent":0,"modified":1493622717,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":253},"headData":{"title":"Projects, Passion, Peers and Play: Seymour Papert's Vision For Learning | KQED","description":"Mitch Resnick of MIT's Media Lab explains how Seymour Papert inspired much of his life's work with an emphasis on projects, passions, peers and play.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Projects, Passion, Peers and Play: Seymour Papert's Vision For Learning","datePublished":"2017-05-01T07:06:40.000Z","dateModified":"2017-05-01T07:11:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47846 https://ww2.kqed.org/mindshift/?p=47846","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/","disqusTitle":"Projects, Passion, Peers and Play: Seymour Papert's Vision For Learning","path":"/mindshift/47846/projects-passion-peers-and-play-seymour-paperts-vision-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many of the ideas that have become popular in education today like the power of projects and collaboration -- not to mention the way technology could change learning -- are rooted in ideas put forward by \u003ca href=\"http://www.papert.org/\" target=\"_blank\">Seymour Papert\u003c/a>, who died in 2016. His legacy lives on at the MIT Media Lab, where Mitch Resnick, a key figure behind the development of \u003ca href=\"https://ww2.kqed.org/mindshift/2012/02/23/introducing-programming-to-preschoolers/\" target=\"_blank\">the kids programming language Scratch\u003c/a>, tries to carry Papert's ideas forward.\u003c/p>\n\u003cp>Papert had a vision of children learning with technology in ways that were revolutionary. He believed that kids learn better when they are solving problems in context. He also knew that caring passionately about the problem helps children fall in love with learning. He thought educating kids shouldn't be about explanation, but rather should be about falling in love with ideas.\u003c/p>\n\u003cp>Papert also believed strongly in the ways people learn from one another, and he thought technology could play a big role in \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\">breaking down barriers \u003c/a>between people. In the 1980s when he was talking about these ideas, the technology wasn't yet capable of what he dreamed, but now it can do more.\u003c/p>\n\u003cp>Lastly, Papert believed in the transformative \u003ca href=\"https://ww2.kqed.org/mindshift/2012/01/04/the-power-of-play-in-learning/\" target=\"_blank\">power of play\u003c/a> -- not just carefree play, but \"hard play.\" He believed when children are challenged through exploration and discovery they can learn a tremendous amount. In this short video Mitch Resnick from MIT Media Lab explains how Papert's ideas informed his thinking about children, learning and technology forever.\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/ZoczAscGYeQ'\n title='//www.youtube.com/embed/ZoczAscGYeQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47846/projects-passion-peers-and-play-seymour-paperts-vision-for-learning","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20678","mindshift_20784","mindshift_1040","mindshift_556","mindshift_713","mindshift_498","mindshift_256","mindshift_21081"],"featImg":"mindshift_48125","label":"mindshift"},"mindshift_39565":{"type":"posts","id":"mindshift_39565","meta":{"index":"posts_1591205157","site":"mindshift","id":"39565","score":null,"sort":[1425480033000]},"guestAuthors":[],"slug":"how-tech-spreads-college-learning-everywhere","title":"How Tech Enables College-Level Learning ‘Everywhere’","publishDate":1425480033,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39568\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/mit-campus-tour/\" rel=\"attachment wp-att-39568\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/MIT-Campus-tour.jpg\" alt=\"il.irenelee/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39568\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/ireneillee/6045539287/in/photolist-addYcZ-4wQgpC-bF537U-5tuLWU-6j52Zh-oAHax1-omfdfs-oCJUH4-oCtkFD-omfcXy-oCwqms-omfA6Q-oAHaLN-oAHaME-oCwq8b-omfA2G-oCwqkA-omfd3J-omfzxA-oCtker-2gyZKs-oCHgGu-omfA1Q-oCtkur-omfzZY-oCtkNc-omfd3y-omfd6Q-oCtkt4-oAHaJU-oAHayJ-omfzWG-omfyox-4GMba5-oEuWrt-omfAdo-omfzsq-oAHbbW-omfAj5-oCJVmt-oCHgHS-omg2K4-oCJUBx-omfAkN-oCwqA5-omfyu4-oAHbeb-omfApL-omfduL-omg2Z2\">il.irenelee/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like\">\u003cstrong>By NPR Staff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A lot of parents start worrying about paying for college education soon after their child is born. After that, there's the stressful process of applying to colleges, and then, for those lucky enough to get admitted into a good college, there's college debt.\u003c/p>\n\u003cp>But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, \u003cem>The End of College: Creating the Future of Learning and the University of Everywhere\u003c/em>, Carey envisions a future in which \"the idea of 'admission' to college will become an anachronism, because the University of Everywhere will be open to everyone\" and \"educational resources that have been scarce and expensive for centuries will be abundant and free.