Next Generation Learning ChallengesNext Generation Learning Challenges
Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It
NGLC Shifts Focus To Funding Experimental Schools
$7 Million Grants Awarded to Help Boost College Readiness
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Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/\">\u003cem>intrinsic motivation in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ","status":"publish","parent":0,"modified":1553701920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2850},"headData":{"title":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It | KQED","description":"Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It","datePublished":"2019-03-27T07:07:30.000Z","dateModified":"2019-03-27T15:52:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53337 https://ww2.kqed.org/mindshift/?p=53337","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/27/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it/","disqusTitle":"Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Tara García Mathewson, The Hechinger Report\u003c/a>","path":"/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about intrinsic motivation was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\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 story about\u003c/em> \u003ca href=\"https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/\">\u003cem>intrinsic motivation in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it","authors":["byline_mindshift_53337"],"categories":["mindshift_193"],"tags":["mindshift_20984","mindshift_20891","mindshift_21118","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_558","mindshift_21252","mindshift_20616"],"featImg":"mindshift_53340","label":"mindshift"},"mindshift_31035":{"type":"posts","id":"mindshift_31035","meta":{"index":"posts_1591205157","site":"mindshift","id":"31035","score":null,"sort":[1378838145000]},"guestAuthors":[],"slug":"nglc-shifts-focus-to-funding-experimental-schools","title":"NGLC Shifts Focus To Funding Experimental Schools","publishDate":1378838145,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31255\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31255\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-10-at-11.27.12-AM-300x167.png\" alt=\"Danville Schools\" width=\"300\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For the past three years, \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC) has been granting money to a broad range of education ventures that used technology in education. The aim has been to help grow or scale ideas that shows some promise. Recently, however, the organization has steadily moved towards funding schools that want to shift from traditional teaching to more experimental models. This week, the organization announced it will \u003ca href=\"http://nextgenlearning.org/breakthrough-schools-regional-fund\">offer a set of grants \u003c/a>totaling $3.6 million to two school districts -- Washington D.C. and Chicago -- with the hopes of building up model schools in other partner cities in the future that have the support of local groups and government.\u003c/p>\n\u003cp>The NGLC is a partnership between the Gates Foundation, the \u003ca href=\"http://league.org/\">League for Innovation in the Community College\u003c/a>, the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL), the \u003ca href=\"http://www.ccsso.org/\">Council for Chief State School Officers \u003c/a>(CCSSO)* and \u003ca href=\"http://www.educause.edu/\">EDUCAUSE\u003c/a>, which leads the program work. The first two waves of funding (one focused on higher education and the other on K-12) focused on how technology can remove barriers to innovative educational practices.\u003c/p>\n\u003cp>NGLC is also accepting grant applications on a rolling basis this fall for districts throughout the country looking for funds to transform their schools. Most of the first grant recipients so far have been charter schools, but in the most recent round, which is ongoing, two non-charter public school districts have been recognized for their efforts to innovate.\u003c/p>\n\u003cp>“Charters are not the answer to the big scale question because even the most successful charters only have 150 schools and we’re talking about hundreds of thousands of schools total,” said Andy Calkins, deputy director of Next Generation Learning Challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.danvilleschools.net/\">Danville Schools\u003c/a> in Kentucky are one of the beneficiaries of NGLC's whole-school model grant-giving. And according to its superintendent Carmen Coleman, the grant is funding key positions, such as a \"pathways coach\" to focus on helping each student come up with a workable plan for life post-graduation and school staff with unique skill sets, like an engineer fluent in German, to act as teacher assistants and add diversity of experience to the staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The Next Generation grant is allowing us to fund some positions that otherwise we would have a hard time doing because we wouldn’t be able to afford it,\" Coleman said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">$7 Million Dollar Grants Awarded to Help Boost College Readiness\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Danville began planning to shift towards a vision of school that \u003ca href=\"http://video.pbs.org/video/2364990349/\">veers away from testing and more towards project-based learning\u003c/a>, one that balances content goals with character development goals, like nurturing students' ability to persevere, be leaders, and think independently. That's not easy to do in a state where teacher accountability and school ranking are based on test scores and results are published in the newspaper. \"We don’t want to look bad,\" Coleman said. For its part, Gates Foundation has also focused its attention on measuring \u003ca href=\"http://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report\">\"effective teaching.