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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_50829":{"type":"posts","id":"mindshift_50829","meta":{"index":"posts_1591205157","site":"mindshift","id":"50829","score":null,"sort":[1521788122000]},"guestAuthors":[],"slug":"why-teachers-love-using-those-magical-ok-go-videos-in-class","title":"Why Teachers Love Using Those Magical OK Go Videos in Class","publishDate":1521788122,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If you've ever gone down the rabbit hole that is OK Go's \u003ca href=\"https://www.youtube.com/okgo\">YouTube channel\u003c/a>, then you know how insanely cool the band's music videos are.\u003c/p>\n\u003cp>Sure, OK Go is a rock band. Their songs get on the radio, they've played sold-out shows, but the group is far better known for their really complex and elaborate videos.\u003c/p>\n\u003cp>There's the one (viewed 41 million times) where they're all dancing on treadmills, jumping back and forth in time to the music. Another (12 million views) where the band is flying — and singing and dancing — in an anti-gravity plane; they open a box of balls and the little spheres just float through space, suspended in air.\u003c/p>\n\u003cp>All those millions of viewers? It turns out many of them are teachers and their students.\u003c/p>\n\u003cp>\"I subliminally brainwashed my kids into being OK Go fans,\" jokes Jennie Magiera, who taught in Chicago's public schools for 10 years. \"The music videos are viral, and you watch them and you're like, 'How did they do that?' \"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, as any teacher knows, when kids are curious, it makes them eager to learn.\u003c/p>\n\u003cp>Magiera points to the video for \"\u003ca href=\"https://www.youtube.com/watch?v=dTAAsCNK7RA\">Here It Goes Again\u003c/a>\" — the one with the treadmills. It became a staple in her middle school math classes.\u003c/p>\n\u003cp>\"A treadmill is a great way to teach rate,\" she explains, \"because if you're at 3.8 speed, that's a rate. If you're at 6.2 speed, that's a rate.\" The video introduces questions and concepts, like: \"How many miles per hour is that? How fast are you going? How much harder is your heart beating?\"\u003c/p>\n\u003cp>The band — and its publicist — have been fielding requests for years from teachers who want use their videos in their classrooms.\u003c/p>\n\u003cp>\"I think every band is kind of surprised to find who their audience turns out to be,\" says Damian Kulash, OK Go's lead singer. \"Definitely not how you start out a rock band, going, 'Let's teach!' \"\u003c/p>\n\u003cp>And yet, backstage at concerts, he and the other band members are constantly meeting and hearing from these teacher fans, and their students. Kulash says he's met kindergarten teachers and college professors using the same videos, for very different ages.\u003c/p>\n\u003cp>Teachers I talked with say they weave the band's videos into lessons about science, math and art — introducing concepts like gravity, transfer of motion, perspective, quadratic equations, parabolas and the importance of failure and persistence.\u003c/p>\n\u003cp>And, says Janet Moore, it puts a cork in that perennial question math teachers get: When am I ever going to use this? Moore is a professor at the University of Illinois, and gets that question a lot. She teaches math for non-math majors.\u003c/p>\n\u003cp>She also leads professional development workshops for other teachers, outlining how they, too, can use OK Go in their classrooms.\u003c/p>\n\u003cp>The one that really gets them excited, she says, is the video set to the song \"\u003ca href=\"https://www.youtube.com/watch?v=qybUFnY7Y8w\">This Too Shall Pass\u003c/a>\u003cem>.\" \u003c/em>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=qybUFnY7Y8w\u003c/p>\n\u003cp>Any teacher watching this incredible 4-minute Rube Goldberg machine can find lessons in there. There are cascading dominos, rolling marbles building momentum, a tire flips electrical circuits, which turns on lamps, a guitar with spoons plays notes on water glasses, perfectly timed to the instrumental break. A piano smashes to the ground, a TV gets destroyed — and that destructive force eventually results in the band members getting splattered with paint.\u003c/p>\n\u003cp>\"It's a great introduction to energy concepts,\" says Moore. \"It sparks inquiry, it sparks curiosity.\"\u003c/p>\n\u003cp>As science standards shift away from \"downloading information to students brains,\" she adds, towards understanding concepts, these videos can have lasting resonance with students.\u003c/p>\n\u003cp>\"Anyone can understand math and science concepts,\" she says, \"and when you understand them, you can see the world around you differently.\"\u003c/p>\n\u003cp>The band, lead singer Kulash admits, are \"nerds themselves.\" And eventually, they saw a way to turn all this interest into an opportunity: \"Is there some way that we can make that journey easier for them?\"\u003c/p>\n\u003cp>That question led the band to partner with the \u003ca href=\"https://playfullearninglab.org/\">Playful Learning Lab\u003c/a> at the University of St. Thomas in Minnesota.\u003c/p>\n\u003cp>\"Sometimes folks who don't have experience in education have a great idea, but it doesn't really translate to what it's like to be in a room with 27 8-year-olds,\" explains AnnMarie Thomas, the lab's founder and director. It was her team's job to merge the band enthusiasm with pedagogical, research-based ideas.\u003c/p>\n\u003cp>\"You're not gonna send your second-grade class up in zero-gravity, or put them in a stunt car to drive around making a giant instrument,\" Thomas explains. So the question becomes, \"How can we take these messy, really expensive concepts and give an authentic engaging experience for kids?\"\u003c/p>\n\u003cp>She started by surveying more than 600 teachers. Educators told them they wanted three main things from such a collaboration: classroom materials, challenges and assignments, and access to the band.\u003c/p>\n\u003cp>What they came up with? It's called \u003ca href=\"https://okgosandbox.org/\">OK Go Sandbox\u003c/a>, a free website with educator guides that include material lists, assignments and suggested vocabulary words. There are videos that go behind the scenes with the band members to explain the concepts. One of them challenges students to use a compass on a smartphone to make music.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_4IaQ5NGLXA\u003c/p>\n\u003cp>The new resources are mapped to science standards, like the \u003ca href=\"https://www.npr.org/2013/12/17/251675532/to-make-science-real-kids-want-more-fun-and-fewer-facts\">Next Generation Science Standards\u003c/a> — a multi-state initiative — so teachers have an easier sell when adding it to their existing curriculum.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The universal thing we're trying to get at is just curiosity and wonder,\" says Damian Kulash. \"That excitement about the world, where you want to uncover something magical.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+And+Those+Magical+OK+Go+Videos%3A+A+Match+Made+In+Science%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"If you're a rock band, and thousands of teachers and students are using your hugely popular music videos in the classroom, why not help them out?","status":"publish","parent":0,"modified":1521788817,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":979},"headData":{"title":"Why Teachers Love Using Those Magical OK Go Videos in Class | KQED","description":"If you're a rock band, and thousands of teachers and students are using your hugely popular music videos in the classroom, why not help them out?