\"\u003c/p>\n\u003cp>As an example of how the University of Everywhere might work, Carey points to an online course he took through the Massachusetts Institute of Technology. He tells \u003cem>Fresh Air\u003c/em>'s Terry Gross, \"It [was] the basic intro to biology class. ... The course was taught by a man named Eric Lander, who was the leader of the Human Genome Project in the 1990s. ... The amazing thing ... is that it was essentially in all respects exactly the same class that MIT freshmen take — so all of the same lectures that they saw were actually taped live while MIT students were taking them and then broadcast over this class a couple of weeks later. Both myself and tens of thousands of people around the world from almost every country on Earth who were taking this class online did the same homework, read the same textbooks, took the same exams — both the midterm and the final — and were graded on the same scale. It was an amazing class. I learned a tremendous amount.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why the majority of American college students decide to go to college\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When you ask people why they're going to college, overwhelmingly the answer is, \"So I can get a better job,\" because you really can't make it in today's economy without some kind of credential from a post-secondary institution. So partly this [is] being driven by the fact that people need to go to college in order to make their way in the world and get credentials for, frankly, not the tens or even hundreds of thousands of dollars that colleges charge today.\u003c/p>\n\u003cp>\u003cstrong>On how college \"replicates privilege\"\u003c/strong>\u003c/p>\n\u003cp>You just have to look at the numbers and you see that people who attend America's most elite universities are disproportionately wealthy, disproportionately well-off, in many cases disproportionately white; their parents both have college degrees, which is unusual. And because college is getting more and more expensive, it's less of a meritocracy, I would argue. If only the rich can afford to go to the \"good colleges,\" then we don't have a system of opportunity; we have a system of replicating privilege that already exists. I think that — given the wider trend of growing inequality in the United States of America — is a huge, huge problem.\u003c/p>\n\u003cp>\u003cstrong>On what's wrong with college admissions \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39566\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/kevin-carey%c2%80%c2%99s-writing-has-appeared-in-the-new-york-times-slate-and-the-chronicle-of-higher-education/\" rel=\"attachment wp-att-39566\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/kevin-carey-cc-by-4.0-amanda-r.-gaines_custom-364534e1b1fe52e93f6855b6ac16faac3148b102-140x140.jpg\" alt=\"Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education. Amanda Gaines/Courtesy of Riverhead\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39566\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education.\u003cbr>Amanda Gaines/Courtesy of Riverhead\u003c/figcaption>\u003c/figure>\n\u003cp>The problem with college admissions is that colleges don't really know that much about students. All they kind of have to go on is an SAT [or ACT] score, which is kind of a blunt instrument ... a high school transcript, which is sort of hard to figure out, [and] maybe a personal essay, who knows who wrote the personal essay. So they tend to fall back on, \"Is this person a legacy? Did they go to a 'good high school?'\" Well, everyone figures out where \"good high schools\" are and people pay a lot of money in tuition if it's a private high school, or in the real estate market to buy a house near the good high school. And so again the opportunities for students to go to particularly elite colleges that are often the stepping stone toward the best jobs in government or business are in many ways constricted to a narrow band of people.\u003c/p>\n\u003cp>\u003cstrong>On why college is so expensive \u003c/strong>\u003c/p>\n\u003cp>Colleges are expensive because they can be, because they want to be and because they were built to be that way. ... Colleges are expensive because they occupy a very privileged position in American society. The economy has changed so much, a lot of the blue-collar jobs have disappeared such that people can really only succeed and make a different kind of living if they have some kind of college credential. So if you're in a position where you're the only kind of organization that will sell those experiences and those credentials, then you have a lot of power over the market. Colleges are also driven to compete with one another for status and prestige. Most colleges are nonprofit: They're not trying to maximize their revenue, what they're trying to do is maximize how important they are so that people who work there seem important and like special people.\u003c/p>\n\u003cp>\u003cstrong>On the term \"University of Everywhere\" \u003c/strong>\u003c/p>\n\u003cp>The University of Everywhere is the university that I think my children and future generations will attend when they go to college. ... They will look very different in some ways, although not in other ways, from the colleges that I went to and that many of us have become familiar with. This will be driven by advances in information technology: So whereas historically you went to college in a specific place and only studied with the other people who could afford to go [to] that place, in the future we're going to study with people all over the world, interconnected over global learning networks and in organizations that in some cases aren't colleges as we know them today, but rather 21st-century learning organizations that take advantage of all of the educational tools that are rapidly becoming available to offer great college experiences for much less money.