10 Tips for Creating a Fertile Environment for Kids' Creativity and Growth
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Projects, Passion, Peers and Play: Seymour Papert's Vision For Learning
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FM","link":"/"}},"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_48684":{"type":"posts","id":"mindshift_48684","meta":{"index":"posts_1591205157","site":"mindshift","id":"48684","score":null,"sort":[1500296400000]},"guestAuthors":[],"slug":"mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","title":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","publishDate":1500296400,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Developers at MIT Media Lab are gearing up to release a new version of Scratch that works on mobile devices, can be integrated with physical objects, and that is lighter and faster.","status":"publish","parent":0,"modified":1500398109,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["//scratch.mit.edu/projects/embed/13772905/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2103},"headData":{"title":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity | KQED","description":"Developers at MIT Media Lab are gearing up to release a new version of Scratch that works on mobile devices, can be integrated with physical objects, and that is lighter and faster.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","datePublished":"2017-07-17T13:00:00.000Z","dateModified":"2017-07-18T17:15:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48684 https://ww2.kqed.org/mindshift/?p=48684","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/17/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity/","disqusTitle":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","path":"/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\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>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\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>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_981","mindshift_862","mindshift_20784","mindshift_1040","mindshift_21114","mindshift_713","mindshift_500"],"featImg":"mindshift_48687","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_43097":{"type":"posts","id":"mindshift_43097","meta":{"index":"posts_1591205157","site":"mindshift","id":"43097","score":null,"sort":[1450209920000]},"guestAuthors":[],"slug":"engage-kids-with-coding-by-letting-them-design-create-and-tell-stories","title":"Engage Kids With Coding By Letting Them Design, Create, and Tell Stories","publishDate":1450209920,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For Computer Science Education Week (Dec. 7-13), the nonprofit Code.org has helped organize nearly 200,000 \"Hour of Code\" events around the world. It's advocating for computer coding as a basic literacy and an essential ingredient for jobs of the future, and there's a lot of momentum behind the idea.\u003c/p>\n\u003cp>The biggest school systems in the country, New York City and Los Angeles Unified, each announced this fall that computer science will be a required course for all grades within 10 years. Coding is also part of national curricula in the U.K. and soon will be in Australia.\u003c/p>\n\u003cp>Mitchel Resnick has been at the forefront of computer science and early education for decades. He heads up something called the Lifelong Kindergarten Group, which develops new technologies for creativity at MIT's Media Lab.\u003c/p>\n\u003cp>In the early 2000s, his team developed Scratch, a \"visual\" programming language. Visual means it depicts commands as blocks that can be snapped together, like Legos, into more complex sets of instructions. A version called ScratchJr, intended for those as young as 5, has been downloaded over 1.5 million times from the Apple App Store.\u003c/p>\n\u003cp>Starting out with ScratchJr often means telling cartoon characters to dance, sing and act out lines of dialogue. It feels more like play than learning, and that's by design, says Resnick.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Coding is not just a set of technical skills,\" he tells NPR Ed. \"It's a new way of expressing yourself. It's similar to learning to write — a way for kids to organize, express and share ideas. But instead of putting words into sentences, now they can create animated stories.\"\u003c/p>\n\u003cp>Many popular apps for teaching programming are \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\">structured more like games\u003c/a>, with a simple set of instructions to reach a predefined outcome. But that's unnecessarily dull, Resnick argues.\u003c/p>\n\u003cp>\"If you have kids put blocks together to solve the puzzle, that can be useful for learning basic computing concepts. But we think it's missing an important part of what's exciting about coding. If you present just logic puzzles, it's like teaching them writing by only teaching grammar and punctuation.\"\u003c/p>\n\u003cp>ScratchJr takes more of a \"sandbox\" approach: Students can make greeting cards, or build games themselves, but the project is up to them.\u003c/p>\n\u003cp>This week, in concert with Hour of Code, a new version of ScratchJr is launching that features characters from PBS Kids cartoon shows, like \u003cem>Wild Kratts\u003c/em> and \u003cem>Odd Squad.