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Teachers Love Using Those Magical OK Go Videos in Class","datePublished":"2018-03-23T06:55:22.000Z","dateModified":"2018-03-23T07:06:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50829 https://ww2.kqed.org/mindshift/?p=50829","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/22/why-teachers-love-using-those-magical-ok-go-videos-in-class/","disqusTitle":"Why Teachers Love Using Those Magical OK Go Videos in Class","nprByline":"Elissa Nadworny","nprImageAgency":"YouTube/OKGo","nprStoryId":"591691009","nprApiLink":"http://api.npr.org/query?id=591691009&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/03/21/591691009/teachers-and-those-magical-ok-go-videos-a-match-made-in-science?ft=nprml&f=591691009","nprRetrievedStory":"1","nprPubDate":"Thu, 22 Mar 2018 20:47:00 -0400","nprStoryDate":"Wed, 21 Mar 2018 12:40:00 -0400","nprLastModifiedDate":"Thu, 22 Mar 2018 17:49:43 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/03/20180322_atc_teachers_and_those_magical_ok_go_videos_a_match_made_in_science_.mp3?orgId=1&topicId=1013&d=236&p=2&story=591691009&ft=nprml&f=591691009","nprAudioM3u":"http://api.npr.org/m3u/1596180120-e4a223.m3u?orgId=1&topicId=1013&d=236&p=2&story=591691009&ft=nprml&f=591691009","path":"/mindshift/50829/why-teachers-love-using-those-magical-ok-go-videos-in-class","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/03/20180322_atc_teachers_and_those_magical_ok_go_videos_a_match_made_in_science_.mp3?orgId=1&topicId=1013&d=236&p=2&story=591691009&ft=nprml&f=591691009","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you've ever gone down the rabbit hole that is OK Go's \u003ca href=\"https://www.youtube.com/okgo\">YouTube channel\u003c/a>, then you know how insanely cool the band's music videos are.\u003c/p>\n\u003cp>Sure, OK Go is a rock band. Their songs get on the radio, they've played sold-out shows, but the group is far better known for their really complex and elaborate videos.\u003c/p>\n\u003cp>There's the one (viewed 41 million times) where they're all dancing on treadmills, jumping back and forth in time to the music. Another (12 million views) where the band is flying — and singing and dancing — in an anti-gravity plane; they open a box of balls and the little spheres just float through space, suspended in air.\u003c/p>\n\u003cp>All those millions of viewers? It turns out many of them are teachers and their students.\u003c/p>\n\u003cp>\"I subliminally brainwashed my kids into being OK Go fans,\" jokes Jennie Magiera, who taught in Chicago's public schools for 10 years. \"The music videos are viral, and you watch them and you're like, 'How did they do that?' \"\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>And, as any teacher knows, when kids are curious, it makes them eager to learn.\u003c/p>\n\u003cp>Magiera points to the video for \"\u003ca href=\"https://www.youtube.com/watch?v=dTAAsCNK7RA\">Here It Goes Again\u003c/a>\" — the one with the treadmills. It became a staple in her middle school math classes.\u003c/p>\n\u003cp>\"A treadmill is a great way to teach rate,\" she explains, \"because if you're at 3.8 speed, that's a rate. If you're at 6.2 speed, that's a rate.\" The video introduces questions and concepts, like: \"How many miles per hour is that? How fast are you going? How much harder is your heart beating?\"\u003c/p>\n\u003cp>The band — and its publicist — have been fielding requests for years from teachers who want use their videos in their classrooms.\u003c/p>\n\u003cp>\"I think every band is kind of surprised to find who their audience turns out to be,\" says Damian Kulash, OK Go's lead singer. \"Definitely not how you start out a rock band, going, 'Let's teach!' \"\u003c/p>\n\u003cp>And yet, backstage at concerts, he and the other band members are constantly meeting and hearing from these teacher fans, and their students. Kulash says he's met kindergarten teachers and college professors using the same videos, for very different ages.\u003c/p>\n\u003cp>Teachers I talked with say they weave the band's videos into lessons about science, math and art — introducing concepts like gravity, transfer of motion, perspective, quadratic equations, parabolas and the importance of failure and persistence.\u003c/p>\n\u003cp>And, says Janet Moore, it puts a cork in that perennial question math teachers get: When am I ever going to use this? Moore is a professor at the University of Illinois, and gets that question a lot. She teaches math for non-math majors.\u003c/p>\n\u003cp>She also leads professional development workshops for other teachers, outlining how they, too, can use OK Go in their classrooms.\u003c/p>\n\u003cp>The one that really gets them excited, she says, is the video set to the song \"\u003ca href=\"https://www.youtube.com/watch?v=qybUFnY7Y8w\">This Too Shall Pass\u003c/a>\u003cem>.\" \u003c/em>\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/qybUFnY7Y8w'\n title='//www.youtube.com/embed/qybUFnY7Y8w'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Any teacher watching this incredible 4-minute Rube Goldberg machine can find lessons in there. There are cascading dominos, rolling marbles building momentum, a tire flips electrical circuits, which turns on lamps, a guitar with spoons plays notes on water glasses, perfectly timed to the instrumental break. A piano smashes to the ground, a TV gets destroyed — and that destructive force eventually results in the band members getting splattered with paint.\u003c/p>\n\u003cp>\"It's a great introduction to energy concepts,\" says Moore. \"It sparks inquiry, it sparks curiosity.\"\u003c/p>\n\u003cp>As science standards shift away from \"downloading information to students brains,\" she adds, towards understanding concepts, these videos can have lasting resonance with students.\u003c/p>\n\u003cp>\"Anyone can understand math and science concepts,\" she says, \"and when you understand them, you can see the world around you differently.\"\u003c/p>\n\u003cp>The band, lead singer Kulash admits, are \"nerds themselves.\" And eventually, they saw a way to turn all this interest into an opportunity: \"Is there some way that we can make that journey easier for them?\"\u003c/p>\n\u003cp>That question led the band to partner with the \u003ca href=\"https://playfullearninglab.org/\">Playful Learning Lab\u003c/a> at the University of St. Thomas in Minnesota.\u003c/p>\n\u003cp>\"Sometimes folks who don't have experience in education have a great idea, but it doesn't really translate to what it's like to be in a room with 27 8-year-olds,\" explains AnnMarie Thomas, the lab's founder and director. It was her team's job to merge the band enthusiasm with pedagogical, research-based ideas.\u003c/p>\n\u003cp>\"You're not gonna send your second-grade class up in zero-gravity, or put them in a stunt car to drive around making a giant instrument,\" Thomas explains. So the question becomes, \"How can we take these messy, really expensive concepts and give an authentic engaging experience for kids?\"\u003c/p>\n\u003cp>She started by surveying more than 600 teachers. Educators told them they wanted three main things from such a collaboration: classroom materials, challenges and assignments, and access to the band.\u003c/p>\n\u003cp>What they came up with? It's called \u003ca href=\"https://okgosandbox.org/\">OK Go Sandbox\u003c/a>, a free website with educator guides that include material lists, assignments and suggested vocabulary words. There are videos that go behind the scenes with the band members to explain the concepts. One of them challenges students to use a compass on a smartphone to make music.\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/_4IaQ5NGLXA'\n title='//www.youtube.com/embed/_4IaQ5NGLXA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The new resources are mapped to science standards, like the \u003ca href=\"https://www.npr.org/2013/12/17/251675532/to-make-science-real-kids-want-more-fun-and-fewer-facts\">Next Generation Science Standards\u003c/a> — a multi-state initiative — so teachers have an easier sell when adding it to their existing curriculum.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The universal thing we're trying to get at is just curiosity and wonder,\" says Damian Kulash. \"That excitement about the world, where you want to uncover something magical.