\u003c/p>\n\u003cp>[contextly_sidebar id=\"tdvYz5tTHdspqIRDIb0vWdj5mLFk8FTf\"]\u003c/p>\n\u003cp>\u003cstrong>On the advantage of online education\u003c/strong> \u003cstrong>programs like \u003ca href=\"https://www.edx.org/\">edX\u003c/a>, which he took his MIT class through\u003c/strong>\u003c/p>\n\u003cp>They will and should be much, much less expensive than the tens of thousands of dollars that people are now obligated to pay for college. The online class that I took from MIT — and again, this is exactly the same class that MIT teaches to its own students — cost me nothing. It was free. I signed up and I took the class. All of the classes offered, hundreds of the classes offered by edX from Harvard, MIT, some of the best universities in the world ... they're free. And the reason is because it doesn't cost them any more money to let one more person take the class. Once they've made the investment of building it and taping all the lectures, the marginal cost of letting an additional person take it is nothing. So this kind of marginal cost pricing — where people only pay the marginal cost of what it costs to provide them with the service — is going to drive a lot of the economics of higher education in the future.\u003c/p>\n\u003cp>Second, people will have a far broader access to educational materials and to other students than they have in the past. ... The design of the university is a design that comes from scarcity, so if you wanted to learn, traditionally, until very recently, you had to go someplace where the other students were, where the smart professors were and where the books were. It was expensive to put all of those things together in one place. ... So there could only ever be a relatively small number of places like that and if you ran a place like that you could decide who comes in the gates and who doesn't, and charge people a lot of money.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We are now headed into a time of abundance when it comes to educational resources. All the books in the world are now available on your iPad or your phone or your computer, or will be soon. The same is true for all of the lectures of all of the smartest people in the world, and the course notes and the problem sets. ... Once they're built, the cost of providing them to the 10,000th student or the millionth student is almost nothing. One aspect of the University of Everywhere is it isn't going to cost nearly as much as $60,000 a year, which is what a private college would charge you today. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Prepare+For+%27The+End+Of+College%27%3A+Here%27s+What+Free+Higher+Ed+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In his new book, Kevin Carey envisions a future in which online education programs solve two of colleges' biggest problems: costs and admissions.","status":"publish","parent":0,"modified":1425480083,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1480},"headData":{"title":"How Tech Enables College-Level Learning ‘Everywhere’ | KQED","description":"In his new book, Kevin Carey envisions a future in which online education programs solve two of colleges' biggest problems: costs and admissions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tech Enables College-Level Learning ‘Everywhere’","datePublished":"2015-03-04T14:40:33.000Z","dateModified":"2015-03-04T14:41:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39565 http://blogs.kqed.org/mindshift/?p=39565","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/04/how-tech-spreads-college-learning-everywhere/","disqusTitle":"How Tech Enables College-Level Learning ‘Everywhere’","nprStoryId":"390167950","nprApiLink":"http://api.npr.org/query?id=390167950&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like?ft=nprml&f=390167950","nprRetrievedStory":"1","nprPubDate":"Tue, 03 Mar 2015 16:58:00 -0500","nprStoryDate":"Tue, 03 Mar 2015 14:09:00 -0500","nprLastModifiedDate":"Tue, 03 Mar 2015 16:58:21 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/03/20150303_fa_01.mp3?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","nprAudioM3u":"http://api.npr.org/m3u/1390469936-24f3f9.m3u?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","path":"/mindshift/39565/how-tech-spreads-college-learning-everywhere","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/03/20150303_fa_01.mp3?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39568\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/mit-campus-tour/\" rel=\"attachment wp-att-39568\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/MIT-Campus-tour.jpg\" alt=\"il.irenelee/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39568\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/ireneillee/6045539287/in/photolist-addYcZ-4wQgpC-bF537U-5tuLWU-6j52Zh-oAHax1-omfdfs-oCJUH4-oCtkFD-omfcXy-oCwqms-omfA6Q-oAHaLN-oAHaME-oCwq8b-omfA2G-oCwqkA-omfd3J-omfzxA-oCtker-2gyZKs-oCHgGu-omfA1Q-oCtkur-omfzZY-oCtkNc-omfd3y-omfd6Q-oCtkt4-oAHaJU-oAHayJ-omfzWG-omfyox-4GMba5-oEuWrt-omfAdo-omfzsq-oAHbbW-omfAj5-oCJVmt-oCHgHS-omg2K4-oCJUBx-omfAkN-oCwqA5-omfyu4-oAHbeb-omfApL-omfduL-omg2Z2\">il.irenelee/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like\">\u003cstrong>By NPR Staff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A lot of parents start worrying about paying for college education soon after their child is born. After that, there's the stressful process of applying to colleges, and then, for those lucky enough to get admitted into a good college, there's college debt.