\"\u003c/a>\u003c/p>\n\u003cp>The district is seeking relief from some of the accountability requirements while pursuing a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based model of learning\u003c/a>. The state Department of Education chose Danville as one of its \u003ca href=\"http://www.danvilleschools.net/district_of_innovation\">Districts of Innovation\u003c/a>, giving it a level of flexibility to experiment that most other Kentucky districts don't have. The $150,000 NGLC grant is allowing them to take advantage of that flexibility and act more quickly.\u003c/p>\n\u003cp>NGLC’s Calkins admits the entire endeavor is a learning experience. “A lot of what we’re funding them to do is to experiment with different ways to make this happen,” Calkins said. The hope is to come up with a number of different workable models that are both affordable and scalable.\u003c/p>\n\u003cp>Another district grantee, \u003ca href=\"http://www.lebanon.k12.pa.us/\">Lebanon School District \u003c/a>in Pennsylvania, won the grant for its plan to expand a pilot blended learning program in its high school. All 1,300 Lebanon high school students will learn core subjects with a mix of online and in-person instruction. The district has many low-income students and superintendent Marianne Bartley is hopeful that the new blended approach will help teachers better reach individual learners at their own level.\u003c/p>\n\u003cp>A core part of NGLC's mission is to share the knowledge and discoveries broadly. Grantees sign contracts agreeing that what they produce will remain open source. Both Coleman and Bartley say they plan to access ideas of other like-minded educators with their school redesign plans.\u003c/p>\n\u003cp>Though technology has been the main thrust of focus for NGLC, Calkins said there's much more to the equation. “We were trying to help catalyze tech-enabled innovations related to the Common Core,” he said. The technology made a difference for some people, but Calkin said it didn’t provide the kind of systemic change NGLC was looking to create. “They weren’t going to produce the cohesive rethinking of educational design at the K-12 level that we felt was needed,” Calkins said.\u003c/p>\n\u003cp>Now, the organization is funding schools trying to restructure learning to be more student-centered, competency-based and that integrate technology in effective ways. “We’re hoping that at least some of them will become hugely influential to policymakers,” Calkin said. “They could visit and say this is what it could look like.”\u003c/p>\n\u003cp>\u003cstrong>POST-SECONDARY INVESTMENTS\u003c/strong>\u003c/p>\n\u003cp>NGLC also funds projects intended to help college students stay in school and graduate on time. Though the organization started off funding tech interventions, like using student data to help sequence classes and stay on track for graduation, now it's focusing on changing business practices of higher education to make it less expensive for students. For example, a Southern New Hampshire College initiative -- \u003ca href=\"http://collegeforamerica.org/about\">College For America\u003c/a> -- charges students based on the amount of time they spend in school, not on credits taken. The competency-based model could allow a student to spend much less on college and is particularly targeted at adults who need to finish a degree they dropped earlier.\u003c/p>\n\u003cp>But not all projects have been successful. A grant to the MIT Media Lab to create a real-time math Olympics game challenge failed miserably, Calkins said. Schools couldn’t commit to participate in a project with set time boundaries and the challenge was set for April and May, when not all schools had covered the same content.\u003c/p>\n\u003cp>When projects do show some measure of success, the organizations that make up the NGLC use their extensive networks to spread the idea, offering professional development and outreach resources.\u003c/p>\n\u003cp>Diana Oblinger, president and CEO of EDUCAUSE, the lead organization in the NGLC partnership, said this part of their mission is crucial since the broad goal is to find solutions to big problems that work, are affordable and can be scaled up to address the needs many learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Clarification 9/18/2013: This version of the story includes the International Association for K-12 Online Learning (iNACOL) and the Council for Chief State School Officers (CCSSO) as partners in the Next Generation Learning Challenge.