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+And+Those+Magical+OK+Go+Videos%3A+A+Match+Made+In+Science%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50829/why-teachers-love-using-those-magical-ok-go-videos-in-class","authors":["byline_mindshift_50829"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20946","mindshift_20540","mindshift_498","mindshift_551","mindshift_391"],"featImg":"mindshift_50830","label":"mindshift"},"mindshift_45994":{"type":"posts","id":"mindshift_45994","meta":{"index":"posts_1591205157","site":"mindshift","id":"45994","score":null,"sort":[1470641324000]},"guestAuthors":[],"slug":"how-classroom-culture-opens-up-when-students-can-patent-ideas","title":"How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas","publishDate":1470641324,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Building a catapult that can hit a target at one, three and five meters is a core project of \u003ca href=\"http://www.edtechinnovators.com/portfolioben/EdTechInnovators/Articles_and_Publications.html\" target=\"_blank\">Ben Smith\u003c/a>’s engineering class. When the project is assigned, groups get to work inventing a mechanism that will meet the objectives, often coming up with ingenious ideas. But when Smith noticed his students were increasingly asking to work in the hall, he realized they were trying to protect their ideas. If one person solved a tricky issue, other students would just copy her. So Smith decided to introduce a patent system in his classroom.\u003c/p>\n\u003cp>“We want kids to be collegial, but we also want to reward kids who have a good idea,” Smith said. Smith has been teaching for 27 years in the same room at Red Lion Area Senior High School in Pennsylvania and has earned a reputation as a hard, but fair teacher. He says when he introduced the patent system five or six years ago, it reinforced a culture of entrepreneurism, where students expect as much from themselves as Smith does.\u003c/p>\n\u003cp>“We have such high expectations for what’s going to happen in the room, so you really have to work if you’re going to be in there,” Smith said. “And I think that’s what kids want.” That doesn’t mean that all of Smith’s students are high-flyers. In fact, his engineering students arrive with very different levels of preparedness. He had one student who could only read at a third grade level, a significant challenge since most of the reading associated with the class was more complicated. But rather than making reading a barrier to the student’s participation, Smith set up systems so the student could listen to some of the reading and voice-to-text so he could speak some of his written assignments.\u003c/p>\n\u003cp>“By making that accommodation, I think it really empowered him and he felt so much better about himself,” Smith said. The student still had to write many of his assignments, but being accommodated some of the time helped him to see Smith as an ally. And, without anyone telling them, the rest of the students understood their peer needed a little extra help and gladly supplied it.\u003c/p>\n\u003cp>Once students could patent specific design elements of their projects, they gladly started working out in the open, showing off their solutions. Smith soon realized there was a flaw in his patent system. “If a group had a patent, nobody else could use it. But I realized that was limiting how other groups could work,” Smith said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So, he gave every group points that could be “spent” on licensing patented ideas -- a lot like the real world. Students even started marketing their ideas to one another. Smith says points don’t make a huge difference in a student’s grade, but he does factor them into final project assessment.\u003c/p>\n\u003cp>Some students care a lot about getting patents on ideas, while others are less motivated by the system. And there are always smart and capable students who don’t tend to finish all their work, and consequently don’t get the highest grades. Smith finds it interesting that often it’s those kids who most want a patent, with their name on the wall, and the honor that comes with it. Students can also “sue” one another for patent infringement, where Smith acts as the judge.\u003c/p>\n\u003cp>To succeed at the catapult project students need a strong spring mechanism, so Smith often gets patents for different latching mechanisms. “That’s a key one because they all have to do that same type of thing,” Smith said. A simple hook isn’t strong enough and many students discover that a string jolts the catapult. Smith said many students design an oiled string or thin rod mechanism.\u003c/p>\n\u003cp>Another big engineering project is a two-step mousetrap, where the first mechanism triggers a car that hits a second mechanism that starts a second reaction of events. Smith gets a lot of patents for mechanisms to link the two steps, like a longer rod arm to keep the ball moving longer.\u003c/p>\n\u003cp>Smith also teaches AP physics, a class with very competitive and driven students. In that class, students design their own experiments – an element of the Next Generation Science Standards – and Smith allows them to patent their experimental designs so that all the groups don’t copy the first group to figure out a viable experiment. Smith has found that in his physics class, the girls patent their ideas more often than the boys.\u003c/p>\n\u003cp>“They’re very protective of their work,” Smith said. He’s not sure if that’s because the girls at his school are powerhouses in science, technology, engineering, and math (STEM), or if it’s because he explicitly teaches about the many instances in scientific history when men stole their female colleagues’ ideas and passed them off as their own. Either way, the girls hold far more patents than the boys, and when the school’s STEM team won a regional competition it was due in large part to two female leaders on the five-person team, Smith said.\u003c/p>\n\u003cp>Throughout his long career, Smith has always found that building a strong classroom culture is the foundation for success, and in order to build that classroom culture there has to be a give and take between students and teacher. He gives them some freedom to choose their projects, co-design rubrics and assessment measures, and makes them accountable to one another. For example, he always designates one student as note-taker for the class, using a three-column system. One column is for vocabulary, one for formulas, and one for big ideas.\u003c/p>\n\u003cp>“The rest of the class can focus in on the lecture,” Smith said. This system means that each student becomes responsible for creating the artifacts of learning for the rest of the class, and they are invested in doing a good job. At the end of the class period, Smith checks the notes to make sure everything is correct, and then posts them for everyone to use.\u003c/p>\n\u003cp>Smith also keeps a class blog and assigns one student a day to write about what happened in class, the big ideas discussed, and to post a photograph of what they did. This also helps Smith keep tabs on what’s going on in his classroom on days when he’s called away for one of his many other district duties.\u003c/p>\n\u003cp>Over time, Smith’s class has become more high-tech, but not because his district is handing out technology. The rural district where Smith teaches requires teachers to justify how and why they think a new piece of technology will improve learning. “That guided my approach to the use of technology throughout my career,” Smith said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Technology limitations haven’t stopped Smith from applying for grants to get tools, especially devices his students can use to measure the world around them. He now has a collection of probes students can check out of the library. Smith is adamant that technology can and is already changing education for the better, but only if teachers remain vigilant about how and why they are using it to deepen learning experiences for kids.