\u003c/p>\n\u003cp>But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, \u003cem>The End of College: Creating the Future of Learning and the University of Everywhere\u003c/em>, Carey envisions a future in which \"the idea of 'admission' to college will become an anachronism, because the University of Everywhere will be open to everyone\" and \"educational resources that have been scarce and expensive for centuries will be abundant and free.\"\u003c/p>\n\u003cp>As an example of how the University of Everywhere might work, Carey points to an online course he took through the Massachusetts Institute of Technology. He tells \u003cem>Fresh Air\u003c/em>'s Terry Gross, \"It [was] the basic intro to biology class. ... The course was taught by a man named Eric Lander, who was the leader of the Human Genome Project in the 1990s. ... The amazing thing ... is that it was essentially in all respects exactly the same class that MIT freshmen take — so all of the same lectures that they saw were actually taped live while MIT students were taking them and then broadcast over this class a couple of weeks later. Both myself and tens of thousands of people around the world from almost every country on Earth who were taking this class online did the same homework, read the same textbooks, took the same exams — both the midterm and the final — and were graded on the same scale. It was an amazing class. I learned a tremendous amount.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why the majority of American college students decide to go to college\u003c/strong>\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>When you ask people why they're going to college, overwhelmingly the answer is, \"So I can get a better job,\" because you really can't make it in today's economy without some kind of credential from a post-secondary institution. So partly this [is] being driven by the fact that people need to go to college in order to make their way in the world and get credentials for, frankly, not the tens or even hundreds of thousands of dollars that colleges charge today.\u003c/p>\n\u003cp>\u003cstrong>On how college \"replicates privilege\"\u003c/strong>\u003c/p>\n\u003cp>You just have to look at the numbers and you see that people who attend America's most elite universities are disproportionately wealthy, disproportionately well-off, in many cases disproportionately white; their parents both have college degrees, which is unusual. And because college is getting more and more expensive, it's less of a meritocracy, I would argue. If only the rich can afford to go to the \"good colleges,\" then we don't have a system of opportunity; we have a system of replicating privilege that already exists. I think that — given the wider trend of growing inequality in the United States of America — is a huge, huge problem.\u003c/p>\n\u003cp>\u003cstrong>On what's wrong with college admissions \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39566\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/kevin-carey%c2%80%c2%99s-writing-has-appeared-in-the-new-york-times-slate-and-the-chronicle-of-higher-education/\" rel=\"attachment wp-att-39566\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/kevin-carey-cc-by-4.0-amanda-r.-gaines_custom-364534e1b1fe52e93f6855b6ac16faac3148b102-140x140.jpg\" alt=\"Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education. Amanda Gaines/Courtesy of Riverhead\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39566\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education.\u003cbr>Amanda Gaines/Courtesy of Riverhead\u003c/figcaption>\u003c/figure>\n\u003cp>The problem with college admissions is that colleges don't really know that much about students. All they kind of have to go on is an SAT [or ACT] score, which is kind of a blunt instrument ... a high school transcript, which is sort of hard to figure out, [and] maybe a personal essay, who knows who wrote the personal essay. So they tend to fall back on, \"Is this person a legacy? Did they go to a 'good high school?'\" Well, everyone figures out where \"good high schools\" are and people pay a lot of money in tuition if it's a private high school, or in the real estate market to buy a house near the good high school. And so again the opportunities for students to go to particularly elite colleges that are often the stepping stone toward the best jobs in government or business are in many ways constricted to a narrow band of people.\u003c/p>\n\u003cp>\u003cstrong>On why college is so expensive \u003c/strong>\u003c/p>\n\u003cp>Colleges are expensive because they can be, because they want to be and because they were built to be that way. ... Colleges are expensive because they occupy a very privileged position in American society. The economy has changed so much, a lot of the blue-collar jobs have disappeared such that people can really only succeed and make a different kind of living if they have some kind of college credential. So if you're in a position where you're the only kind of organization that will sell those experiences and those credentials, then you have a lot of power over the market. Colleges are also driven to compete with one another for status and prestige. Most colleges are nonprofit: They're not trying to maximize their revenue, what they're trying to do is maximize how important they are so that people who work there seem important and like special people.