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The Next Generation Learning Challenge (NGLC) is moving towards funding schools that want to shift from traditional teaching to more experimental models. \r\n","status":"publish","parent":0,"modified":1380162033,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1180},"headData":{"title":"NGLC Shifts Focus To Funding Experimental Schools | KQED","description":"The Next Generation Learning Challenge (NGLC) is moving towards funding schools that want to shift from traditional teaching to more experimental models. \r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"NGLC Shifts Focus To Funding Experimental Schools","datePublished":"2013-09-10T18:35:45.000Z","dateModified":"2013-09-26T02:20:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31035 http://blogs.kqed.org/mindshift/?p=31035","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/10/nglc-shifts-focus-to-funding-experimental-schools/","disqusTitle":"NGLC Shifts Focus To Funding Experimental Schools","path":"/mindshift/31035/nglc-shifts-focus-to-funding-experimental-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31255\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31255\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-10-at-11.27.12-AM-300x167.png\" alt=\"Danville Schools\" width=\"300\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For the past three years, \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC) has been granting money to a broad range of education ventures that used technology in education. The aim has been to help grow or scale ideas that shows some promise. Recently, however, the organization has steadily moved towards funding schools that want to shift from traditional teaching to more experimental models. This week, the organization announced it will \u003ca href=\"http://nextgenlearning.org/breakthrough-schools-regional-fund\">offer a set of grants \u003c/a>totaling $3.6 million to two school districts -- Washington D.C. and Chicago -- with the hopes of building up model schools in other partner cities in the future that have the support of local groups and government.\u003c/p>\n\u003cp>The NGLC is a partnership between the Gates Foundation, the \u003ca href=\"http://league.org/\">League for Innovation in the Community College\u003c/a>, the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL), the \u003ca href=\"http://www.ccsso.org/\">Council for Chief State School Officers \u003c/a>(CCSSO)* and \u003ca href=\"http://www.educause.edu/\">EDUCAUSE\u003c/a>, which leads the program work. The first two waves of funding (one focused on higher education and the other on K-12) focused on how technology can remove barriers to innovative educational practices.\u003c/p>\n\u003cp>NGLC is also accepting grant applications on a rolling basis this fall for districts throughout the country looking for funds to transform their schools. Most of the first grant recipients so far have been charter schools, but in the most recent round, which is ongoing, two non-charter public school districts have been recognized for their efforts to innovate.\u003c/p>\n\u003cp>“Charters are not the answer to the big scale question because even the most successful charters only have 150 schools and we’re talking about hundreds of thousands of schools total,” said Andy Calkins, deputy director of Next Generation Learning Challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.danvilleschools.net/\">Danville Schools\u003c/a> in Kentucky are one of the beneficiaries of NGLC's whole-school model grant-giving. And according to its superintendent Carmen Coleman, the grant is funding key positions, such as a \"pathways coach\" to focus on helping each student come up with a workable plan for life post-graduation and school staff with unique skill sets, like an engineer fluent in German, to act as teacher assistants and add diversity of experience to the staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The Next Generation grant is allowing us to fund some positions that otherwise we would have a hard time doing because we wouldn’t be able to afford it,\" Coleman said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">$7 Million Dollar Grants Awarded to Help Boost College Readiness\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Danville began planning to shift towards a vision of school that \u003ca href=\"http://video.pbs.org/video/2364990349/\">veers away from testing and more towards project-based learning\u003c/a>, one that balances content goals with character development goals, like nurturing students' ability to persevere, be leaders, and think independently. That's not easy to do in a state where teacher accountability and school ranking are based on test scores and results are published in the newspaper. \"We don’t want to look bad,\" Coleman said. For its part, Gates Foundation has also focused its attention on measuring \u003ca href=\"http://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report\">\"effective teaching.\"\u003c/a>\u003c/p>\n\u003cp>The district is seeking relief from some of the accountability requirements while pursuing a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based model of learning\u003c/a>. The state Department of Education chose Danville as one of its \u003ca href=\"http://www.danvilleschools.net/district_of_innovation\">Districts of Innovation\u003c/a>, giving it a level of flexibility to experiment that most other Kentucky districts don't have. The $150,000 NGLC grant is allowing them to take advantage of that flexibility and act more quickly.\u003c/p>\n\u003cp>NGLC’s Calkins admits the entire endeavor is a learning experience. “A lot of what we’re funding them to do is to experiment with different ways to make this happen,” Calkins said. The hope is to come up with a number of different workable models that are both affordable and scalable.