\u003c/p>\n\n","blocks":[],"excerpt":"The ability to file patents helped students openly invent solutions for class projects, while having protection for their hard work.","status":"publish","parent":0,"modified":1470641324,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1261},"headData":{"title":"How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas | KQED","description":"The ability to file patents helped students openly invent solutions for class projects, while having protection for their hard work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas","datePublished":"2016-08-08T07:28:44.000Z","dateModified":"2016-08-08T07:28:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45994 http://ww2.kqed.org/mindshift/?p=45994","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/08/how-classroom-culture-opens-up-when-students-can-patent-ideas/","disqusTitle":"How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas","path":"/mindshift/45994/how-classroom-culture-opens-up-when-students-can-patent-ideas","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Building a catapult that can hit a target at one, three and five meters is a core project of \u003ca href=\"http://www.edtechinnovators.com/portfolioben/EdTechInnovators/Articles_and_Publications.html\" target=\"_blank\">Ben Smith\u003c/a>’s engineering class. When the project is assigned, groups get to work inventing a mechanism that will meet the objectives, often coming up with ingenious ideas. But when Smith noticed his students were increasingly asking to work in the hall, he realized they were trying to protect their ideas. If one person solved a tricky issue, other students would just copy her. So Smith decided to introduce a patent system in his classroom.\u003c/p>\n\u003cp>“We want kids to be collegial, but we also want to reward kids who have a good idea,” Smith said. Smith has been teaching for 27 years in the same room at Red Lion Area Senior High School in Pennsylvania and has earned a reputation as a hard, but fair teacher. He says when he introduced the patent system five or six years ago, it reinforced a culture of entrepreneurism, where students expect as much from themselves as Smith does.\u003c/p>\n\u003cp>“We have such high expectations for what’s going to happen in the room, so you really have to work if you’re going to be in there,” Smith said. “And I think that’s what kids want.” That doesn’t mean that all of Smith’s students are high-flyers. In fact, his engineering students arrive with very different levels of preparedness. He had one student who could only read at a third grade level, a significant challenge since most of the reading associated with the class was more complicated. But rather than making reading a barrier to the student’s participation, Smith set up systems so the student could listen to some of the reading and voice-to-text so he could speak some of his written assignments.\u003c/p>\n\u003cp>“By making that accommodation, I think it really empowered him and he felt so much better about himself,” Smith said. The student still had to write many of his assignments, but being accommodated some of the time helped him to see Smith as an ally. And, without anyone telling them, the rest of the students understood their peer needed a little extra help and gladly supplied it.\u003c/p>\n\u003cp>Once students could patent specific design elements of their projects, they gladly started working out in the open, showing off their solutions. Smith soon realized there was a flaw in his patent system. “If a group had a patent, nobody else could use it. But I realized that was limiting how other groups could work,” Smith said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, he gave every group points that could be “spent” on licensing patented ideas -- a lot like the real world. Students even started marketing their ideas to one another. Smith says points don’t make a huge difference in a student’s grade, but he does factor them into final project assessment.\u003c/p>\n\u003cp>Some students care a lot about getting patents on ideas, while others are less motivated by the system. And there are always smart and capable students who don’t tend to finish all their work, and consequently don’t get the highest grades. Smith finds it interesting that often it’s those kids who most want a patent, with their name on the wall, and the honor that comes with it. Students can also “sue” one another for patent infringement, where Smith acts as the judge.\u003c/p>\n\u003cp>To succeed at the catapult project students need a strong spring mechanism, so Smith often gets patents for different latching mechanisms. “That’s a key one because they all have to do that same type of thing,” Smith said. A simple hook isn’t strong enough and many students discover that a string jolts the catapult. Smith said many students design an oiled string or thin rod mechanism.\u003c/p>\n\u003cp>Another big engineering project is a two-step mousetrap, where the first mechanism triggers a car that hits a second mechanism that starts a second reaction of events. Smith gets a lot of patents for mechanisms to link the two steps, like a longer rod arm to keep the ball moving longer.\u003c/p>\n\u003cp>Smith also teaches AP physics, a class with very competitive and driven students. In that class, students design their own experiments – an element of the Next Generation Science Standards – and Smith allows them to patent their experimental designs so that all the groups don’t copy the first group to figure out a viable experiment. Smith has found that in his physics class, the girls patent their ideas more often than the boys.\u003c/p>\n\u003cp>“They’re very protective of their work,” Smith said. He’s not sure if that’s because the girls at his school are powerhouses in science, technology, engineering, and math (STEM), or if it’s because he explicitly teaches about the many instances in scientific history when men stole their female colleagues’ ideas and passed them off as their own. Either way, the girls hold far more patents than the boys, and when the school’s STEM team won a regional competition it was due in large part to two female leaders on the five-person team, Smith said.\u003c/p>\n\u003cp>Throughout his long career, Smith has always found that building a strong classroom culture is the foundation for success, and in order to build that classroom culture there has to be a give and take between students and teacher. He gives them some freedom to choose their projects, co-design rubrics and assessment measures, and makes them accountable to one another. For example, he always designates one student as note-taker for the class, using a three-column system. One column is for vocabulary, one for formulas, and one for big ideas.\u003c/p>\n\u003cp>“The rest of the class can focus in on the lecture,” Smith said. This system means that each student becomes responsible for creating the artifacts of learning for the rest of the class, and they are invested in doing a good job. At the end of the class period, Smith checks the notes to make sure everything is correct, and then posts them for everyone to use.\u003c/p>\n\u003cp>Smith also keeps a class blog and assigns one student a day to write about what happened in class, the big ideas discussed, and to post a photograph of what they did. This also helps Smith keep tabs on what’s going on in his classroom on days when he’s called away for one of his many other district duties.