\u003c/em> PBS, with the backing of the federal Department of Education and Verizon, will over the coming year be working on related outreach to high-poverty schools, including in-person after-school programs and summer camps.\u003c/p>\n\u003cp>Sara DeWitt, vice president of PBS Kids Digital, said PBS has been looking for an opportunity to get involved in coding and programming for a while, but in a way that matched how children already engage with their characters.\u003c/p>\n\u003cp>\"All of this came together with ScratchJr,\" she said, \"because MIT and Tufts' approach to coding is really about creative self-expression and storytelling, and looking at code as a literacy — a way to tell a story.\"\u003c/p>\n\u003cp>It's significant that PBS, the leading brand in educational media, is now lending its characters to the cause of teaching computer science to children as young as kindergarteners. Yet this shift comes at a time of rising anxiety about the ubiquity of screens in childhood.\u003c/p>\n\u003cp>For Resnick, a good litmus test is to ask, \"Does this support creativity and expression?\" The answer, he says, can determine whether a technology is truly educational and developmentally appropriate.\u003c/p>\n\u003cp>\"As children spend more and more time interacting with digital devices, they don't have very many opportunities to create and experiment,\" he explains.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Oftentimes it's playing, clicking, consuming, as opposed to designing and expressing. I would tell parents to look for either the apps or the toys where the child is in control. If it feels that the toy or tablet is in control, then I'd be much more cautious about it.\" \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=A+Kids%27+Coding+Expert+Says+We%27re+Making+Computer+Class+Way+Too+Boring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Thousands of events around the world are encouraging computer-coding literacy. \"Coding is really about creative self-expression and storytelling,\" says Mitchel Resnick of MIT's Media Lab.","status":"publish","parent":0,"modified":1450209920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":688},"headData":{"title":"Engage Kids With Coding By Letting Them Design, Create, and Tell Stories | KQED","description":"Thousands of events around the world are encouraging computer-coding literacy. "Coding is really about creative self-expression and storytelling," says Mitchel Resnick of MIT's Media Lab.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Engage Kids With Coding By Letting Them Design, Create, and Tell Stories","datePublished":"2015-12-15T20:05:20.000Z","dateModified":"2015-12-15T20:05:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43097 http://ww2.kqed.org/mindshift/?p=43097","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/","disqusTitle":"Engage Kids With Coding By Letting Them Design, Create, and Tell Stories","nprImageCredit":"Ted S. Warren","nprByline":"\u003ca href=\"http://www.npr.org/people/302894536/anya-kamenetz\">Anya Kamenetz\u003c/a>, NPR","nprImageAgency":"AP","nprStoryId":"458782056","nprApiLink":"http://api.npr.org/query?id=458782056&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2015/12/11/458782056/a-kids-coding-expert-says-were-making-computer-class-way-too-boring?ft=nprml&f=458782056","nprRetrievedStory":"1","nprPubDate":"Fri, 11 Dec 2015 10:06:00 -0500","nprStoryDate":"Fri, 11 Dec 2015 06:28:00 -0500","nprLastModifiedDate":"Fri, 11 Dec 2015 10:06:32 -0500","path":"/mindshift/43097/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Computer Science Education Week (Dec. 7-13), the nonprofit Code.org has helped organize nearly 200,000 \"Hour of Code\" events around the world. It's advocating for computer coding as a basic literacy and an essential ingredient for jobs of the future, and there's a lot of momentum behind the idea.\u003c/p>\n\u003cp>The biggest school systems in the country, New York City and Los Angeles Unified, each announced this fall that computer science will be a required course for all grades within 10 years. Coding is also part of national curricula in the U.K. and soon will be in Australia.\u003c/p>\n\u003cp>Mitchel Resnick has been at the forefront of computer science and early education for decades. He heads up something called the Lifelong Kindergarten Group, which develops new technologies for creativity at MIT's Media Lab.\u003c/p>\n\u003cp>In the early 2000s, his team developed Scratch, a \"visual\" programming language. Visual means it depicts commands as blocks that can be snapped together, like Legos, into more complex sets of instructions. A version called ScratchJr, intended for those as young as 5, has been downloaded over 1.5 million times from the Apple App Store.\u003c/p>\n\u003cp>Starting out with ScratchJr often means telling cartoon characters to dance, sing and act out lines of dialogue. It feels more like play than learning, and that's by design, says Resnick.\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>\"Coding is not just a set of technical skills,\" he tells NPR Ed. \"It's a new way of expressing yourself. It's similar to learning to write — a way for kids to organize, express and share ideas. But instead of putting words into sentences, now they can create animated stories.