\u003c/p>\n\u003cp>Another district grantee, \u003ca href=\"http://www.lebanon.k12.pa.us/\">Lebanon School District \u003c/a>in Pennsylvania, won the grant for its plan to expand a pilot blended learning program in its high school. All 1,300 Lebanon high school students will learn core subjects with a mix of online and in-person instruction. The district has many low-income students and superintendent Marianne Bartley is hopeful that the new blended approach will help teachers better reach individual learners at their own level.\u003c/p>\n\u003cp>A core part of NGLC's mission is to share the knowledge and discoveries broadly. Grantees sign contracts agreeing that what they produce will remain open source. Both Coleman and Bartley say they plan to access ideas of other like-minded educators with their school redesign plans.\u003c/p>\n\u003cp>Though technology has been the main thrust of focus for NGLC, Calkins said there's much more to the equation. “We were trying to help catalyze tech-enabled innovations related to the Common Core,” he said. The technology made a difference for some people, but Calkin said it didn’t provide the kind of systemic change NGLC was looking to create. “They weren’t going to produce the cohesive rethinking of educational design at the K-12 level that we felt was needed,” Calkins said.\u003c/p>\n\u003cp>Now, the organization is funding schools trying to restructure learning to be more student-centered, competency-based and that integrate technology in effective ways. “We’re hoping that at least some of them will become hugely influential to policymakers,” Calkin said. “They could visit and say this is what it could look like.”\u003c/p>\n\u003cp>\u003cstrong>POST-SECONDARY INVESTMENTS\u003c/strong>\u003c/p>\n\u003cp>NGLC also funds projects intended to help college students stay in school and graduate on time. Though the organization started off funding tech interventions, like using student data to help sequence classes and stay on track for graduation, now it's focusing on changing business practices of higher education to make it less expensive for students. For example, a Southern New Hampshire College initiative -- \u003ca href=\"http://collegeforamerica.org/about\">College For America\u003c/a> -- charges students based on the amount of time they spend in school, not on credits taken. The competency-based model could allow a student to spend much less on college and is particularly targeted at adults who need to finish a degree they dropped earlier.\u003c/p>\n\u003cp>But not all projects have been successful. A grant to the MIT Media Lab to create a real-time math Olympics game challenge failed miserably, Calkins said. Schools couldn’t commit to participate in a project with set time boundaries and the challenge was set for April and May, when not all schools had covered the same content.\u003c/p>\n\u003cp>When projects do show some measure of success, the organizations that make up the NGLC use their extensive networks to spread the idea, offering professional development and outreach resources.\u003c/p>\n\u003cp>Diana Oblinger, president and CEO of EDUCAUSE, the lead organization in the NGLC partnership, said this part of their mission is crucial since the broad goal is to find solutions to big problems that work, are affordable and can be scaled up to address the needs many learners.\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>*Clarification 9/18/2013: This version of the story includes the International Association for K-12 Online Learning (iNACOL) and the Council for Chief State School Officers (CCSSO) as partners in the Next Generation Learning Challenge.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31035/nglc-shifts-focus-to-funding-experimental-schools","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_25","mindshift_1040","mindshift_558"],"featImg":"mindshift_31255","label":"mindshift"},"mindshift_12578":{"type":"posts","id":"mindshift_12578","meta":{"index":"posts_1591205157","site":"mindshift","id":"12578","score":null,"sort":[1308085388000]},"guestAuthors":[],"slug":"10-million-grants-awarded-to-help-boost-college-readiness","title":"$7 Million Grants Awarded to Help Boost College Readiness","publishDate":1308085388,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_12582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-1.59.28-PM-300x204.png\" alt=\"\" width=\"300\" height=\"204\">\u003cfigcaption class=\"wp-caption-text\">The iCivics web-based game is one of the recipients of the Next Generation Learning Challenges grants.\u003c/figcaption>\u003c/figure>\n\u003cp>Today, the \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC), an education technology grant program funded by the Gates Foundation, announced the 19 winners of its latest wave of project funding aimed at the K-12 level.\u003c/p>\n\u003cp>Last fall, the Gates Foundation announced its NGLC initiative, a multi-year project to help support programs that boost college preparedness and college completion. The first round of grants, announced earlier this year, were aimed at developing tools for higher education. While those grant recipients aim to address some of the factors that cause students to drop out of college, the recipients of the second round of grants, announced today, tackle the other end of the spectrum: the factors that make students ill-prepared for college.