\u003c/p>\n\u003cp>Over time, Smith’s class has become more high-tech, but not because his district is handing out technology. The rural district where Smith teaches requires teachers to justify how and why they think a new piece of technology will improve learning. “That guided my approach to the use of technology throughout my career,” Smith said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Technology limitations haven’t stopped Smith from applying for grants to get tools, especially devices his students can use to measure the world around them. He now has a collection of probes students can check out of the library. Smith is adamant that technology can and is already changing education for the better, but only if teachers remain vigilant about how and why they are using it to deepen learning experiences for kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45994/how-classroom-culture-opens-up-when-students-can-patent-ideas","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_546","mindshift_20540","mindshift_551","mindshift_391"],"featImg":"mindshift_46033","label":"mindshift"},"mindshift_37404":{"type":"posts","id":"mindshift_37404","meta":{"index":"posts_1591205157","site":"mindshift","id":"37404","score":null,"sort":[1408482019000]},"guestAuthors":[],"slug":"the-poetic-dance-between-simplicity-and-uncertainty-in-physics","title":"The Poetic Dance Between Simplicity and Uncertainty in Physics","publishDate":1408482019,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This nicely animated video captures the poetic dance between the search for concrete answers and the need to live with uncertainty inherent in the study of physics. Creator Xiangjun Shi digs into why she finds the discipline endlessly captivating and inspiring in this \u003ca href=\"http://www.theatlantic.com/video/index/378627/why-i-study-physics/\" target=\"_blank\">Atlantic video\u003c/a> titled \"Why I Study Physics.\"\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.theatlantic.com/video/iframe/378627/\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A beautiful animated video explaining the beauty of physics in everyday life.","status":"publish","parent":0,"modified":1408483102,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["http://www.theatlantic.com/video/iframe/378627/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":54},"headData":{"title":"The Poetic Dance Between Simplicity and Uncertainty in Physics | KQED","description":"A beautiful animated video explaining the beauty of physics in everyday life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Poetic Dance Between Simplicity and Uncertainty in Physics","datePublished":"2014-08-19T21:00:19.000Z","dateModified":"2014-08-19T21:18:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37404 http://blogs.kqed.org/mindshift/?p=37404","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/19/the-poetic-dance-between-simplicity-and-uncertainty-in-physics/","disqusTitle":"The Poetic Dance Between Simplicity and Uncertainty in Physics","path":"/mindshift/37404/the-poetic-dance-between-simplicity-and-uncertainty-in-physics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This nicely animated video captures the poetic dance between the search for concrete answers and the need to live with uncertainty inherent in the study of physics. Creator Xiangjun Shi digs into why she finds the discipline endlessly captivating and inspiring in this \u003ca href=\"http://www.theatlantic.com/video/index/378627/why-i-study-physics/\" target=\"_blank\">Atlantic video\u003c/a> titled \"Why I Study Physics.\"\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.theatlantic.com/video/iframe/378627/\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp> \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/37404/the-poetic-dance-between-simplicity-and-uncertainty-in-physics","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20540","mindshift_551"],"featImg":"mindshift_37409","label":"mindshift"},"mindshift_31153":{"type":"posts","id":"mindshift_31153","meta":{"index":"posts_1591205157","site":"mindshift","id":"31153","score":null,"sort":[1378327576000]},"guestAuthors":[],"slug":"what-would-it-take-for-humans-to-fly-like-superheroes","title":"What Would It Take For Humans to Fly Like Superheroes?","publishDate":1378327576,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>[youtube //www.youtube.com/watch?v=0GDYCxQYbjg]\u003c/p>\n\u003cp>Is it scientifically possible for humans to fly? This \u003ca href=\"http://ed.ted.com/lessons/if-superpowers-were-real-flight-joy-lin\">animated TED-ED video\u003c/a> based on a physics lesson by Joy Lin explains just how hard that would be and why. She covers topics like the universal gas law, Newton's Laws, force and gravity. The video looks like an animated comic strip, but packs in a lot of information.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1378333026,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":68},"headData":{"title":"What Would It Take For Humans to Fly Like Superheroes? | KQED","description":" Is it scientifically possible for humans to fly? This animated TED-ED video based on a physics lesson by Joy Lin explains just how hard that would be and why. She covers topics like the universal gas law, Newton's Laws, force and gravity. The video looks like an animated comic strip, but packs in","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Would It Take For Humans to Fly Like Superheroes?","datePublished":"2013-09-04T20:46:16.000Z","dateModified":"2013-09-04T22:17:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31153 http://blogs.kqed.org/mindshift/?p=31153","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/04/what-would-it-take-for-humans-to-fly-like-superheroes/","disqusTitle":"What Would It Take For Humans to Fly Like Superheroes?","path":"/mindshift/31153/what-would-it-take-for-humans-to-fly-like-superheroes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\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/0GDYCxQYbjg'\n title='//www.youtube.com/embed/0GDYCxQYbjg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Is it scientifically possible for humans to fly? This \u003ca href=\"http://ed.ted.com/lessons/if-superpowers-were-real-flight-joy-lin\">animated TED-ED video\u003c/a> based on a physics lesson by Joy Lin explains just how hard that would be and why. She covers topics like the universal gas law, Newton's Laws, force and gravity. The video looks like an animated comic strip, but packs in a lot of information.\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/31153/what-would-it-take-for-humans-to-fly-like-superheroes","authors":["234"],"categories":["mindshift_1"],"tags":["mindshift_20540","mindshift_875"],"featImg":"mindshift_31158","label":"mindshift"},"mindshift_30527":{"type":"posts","id":"mindshift_30527","meta":{"index":"posts_1591205157","site":"mindshift","id":"30527","score":null,"sort":[1376146849000]},"guestAuthors":[],"slug":"why-arent-more-girls-attracted-to-physics","title":"Why Aren't More Girls Attracted To Physics?","publishDate":1376146849,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30531\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-30531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/physics-girls_wide-07cae87558f4b42b2e340ec07e7ee3aa0a1d499b-s40-640x358.jpg\" alt=\"physics-girls\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">You don't need to be a social scientist to know there is a gender diversity problem in technology. The tech industry in \u003ca href=\"http://www.motherjones.com/mojo/2013/06/silicon-valley-race-gender-problem-income-inequality\">Silicon Valley\u003c/a> and across the nation is overwhelmingly male-dominated.\u003c/p>\n\u003cp>That isn't to say there aren't women working at tech firms. \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/07/17/156935365/new-yahoo-ceo-among-a-rare-few-women-execs-with-tech-creds\">Yahoo CEO Marissa Mayer\u003c/a> and \u003ca href=\"http://www.npr.org/blogs/13.7/2013/03/31/175862363/should-all-women-heed-authors-advice-to-lean-in\">Sheryl Sandberg\u003c/a> of Facebook have raised the profile of women at high-tech firms. But those prominent exceptions do not accurately portray who makes up the \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/06/24/195144754/closing-the-tech-industry-s-gender-gap-requires-better-data\">engineering\u003c/a> ranks at those and other tech companies.