\u003c/p>\n\u003cp>\u003cstrong>On the term \"University of Everywhere\" \u003c/strong>\u003c/p>\n\u003cp>The University of Everywhere is the university that I think my children and future generations will attend when they go to college. ... They will look very different in some ways, although not in other ways, from the colleges that I went to and that many of us have become familiar with. This will be driven by advances in information technology: So whereas historically you went to college in a specific place and only studied with the other people who could afford to go [to] that place, in the future we're going to study with people all over the world, interconnected over global learning networks and in organizations that in some cases aren't colleges as we know them today, but rather 21st-century learning organizations that take advantage of all of the educational tools that are rapidly becoming available to offer great college experiences for much less money.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On the advantage of online education\u003c/strong> \u003cstrong>programs like \u003ca href=\"https://www.edx.org/\">edX\u003c/a>, which he took his MIT class through\u003c/strong>\u003c/p>\n\u003cp>They will and should be much, much less expensive than the tens of thousands of dollars that people are now obligated to pay for college. The online class that I took from MIT — and again, this is exactly the same class that MIT teaches to its own students — cost me nothing. It was free. I signed up and I took the class. All of the classes offered, hundreds of the classes offered by edX from Harvard, MIT, some of the best universities in the world ... they're free. And the reason is because it doesn't cost them any more money to let one more person take the class. Once they've made the investment of building it and taping all the lectures, the marginal cost of letting an additional person take it is nothing. So this kind of marginal cost pricing — where people only pay the marginal cost of what it costs to provide them with the service — is going to drive a lot of the economics of higher education in the future.\u003c/p>\n\u003cp>Second, people will have a far broader access to educational materials and to other students than they have in the past. ... The design of the university is a design that comes from scarcity, so if you wanted to learn, traditionally, until very recently, you had to go someplace where the other students were, where the smart professors were and where the books were. It was expensive to put all of those things together in one place. ... So there could only ever be a relatively small number of places like that and if you ran a place like that you could decide who comes in the gates and who doesn't, and charge people a lot of money.\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 are now headed into a time of abundance when it comes to educational resources. All the books in the world are now available on your iPad or your phone or your computer, or will be soon. The same is true for all of the lectures of all of the smartest people in the world, and the course notes and the problem sets. ... Once they're built, the cost of providing them to the 10,000th student or the millionth student is almost nothing. One aspect of the University of Everywhere is it isn't going to cost nearly as much as $60,000 a year, which is what a private college would charge you today. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Prepare+For+%27The+End+Of+College%27%3A+Here%27s+What+Free+Higher+Ed+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39565/how-tech-spreads-college-learning-everywhere","authors":["4354"],"categories":["mindshift_20746"],"tags":["mindshift_20784","mindshift_1040","mindshift_68","mindshift_556","mindshift_654"],"featImg":"mindshift_39568","label":"mindshift"},"mindshift_37911":{"type":"posts","id":"mindshift_37911","meta":{"index":"posts_1591205157","site":"mindshift","id":"37911","score":null,"sort":[1414673119000]},"guestAuthors":[],"slug":"what-moocs-are-teaching-universities-about-active-learning","title":"What MOOCs Are Teaching Universities About Active Learning","publishDate":1414673119,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When the first Massive Open Online Course (MOOC) enrolled over a hundred thousand students from all over the world, it started an education buzz about how technology could revolutionize higher education. A few years later, MOOCs \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\" target=\"_blank\">haven't exactly replaced expensive college degrees\u003c/a>, but edX CEO Anant Agarwal says the MIT experiment with MOOCs has given educators important insights into how students learn.