\u003c/p>\n\u003cp>This $7 million round of funding asked for proposals that use technology to address some of the Common Core materials and to help build both educational content and and assessment tools. The 19 recipients are mostly a blend of private companies and universities. The Louisiana Department of Education - the only public K-12 grant winner in this round - will use the funding to expand its virtual school algebra program. The \u003ca href=\"http://www.icivics.org/\">iCivics\u003c/a> program, another recipient, is an online civic education platform founded and led by Justice Sandra Day O'Connor, and its civics and literacy curriculum will be will be further developed.\u003c/p>\n\u003cp>Although the grant program said that entrants should be able to demonstrate a history of results, there were several \"proof of concept\" endeavors among today's winners, including a project by Classroom Inc to build out its \u003ca href=\"http://www.classroominc.org/node/111\">Sports Network\u003c/a> career simulation module, aimed at at-risk and below reading level students. \u003c!--more-->\u003c/p>\n\u003cp>NGLC is taking a sweeping approach to addressing the problems around college completion rates in the U.S. by addressing issues at both the K-12 level and in college itself. It also has an interesting tact of supporting startups, established technology companies, universities, and K-12 schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There has been quite a bit of interest in the grant program, and this round had over 230 proposals. A third wave of grant opportunities will be announced later this year.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1308089024,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":370},"headData":{"title":"$7 Million Grants Awarded to Help Boost College Readiness | KQED","description":"Today, the Next Generation Learning Challenges (NGLC), an education technology grant program funded by the Gates Foundation, announced the 19 winners of its latest wave of project funding aimed at the K-12 level. Last fall, the Gates Foundation announced its NGLC initiative, a multi-year project to help support programs that boost college preparedness and college","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"$7 Million Grants Awarded to Help Boost College Readiness","datePublished":"2011-06-14T21:03:08.000Z","dateModified":"2011-06-14T22:03:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12578 http://blogs.kqed.org/mindshift/?p=12578","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/14/10-million-grants-awarded-to-help-boost-college-readiness/","disqusTitle":"$7 Million Grants Awarded to Help Boost College Readiness","path":"/mindshift/12578/10-million-grants-awarded-to-help-boost-college-readiness","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-1.59.28-PM-300x204.png\" alt=\"\" width=\"300\" height=\"204\">\u003cfigcaption class=\"wp-caption-text\">The iCivics web-based game is one of the recipients of the Next Generation Learning Challenges grants.\u003c/figcaption>\u003c/figure>\n\u003cp>Today, the \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC), an education technology grant program funded by the Gates Foundation, announced the 19 winners of its latest wave of project funding aimed at the K-12 level.\u003c/p>\n\u003cp>Last fall, the Gates Foundation announced its NGLC initiative, a multi-year project to help support programs that boost college preparedness and college completion. The first round of grants, announced earlier this year, were aimed at developing tools for higher education. While those grant recipients aim to address some of the factors that cause students to drop out of college, the recipients of the second round of grants, announced today, tackle the other end of the spectrum: the factors that make students ill-prepared for college.\u003c/p>\n\u003cp>This $7 million round of funding asked for proposals that use technology to address some of the Common Core materials and to help build both educational content and and assessment tools. The 19 recipients are mostly a blend of private companies and universities. The Louisiana Department of Education - the only public K-12 grant winner in this round - will use the funding to expand its virtual school algebra program. The \u003ca href=\"http://www.icivics.org/\">iCivics\u003c/a> program, another recipient, is an online civic education platform founded and led by Justice Sandra Day O'Connor, and its civics and literacy curriculum will be will be further developed.\u003c/p>\n\u003cp>Although the grant program said that entrants should be able to demonstrate a history of results, there were several \"proof of concept\" endeavors among today's winners, including a project by Classroom Inc to build out its \u003ca href=\"http://www.classroominc.org/node/111\">Sports Network\u003c/a> career simulation module, aimed at at-risk and below reading level students. \u003c!--more-->\u003c/p>\n\u003cp>NGLC is taking a sweeping approach to addressing the problems around college completion rates in the U.S. by addressing issues at both the K-12 level and in college itself. It also has an interesting tact of supporting startups, established technology companies, universities, and K-12 schools.\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>\u003c/p>\n\u003cp>There has been quite a bit of interest in the grant program, and this round had over 230 proposals. A third wave of grant opportunities will be announced later this year.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12578/10-million-grants-awarded-to-help-boost-college-readiness","authors":["4352"],"categories":["mindshift_192"],"tags":["mindshift_25","mindshift_558"],"featImg":"mindshift_12582","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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