\u003c/p>\n\u003cp>Visit Silicon Valley and you will hear many people talk about the need to increase the number of female hackers. The conventional wisdom about why there are so few female coders usually points a finger at disparities in the talent pool, which is linked to disparities in \u003ca href=\"http://www.usnews.com/news/articles/2012/04/12/inside-the-silicon-valley-gender-gap\">tech education\u003c/a>. In fact, starting as early as adolescence, girls and boys often choose different academic paths. When the time comes for young people to elect to go into engineering school, serious gender disparities become \u003ca href=\"http://it-jobs.fins.com/Articles/SB130221786789702297/Women-Engineering-Graduates-at-15-Year-Low\">visible\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/ssqu.12022/full\">new study\u003c/a> by University of Texas sociologist \u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/cr653\">Catherine Riegle-Crumb\u003c/a> in the journal \u003cem>Social Science Quarterly\u003c/em> offers an interesting new perspective on this divide. Along with co-author Chelsea Moore, Riegle-Crumb decided to dive into the gender divide in high school physics courses. (Even as the gender divide in some areas of science has diminished, a stubborn gap has persisted for decades in high school physics.)\u003c/p>\n\u003cp>Riegle-Crumb had a simple question: The national divide showed boys were more likely to take physics than girls. But was this divide constant across the country?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In an analysis of some 10,000 students at nearly 100 schools, Riegle-Crumb found that the divide was anything but constant.\u003c/p>\n\u003cp>\"What we find is that there are many schools where boys and girls take high school physics at the same rate,\" Riegle-Crumb said in an interview. \"And that there are many other schools where more girls actually take physics than boys. And so when you look at the aggregate, you see a pattern where boys are taking physics more than girls, but there is a lot of variation around that.\"\u003c/p>\n\u003cp>There are some obvious things that could cause those variations. If parents of some kids are scientists, or highly educated, they might push their daughters to take tough courses in high school. Wealthy families might be able to afford tutoring, or have one parent stay home to help kids with homework. Better funded suburban schools might be at an advantage over inner-city schools.\u003c/p>\n\u003cp>But when Riegle-Crumb controlled for those and other possibilities, she found one reason remained: \"What we found is that in communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, that in those schools, girls were as likely as boys to take physics, or even more likely.\"\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype ]\u003c/a>\u003c/p>\n\u003cp>Riegle-Crumb's finding about the importance of local role models meshes with a broad range of \u003ca href=\"http://www.slate.com/articles/health_and_science/the_hidden_brain/2011/03/psychout_sexism.html\">earlier work\u003c/a> that shows the decision to pursue math and science is not about innate differences between boys and girls, but about \u003ca href=\"http://www.sciencemag.org/content/320/5880/1164.summary\">social context\u003c/a> and norms. Countries with greater \u003ca href=\"http://www.pnas.org/content/106/22/8801.abstract\">gender equality\u003c/a>, for example, reveal more equal math test scores among boys and girls.\u003c/p>\n\u003cp>Teenage girls growing up in communities where women are better represented in tech are more likely to see women commenting on tech issues in public forums and in school discussions — and more likely to run into a friend's astrophysicist mom at a birthday party.\u003c/p>\n\u003cp>By contrast, Riegle-Crumb said, girls growing up in communities where most working women are in jobs traditionally held by women such as child care or nursing might not see the possibilities that exist.\u003c/p>\n\u003cp>\"If I am a young woman growing up in a community or culture like that, then that's what I see as, 'Well, this is what I am expected to do,' \" Riegle-Crumb said. \"And so it may not ever occur to me, that, 'Oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do.' But if no one around me is doing those things, it's hard for me to even consider that possibility.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Aren%27t+More+Girls+Attracted+To+Physics%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003cstrong>Transcript :\u003c/strong>\u003c/p>\n\u003cp>LINDA WERTHEIMER, HOST:\u003c/p>\n\u003cp>NPR's social science correspondent, Shankar Vedantam, just got back to Washington from a trip to Silicon Valley where he noticed, as many others have, how few women are represented among the ranks of engineers at tech companies. He's here with us now to talk about a new study that takes a fresh look at the persistent gender disparity in science, technology, engineering, and mathematics, the so-called STEM fields. Shankar, welcome.\u003c/p>\n\u003cp>SHANKAR VEDANTAM, BYLINE: Hi, Linda.\u003c/p>\n\u003cp>WERTHEIMER: So does this research explain why we see so few women in tech?\u003c/p>\n\u003cp>VEDANTAM: Indirectly, Linda. A lot of people in technology want to see more female engineers but the problem, they say, is that not enough women are taking course that lead to engineering careers. In fact, if you go back even further, adolescent boys and girls often take different academic paths which leads to these disparities in career choices. We've known for decades, for example, that girls are less likely than boys to take high school physics courses.\u003c/p>\n\u003cp>I spoke with Catherine Riegle-Crumb. She's a sociologist at the University of Texas at Austin. She recently tracked 10,000 high school students across the country because she had a hunch that this gender gap in high school physics actually masks something really important. And what she found was actually very interesting. This gender gap in physics is not a constant. It varies quite widely across the country.\u003c/p>\n\u003cp>In some places boys do take more physics than girls but there are many schools where it's actually girls who are more often taking physics than boys.\u003c/p>\n\u003cp>WERTHEIMER: So does she go on, I hope, to explain why there would be such a variation?\u003c/p>\n\u003cp>VEDANTAM: So she looked at a bunch of factors that might explain it. You know, income and family education could play a role. If your parents are physicists, maybe you're more likely to take physics. Or maybe you have a parent who can afford to stay home fulltime with you and that's why you take tough high school courses. So Riegle-Crumb controlled for those things. She statistically eliminated the effects of wealth and family education background.\u003c/p>\n\u003cp>She even controlled for the location of the school - whether it was suburban or inner city - and she found that there was one factor that predicted why girls took physics.\u003c/p>\n\u003cp>CATHERINE RIEGLE-CRUMB: In communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, in those schools girls were as likely as boys to take physics or even more likely.\u003c/p>\n\u003cp>WERTHEIMER: So let me be sure that I understand. She says that the number of women in the community who are doing math and engineering in their work, that when those jobs go up, somehow the girls from that community take more physics?\u003c/p>\n\u003cp>VEDANTAM: That's exactly what she's saying, Linda. And in some ways this matches what international studies have found. Countries that have greater gender equality, for example, seem to have more equal test scores in math among boys and girls. I think what Riegle-Crumb has done is empirically demonstrate the same thing happening within the United States.