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter?utm_source=newsletter_weekly_2014-02-01&utm_campaign=newsletter_weekly&utm_medium=email&utm_content=talk_of_the_week_button#t-825406\" target=\"_blank\">TED talk\u003c/a>, Agarwal describes how MOOCs are inspiring university and high school teachers to try \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\">assigning video lectures for homework\u003c/a> so class time can be used for asking questions and hands-on assignments. He's fired up at how engaged students have been and at the power of immediate feedback the online platform offers. Even more impressive, students from around the world are discussing concepts together online, eventually finding answers to questions on their own. MOOCs may not have upended the university system as predicted, but they may have done something better, Agarwal says -- force inert institutions to rethink their practices.\u003c/p>\n\u003cp>\u003ciframe src=\"https://embed-ssl.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"There's a lot of skepticism about whether or not MOOCs are \"disrupting\" higher education, but can they offer important learning opportunities for the institutions themselves?","status":"publish","parent":0,"modified":1414673187,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://embed-ssl.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":169},"headData":{"title":"What MOOCs Are Teaching Universities About Active Learning | KQED","description":"There's a lot of skepticism about whether or not MOOCs are "disrupting" higher education, but can they offer important learning opportunities for the institutions themselves?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What MOOCs Are Teaching Universities About Active Learning","datePublished":"2014-10-30T12:45:19.000Z","dateModified":"2014-10-30T12:46:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37911 http://blogs.kqed.org/mindshift/?p=37911","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/30/what-moocs-are-teaching-universities-about-active-learning/","disqusTitle":"What MOOCs Are Teaching Universities About Active Learning","path":"/mindshift/37911/what-moocs-are-teaching-universities-about-active-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the first Massive Open Online Course (MOOC) enrolled over a hundred thousand students from all over the world, it started an education buzz about how technology could revolutionize higher education. A few years later, MOOCs \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\" target=\"_blank\">haven't exactly replaced expensive college degrees\u003c/a>, but edX CEO Anant Agarwal says the MIT experiment with MOOCs has given educators important insights into how students learn.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter?utm_source=newsletter_weekly_2014-02-01&utm_campaign=newsletter_weekly&utm_medium=email&utm_content=talk_of_the_week_button#t-825406\" target=\"_blank\">TED talk\u003c/a>, Agarwal describes how MOOCs are inspiring university and high school teachers to try \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\">assigning video lectures for homework\u003c/a> so class time can be used for asking questions and hands-on assignments. He's fired up at how engaged students have been and at the power of immediate feedback the online platform offers. Even more impressive, students from around the world are discussing concepts together online, eventually finding answers to questions on their own. MOOCs may not have upended the university system as predicted, but they may have done something better, Agarwal says -- force inert institutions to rethink their practices.\u003c/p>\n\u003cp>\u003ciframe src=\"https://embed-ssl.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37911/what-moocs-are-teaching-universities-about-active-learning","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_908","mindshift_1040","mindshift_655","mindshift_556","mindshift_20608"],"featImg":"mindshift_37938","label":"mindshift"},"mindshift_26416":{"type":"posts","id":"mindshift_26416","meta":{"index":"posts_1591205157","site":"mindshift","id":"26416","score":null,"sort":[1358444129000]},"guestAuthors":[],"slug":"closing-the-gap-between-educators-and-entrepreneurs","title":"Closing the Gap Between Educators and Entrepreneurs","publishDate":1358444129,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1358445678,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1300},"headData":{"title":"Closing the Gap Between Educators and Entrepreneurs | KQED","description":"Getty There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need. The ecosystem stimulating","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Closing the Gap Between Educators and Entrepreneurs","datePublished":"2013-01-17T17:35:29.000Z","dateModified":"2013-01-17T18:01:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26416 http://blogs.kqed.org/mindshift/?p=26416","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/17/closing-the-gap-between-educators-and-entrepreneurs/","disqusTitle":"Closing the Gap Between Educators and Entrepreneurs","path":"/mindshift/26416/closing-the-gap-between-educators-and-entrepreneurs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\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>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26416/closing-the-gap-between-educators-and-entrepreneurs","authors":["4375"],"categories":["mindshift_195"],"tags":["mindshift_369","mindshift_556","mindshift_749"],"featImg":"mindshift_26515","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. 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