\"\u003c/p>\n\u003cp>Many popular apps for teaching programming are \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\">structured more like games\u003c/a>, with a simple set of instructions to reach a predefined outcome. But that's unnecessarily dull, Resnick argues.\u003c/p>\n\u003cp>\"If you have kids put blocks together to solve the puzzle, that can be useful for learning basic computing concepts. But we think it's missing an important part of what's exciting about coding. If you present just logic puzzles, it's like teaching them writing by only teaching grammar and punctuation.\"\u003c/p>\n\u003cp>ScratchJr takes more of a \"sandbox\" approach: Students can make greeting cards, or build games themselves, but the project is up to them.\u003c/p>\n\u003cp>This week, in concert with Hour of Code, a new version of ScratchJr is launching that features characters from PBS Kids cartoon shows, like \u003cem>Wild Kratts\u003c/em> and \u003cem>Odd Squad.\u003c/em> PBS, with the backing of the federal Department of Education and Verizon, will over the coming year be working on related outreach to high-poverty schools, including in-person after-school programs and summer camps.\u003c/p>\n\u003cp>Sara DeWitt, vice president of PBS Kids Digital, said PBS has been looking for an opportunity to get involved in coding and programming for a while, but in a way that matched how children already engage with their characters.\u003c/p>\n\u003cp>\"All of this came together with ScratchJr,\" she said, \"because MIT and Tufts' approach to coding is really about creative self-expression and storytelling, and looking at code as a literacy — a way to tell a story.\"\u003c/p>\n\u003cp>It's significant that PBS, the leading brand in educational media, is now lending its characters to the cause of teaching computer science to children as young as kindergarteners. Yet this shift comes at a time of rising anxiety about the ubiquity of screens in childhood.\u003c/p>\n\u003cp>For Resnick, a good litmus test is to ask, \"Does this support creativity and expression?\" The answer, he says, can determine whether a technology is truly educational and developmentally appropriate.\u003c/p>\n\u003cp>\"As children spend more and more time interacting with digital devices, they don't have very many opportunities to create and experiment,\" he explains.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Oftentimes it's playing, clicking, consuming, as opposed to designing and expressing. I would tell parents to look for either the apps or the toys where the child is in control. If it feels that the toy or tablet is in control, then I'd be much more cautious about it.\" \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=A+Kids%27+Coding+Expert+Says+We%27re+Making+Computer+Class+Way+Too+Boring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43097/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories","authors":["byline_mindshift_43097"],"categories":["mindshift_20639"],"tags":["mindshift_981","mindshift_1040","mindshift_20592","mindshift_713"],"featImg":"mindshift_43098","label":"mindshift"},"mindshift_32243":{"type":"posts","id":"mindshift_32243","meta":{"index":"posts_1591205157","site":"mindshift","id":"32243","score":null,"sort":[1382462391000]},"guestAuthors":[],"slug":"learn-to-code-code-to-learn","title":"Learn to Code, Code to Learn ","publishDate":1382462391,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called \u003ca href=\"http://www.scratch.mit.edu/%E2%80%8E\">Scratch\u003c/a>, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them.\u003c/p>\n\u003cp>\"As kids are creating projects like this, they're learning to code, but even more importantly, they're coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it's useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it's the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that's just where it starts. When you learn to code, it opens up for you to learn many other things.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392935495,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":190},"headData":{"title":"Learn to Code, Code to Learn | KQED","description":"In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called Scratch, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them. "As kids are creating projects like this, they're learning to code, but even","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learn to Code, Code to Learn ","datePublished":"2013-10-22T17:19:51.000Z","dateModified":"2014-02-20T22:31:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32243 http://blogs.kqed.org/mindshift/?p=32243","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/22/learn-to-code-code-to-learn/","disqusTitle":"Learn to Code, Code to Learn ","path":"/mindshift/32243/learn-to-code-code-to-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called \u003ca href=\"http://www.scratch.mit.edu/%E2%80%8E\">Scratch\u003c/a>, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them.