\u003c/p>\n\u003cp>So I asked her, you know, what causes this effect? You know, high school girls don't hang out at the local tech company to see whether there are women working there or not. And she said it's subtler than that. You know, having more women in the local tech workforce changes local norms. It changes how the playing field tilts. You know, who do you see on television? You meet the mom of a friend at a birthday party and it turns out she's an astrophysicist.\u003c/p>\n\u003cp>Compare that to a girl growing in a part of the country where women are in traditionally female occupations like childcare or nursing.\u003c/p>\n\u003cp>RIEGLE-CRUMB: So if I'm a young woman growing up in a community or a culture like that, then that's what I see as, well, this is what I'm expected to do. Right? And so it may not ever occur to me that, oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do. But if no one around me is doing those things, it's hard to even consider that possibility.\u003c/p>\n\u003cp>WERTHEIMER: So does she think, Riegle-Crumb, does she think this work could possibly have policy implications? I mean is there some you can intervene in this process?\u003c/p>\n\u003cp>VEDANTAM: Well, she does. You know, a lot of tech companies want to increase the representation of women among the ranks of their engineers, but the thing is that companies think the source of the problem lies in education, that girls are not taking these courses. I think what Riegle-Crumb's research shows is that this is a chicken and egg problem. Fewer girls may be taking courses that lead to tech careers when they don't see female role models already in tech careers.\u003c/p>\n\u003cp>WERTHEIMER: So you supply role models.\u003c/p>\n\u003cp>VEDANTAM: Exactly. So you know, the answer to the question of why are there so few women in tech is because there are so few women in tech.\u003c/p>\n\u003cp>(LAUGHTER)\u003c/p>\n\u003cp>WERTHEIMER: Thank you very much, Shankar.\u003c/p>\n\u003cp>VEDANTAM: Thanks, Linda.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>WERTHEIMER: That's Shankar Vedantam, who regularly joins us to talk about social science research. You can follow him on Twitter @hiddenbrain or you can follow this program @MORNING EDITION. Transcript provided by NPR, Copyright NPR.\u003c/p>\n\n","blocks":[],"excerpt":"Even as the gender divide in some areas of science has diminished, a stubborn gap has persisted in high school physics. A new study finds that girls are more likely to take physics if they see women in their communities working in science, technology, engineering and math.","status":"publish","parent":0,"modified":1376407980,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1662},"headData":{"title":"Why Aren't More Girls Attracted To Physics? | KQED","description":"Even as the gender divide in some areas of science has diminished, a stubborn gap has persisted in high school physics. A new study finds that girls are more likely to take physics if they see women in their communities working in science, technology, engineering and math.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Aren't More Girls Attracted To Physics?","datePublished":"2013-08-10T15:00:49.000Z","dateModified":"2013-08-13T15:33:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30527 http://blogs.kqed.org/mindshift/?p=30527","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/10/why-arent-more-girls-attracted-to-physics/","disqusTitle":"Why Aren't More Girls Attracted To Physics?","nprByline":"Shankar Vedantam","nprStoryId":"210251404","nprApiLink":"http://api.npr.org/query?id=210251404&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/alltechconsidered/2013/08/09/210251404/why-arent-more-girls-attracted-to-physics?ft=3&f=210251404","nprRetrievedStory":"1","nprPubDate":"Fri, 09 Aug 2013 12:06:00 -0400","nprStoryDate":"Fri, 09 Aug 2013 04:00:00 -0400","nprLastModifiedDate":"Fri, 09 Aug 2013 12:05:59 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2013/08/20130809_me_19.mp3?orgId=1&topicId=1013&ft=3&f=210251404","nprAudioM3u":"http://api.npr.org/m3u/1210412973-e3efb9.m3u?orgId=1&topicId=1013&ft=3&f=210251404","path":"/mindshift/30527/why-arent-more-girls-attracted-to-physics","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2013/08/20130809_me_19.mp3?orgId=1&topicId=1013&ft=3&f=210251404","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30531\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-30531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/physics-girls_wide-07cae87558f4b42b2e340ec07e7ee3aa0a1d499b-s40-640x358.jpg\" alt=\"physics-girls\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">You don't need to be a social scientist to know there is a gender diversity problem in technology. The tech industry in \u003ca href=\"http://www.motherjones.com/mojo/2013/06/silicon-valley-race-gender-problem-income-inequality\">Silicon Valley\u003c/a> and across the nation is overwhelmingly male-dominated.\u003c/p>\n\u003cp>That isn't to say there aren't women working at tech firms. \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/07/17/156935365/new-yahoo-ceo-among-a-rare-few-women-execs-with-tech-creds\">Yahoo CEO Marissa Mayer\u003c/a> and \u003ca href=\"http://www.npr.org/blogs/13.7/2013/03/31/175862363/should-all-women-heed-authors-advice-to-lean-in\">Sheryl Sandberg\u003c/a> of Facebook have raised the profile of women at high-tech firms. But those prominent exceptions do not accurately portray who makes up the \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/06/24/195144754/closing-the-tech-industry-s-gender-gap-requires-better-data\">engineering\u003c/a> ranks at those and other tech companies.\u003c/p>\n\u003cp>Visit Silicon Valley and you will hear many people talk about the need to increase the number of female hackers. The conventional wisdom about why there are so few female coders usually points a finger at disparities in the talent pool, which is linked to disparities in \u003ca href=\"http://www.usnews.com/news/articles/2012/04/12/inside-the-silicon-valley-gender-gap\">tech education\u003c/a>. In fact, starting as early as adolescence, girls and boys often choose different academic paths. When the time comes for young people to elect to go into engineering school, serious gender disparities become \u003ca href=\"http://it-jobs.fins.com/Articles/SB130221786789702297/Women-Engineering-Graduates-at-15-Year-Low\">visible\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/ssqu.12022/full\">new study\u003c/a> by University of Texas sociologist \u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/cr653\">Catherine Riegle-Crumb\u003c/a> in the journal \u003cem>Social Science Quarterly\u003c/em> offers an interesting new perspective on this divide. Along with co-author Chelsea Moore, Riegle-Crumb decided to dive into the gender divide in high school physics courses. (Even as the gender divide in some areas of science has diminished, a stubborn gap has persisted for decades in high school physics.)\u003c/p>\n\u003cp>Riegle-Crumb had a simple question: The national divide showed boys were more likely to take physics than girls. But was this divide constant across the country?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In an analysis of some 10,000 students at nearly 100 schools, Riegle-Crumb found that the divide was anything but constant.\u003c/p>\n\u003cp>\"What we find is that there are many schools where boys and girls take high school physics at the same rate,\" Riegle-Crumb said in an interview. \"And that there are many other schools where more girls actually take physics than boys. And so when you look at the aggregate, you see a pattern where boys are taking physics more than girls, but there is a lot of variation around that.\"\u003c/p>\n\u003cp>There are some obvious things that could cause those variations. If parents of some kids are scientists, or highly educated, they might push their daughters to take tough courses in high school. Wealthy families might be able to afford tutoring, or have one parent stay home to help kids with homework. Better funded suburban schools might be at an advantage over inner-city schools.\u003c/p>\n\u003cp>But when Riegle-Crumb controlled for those and other possibilities, she found one reason remained: \"What we found is that in communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, that in those schools, girls were as likely as boys to take physics, or even more likely.\"\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype ]\u003c/a>\u003c/p>\n\u003cp>Riegle-Crumb's finding about the importance of local role models meshes with a broad range of \u003ca href=\"http://www.slate.com/articles/health_and_science/the_hidden_brain/2011/03/psychout_sexism.html\">earlier work\u003c/a> that shows the decision to pursue math and science is not about innate differences between boys and girls, but about \u003ca href=\"http://www.sciencemag.org/content/320/5880/1164.summary\">social context\u003c/a> and norms. Countries with greater \u003ca href=\"http://www.pnas.org/content/106/22/8801.abstract\">gender equality\u003c/a>, for example, reveal more equal math test scores among boys and girls.\u003c/p>\n\u003cp>Teenage girls growing up in communities where women are better represented in tech are more likely to see women commenting on tech issues in public forums and in school discussions — and more likely to run into a friend's astrophysicist mom at a birthday party.\u003c/p>\n\u003cp>By contrast, Riegle-Crumb said, girls growing up in communities where most working women are in jobs traditionally held by women such as child care or nursing might not see the possibilities that exist.\u003c/p>\n\u003cp>\"If I am a young woman growing up in a community or culture like that, then that's what I see as, 'Well, this is what I am expected to do,' \" Riegle-Crumb said. \"And so it may not ever occur to me, that, 'Oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do.' But if no one around me is doing those things, it's hard for me to even consider that possibility.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Aren%27t+More+Girls+Attracted+To+Physics%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003cstrong>Transcript :\u003c/strong>\u003c/p>\n\u003cp>LINDA WERTHEIMER, HOST:\u003c/p>\n\u003cp>NPR's social science correspondent, Shankar Vedantam, just got back to Washington from a trip to Silicon Valley where he noticed, as many others have, how few women are represented among the ranks of engineers at tech companies. He's here with us now to talk about a new study that takes a fresh look at the persistent gender disparity in science, technology, engineering, and mathematics, the so-called STEM fields. Shankar, welcome.\u003c/p>\n\u003cp>SHANKAR VEDANTAM, BYLINE: Hi, Linda.\u003c/p>\n\u003cp>WERTHEIMER: So does this research explain why we see so few women in tech?\u003c/p>\n\u003cp>VEDANTAM: Indirectly, Linda. A lot of people in technology want to see more female engineers but the problem, they say, is that not enough women are taking course that lead to engineering careers. In fact, if you go back even further, adolescent boys and girls often take different academic paths which leads to these disparities in career choices. We've known for decades, for example, that girls are less likely than boys to take high school physics courses.\u003c/p>\n\u003cp>I spoke with Catherine Riegle-Crumb. She's a sociologist at the University of Texas at Austin. She recently tracked 10,000 high school students across the country because she had a hunch that this gender gap in high school physics actually masks something really important. And what she found was actually very interesting. This gender gap in physics is not a constant. It varies quite widely across the country.\u003c/p>\n\u003cp>In some places boys do take more physics than girls but there are many schools where it's actually girls who are more often taking physics than boys.\u003c/p>\n\u003cp>WERTHEIMER: So does she go on, I hope, to explain why there would be such a variation?\u003c/p>\n\u003cp>VEDANTAM: So she looked at a bunch of factors that might explain it. You know, income and family education could play a role. If your parents are physicists, maybe you're more likely to take physics. Or maybe you have a parent who can afford to stay home fulltime with you and that's why you take tough high school courses. So Riegle-Crumb controlled for those things. She statistically eliminated the effects of wealth and family education background.\u003c/p>\n\u003cp>She even controlled for the location of the school - whether it was suburban or inner city - and she found that there was one factor that predicted why girls took physics.\u003c/p>\n\u003cp>CATHERINE RIEGLE-CRUMB: In communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, in those schools girls were as likely as boys to take physics or even more likely.\u003c/p>\n\u003cp>WERTHEIMER: So let me be sure that I understand. She says that the number of women in the community who are doing math and engineering in their work, that when those jobs go up, somehow the girls from that community take more physics?\u003c/p>\n\u003cp>VEDANTAM: That's exactly what she's saying, Linda. And in some ways this matches what international studies have found. Countries that have greater gender equality, for example, seem to have more equal test scores in math among boys and girls. I think what Riegle-Crumb has done is empirically demonstrate the same thing happening within the United States.\u003c/p>\n\u003cp>So I asked her, you know, what causes this effect? You know, high school girls don't hang out at the local tech company to see whether there are women working there or not. And she said it's subtler than that. You know, having more women in the local tech workforce changes local norms. It changes how the playing field tilts. You know, who do you see on television? You meet the mom of a friend at a birthday party and it turns out she's an astrophysicist.\u003c/p>\n\u003cp>Compare that to a girl growing in a part of the country where women are in traditionally female occupations like childcare or nursing.\u003c/p>\n\u003cp>RIEGLE-CRUMB: So if I'm a young woman growing up in a community or a culture like that, then that's what I see as, well, this is what I'm expected to do. Right? And so it may not ever occur to me that, oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do. But if no one around me is doing those things, it's hard to even consider that possibility.\u003c/p>\n\u003cp>WERTHEIMER: So does she think, Riegle-Crumb, does she think this work could possibly have policy implications? I mean is there some you can intervene in this process?\u003c/p>\n\u003cp>VEDANTAM: Well, she does. You know, a lot of tech companies want to increase the representation of women among the ranks of their engineers, but the thing is that companies think the source of the problem lies in education, that girls are not taking these courses. I think what Riegle-Crumb's research shows is that this is a chicken and egg problem. Fewer girls may be taking courses that lead to tech careers when they don't see female role models already in tech careers.\u003c/p>\n\u003cp>WERTHEIMER: So you supply role models.\u003c/p>\n\u003cp>VEDANTAM: Exactly. So you know, the answer to the question of why are there so few women in tech is because there are so few women in tech.\u003c/p>\n\u003cp>(LAUGHTER)\u003c/p>\n\u003cp>WERTHEIMER: Thank you very much, Shankar.\u003c/p>\n\u003cp>VEDANTAM: Thanks, Linda.\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>WERTHEIMER: That's Shankar Vedantam, who regularly joins us to talk about social science research. You can follow him on Twitter @hiddenbrain or you can follow this program @MORNING EDITION. Transcript provided by NPR, Copyright NPR.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30527/why-arent-more-girls-attracted-to-physics","authors":["byline_mindshift_30527"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_20540","mindshift_47","mindshift_825"],"featImg":"mindshift_30531","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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