\u003c/p>\n\u003cp>\"As kids are creating projects like this, they're learning to code, but even more importantly, they're coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it's useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it's the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that's just where it starts. When you learn to code, it opens up for you to learn many other things.\"\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/32243/learn-to-code-code-to-learn","authors":["180"],"categories":["mindshift_195","mindshift_20639"],"tags":["mindshift_981","mindshift_713","mindshift_499","mindshift_500","mindshift_135"],"featImg":"mindshift_32250","label":"mindshift"},"mindshift_19117":{"type":"posts","id":"mindshift_19117","meta":{"index":"posts_1591205157","site":"mindshift","id":"19117","score":null,"sort":[1330013758000]},"guestAuthors":[],"slug":"introducing-programming-to-preschoolers","title":"Introducing Programming to Preschoolers","publishDate":1330013758,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The post originally appeared on \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/programming-with-scratch-jr-when-it-comes-to-screen-time-and-young-kids/\">Spotlight for Digital Media & Learning\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392935653,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1645},"headData":{"title":"Introducing Programming to Preschoolers | KQED","description":"Flickr: AngryJulieMonday By Heather Chaplin Since MIT’s Lifelong Kindergarten group released Scratch in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language. Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Introducing Programming to Preschoolers","datePublished":"2012-02-23T16:15:58.000Z","dateModified":"2014-02-20T22:34:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19117 http://blogs.kqed.org/mindshift/?p=19117","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/23/introducing-programming-to-preschoolers/","disqusTitle":"Introducing Programming to Preschoolers","path":"/mindshift/19117/introducing-programming-to-preschoolers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\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>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\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>The post originally appeared on \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/programming-with-scratch-jr-when-it-comes-to-screen-time-and-young-kids/\">Spotlight for Digital Media & Learning\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19117/introducing-programming-to-preschoolers","authors":["4354"],"categories":["mindshift_20639","mindshift_193"],"tags":["mindshift_557","mindshift_165","mindshift_556","mindshift_713","mindshift_499","mindshift_500"],"featImg":"mindshift_19243","label":"mindshift"},"mindshift_15573":{"type":"posts","id":"mindshift_15573","meta":{"index":"posts_1591205157","site":"mindshift","id":"15573","score":null,"sort":[1317038427000]},"guestAuthors":[],"slug":"a-case-for-lifelong-kindergarten","title":"A Case for Lifelong Kindergarten","publishDate":1317038427,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mike’s experiences at the Computer Clubhouse illustrate the power of human interaction and digital learning to support and encourage a learner who felt alienated by his traditional school experience. With access to the technology and social support at the Computer Clubhouse, Mike learned how to develop his artistic skills, to share his expertise with others, and to become an active and productive member of his community.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1381534044,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1965},"headData":{"title":"A Case for Lifelong Kindergarten | KQED","description":"Flickr:wwworks Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called Scratch. Resnick brought up the idea last week at the New York Times' School for Tomorrow","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Case for Lifelong Kindergarten","datePublished":"2011-09-26T12:00:27.000Z","dateModified":"2013-10-11T23:27:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15573 http://blogs.kqed.org/mindshift/?p=15573","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/26/a-case-for-lifelong-kindergarten/","disqusTitle":"A Case for Lifelong Kindergarten","path":"/mindshift/15573/a-case-for-lifelong-kindergarten","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\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>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\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>Mike’s experiences at the Computer Clubhouse illustrate the power of human interaction and digital learning to support and encourage a learner who felt alienated by his traditional school experience. With access to the technology and social support at the Computer Clubhouse, Mike learned how to develop his artistic skills, to share his expertise with others, and to become an active and productive member of his community.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15573/a-case-for-lifelong-kindergarten","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_862","mindshift_556","mindshift_713","mindshift_500"],"featImg":"mindshift_15593","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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