Why social emotional learning is critical for teaching climate justice
A tale of two science classrooms: How different approaches to participation shape learning
Project-based learning can make students anxious (and that’s not always a bad thing)
How to make the shift from indulging problems to creating possibilities
Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding
Two Riddles To Get Students Practicing Problem Solving Tricks
Three Tools for Teaching Critical Thinking and Problem Solving Skills
Listening to Teachers: How School Districts Can Adopt Meaningful Change
For Creative Problem-Solving, Why Young Kids Can Outwit College Students
window.__IS_SSR__=true
window.__INITIAL_STATE__={"attachmentsReducer":{"audio_0":{"type":"attachments","id":"audio_0","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"}}},"audio_1":{"type":"attachments","id":"audio_1","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"}}},"audio_2":{"type":"attachments","id":"audio_2","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"}}},"audio_3":{"type":"attachments","id":"audio_3","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"}}},"audio_4":{"type":"attachments","id":"audio_4","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"}}},"placeholder":{"type":"attachments","id":"placeholder","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-160x96.jpg","width":160,"height":96,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-800x478.jpg","width":800,"height":478,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1020x610.jpg","width":1020,"height":610,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-960x574.jpg","width":960,"height":574,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"xxsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-240x143.jpg","width":240,"height":143,"mimeType":"image/jpeg"},"xsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-375x224.jpg","width":375,"height":224,"mimeType":"image/jpeg"},"small":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-520x311.jpg","width":520,"height":311,"mimeType":"image/jpeg"},"xlarge":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-50":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-150x150.jpg","width":150,"height":150,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-e1514998105161.jpg","width":1920,"height":1148}}},"mindshift_62186":{"type":"attachments","id":"mindshift_62186","meta":{"index":"attachments_1591205162","site":"mindshift","id":"62186","found":true},"title":"Young woman embraces green planet Earth with care and love. Green female activist support the Environment conservation and energy-saving concept.","publishDate":1691498983,"status":"inherit","parent":62183,"modified":1691499033,"caption":null,"credit":"Ponomariova_Maria/ iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/iStock-1291163155-e1691499019165.jpg","width":1920,"height":1280}},"fetchFailed":false,"isLoading":false},"mindshift_61322":{"type":"attachments","id":"mindshift_61322","meta":{"index":"attachments_1591205162","site":"mindshift","id":"61322","found":true},"title":"Two high school boys with science beakers","publishDate":1680218379,"status":"inherit","parent":61319,"modified":1680218462,"caption":null,"credit":"Allison Shelley/The Verbatim Agency for EDUimages","altTag":"Students in deeper learning classrooms master academic content while building critical thinking skills.","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/03/AMERICANED_SKYLINE_016-scaled-e1680218446313.jpg","width":1920,"height":1280}},"fetchFailed":false,"isLoading":false},"mindshift_60605":{"type":"attachments","id":"mindshift_60605","meta":{"index":"attachments_1591205162","site":"mindshift","id":"60605","found":true},"title":"Two high school girls and one high school boy in science lab","publishDate":1671049165,"status":"inherit","parent":60603,"modified":1671049270,"caption":"Allison Shelley (The Verbatim Agency)/ EDUimages","credit":null,"altTag":"Two high school girls and one high school boy in science lab. Students assemble a model wind turbine they constructed.","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/12/AMERICANED_SKYLINE_014-scaled.jpg","width":2560,"height":1707}},"fetchFailed":false,"isLoading":false},"mindshift_58884":{"type":"attachments","id":"mindshift_58884","meta":{"index":"attachments_1591205162","site":"mindshift","id":"58884","found":true},"title":"Flat style vector illustration, discuss social network, news, chat, dialogue speech bubbles","publishDate":1640723057,"status":"inherit","parent":58857,"modified":1640723084,"caption":null,"credit":"VictoriaBar/iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-800x558.jpg","width":800,"height":558,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-1020x711.jpg","width":1020,"height":711,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-160x112.jpg","width":160,"height":112,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-768x535.jpg","width":768,"height":535,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-1536x1071.jpg","width":1536,"height":1071,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-2048x1428.jpg","width":2048,"height":1428,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging-1920x1339.jpg","width":1920,"height":1339,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/12/from-antiracism-to-belonging.jpg","width":2074,"height":1446}},"fetchFailed":false,"isLoading":false},"mindshift_55056":{"type":"attachments","id":"mindshift_55056","meta":{"index":"attachments_1591205162","site":"mindshift","id":"55056","found":true},"title":"Hand Drawn Brain Lightning Bolts. Vector","publishDate":1576480836,"status":"inherit","parent":55052,"modified":1576480934,"caption":"Hand Drawn Brain Lightning Bolts. Vector illustration","credit":"idimair/iStock","description":null,"imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104-160x161.jpg","width":160,"height":161,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104-800x806.jpg","width":800,"height":806,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104-768x774.jpg","width":768,"height":774,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104-1020x1028.jpg","width":1020,"height":1028,"mimeType":"image/jpeg"},"complete_open_graph":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104-1191x1200.jpg","width":1191,"height":1200,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2019/12/iStock-820815104.jpg","width":1725,"height":1738}},"fetchFailed":false,"isLoading":false},"mindshift_52276":{"type":"attachments","id":"mindshift_52276","meta":{"index":"attachments_1591205162","site":"mindshift","id":"52276","found":true},"title":"Duonia","publishDate":1538516772,"status":"inherit","parent":52274,"modified":1538516848,"caption":"Screenshot from the \"Penniless Pilgrim\" riddle.","credit":"TED-ED/Artrake Studio","description":null,"imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-160x84.png","width":160,"height":84,"mimeType":"image/png"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-800x418.png","width":800,"height":418,"mimeType":"image/png"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-768x402.png","width":768,"height":402,"mimeType":"image/png"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-1020x533.png","width":1020,"height":533,"mimeType":"image/png"},"fd-sm":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-960x502.png","width":960,"height":502,"mimeType":"image/png"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-672x372.png","width":672,"height":372,"mimeType":"image/png"},"xxsmall":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-240x125.png","width":240,"height":125,"mimeType":"image/png"},"xsmall":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-375x196.png","width":375,"height":196,"mimeType":"image/png"},"small":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-520x272.png","width":520,"height":272,"mimeType":"image/png"},"guest-author-32":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-32x32.png","width":32,"height":32,"mimeType":"image/png"},"guest-author-50":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-50x50.png","width":50,"height":50,"mimeType":"image/png"},"guest-author-64":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-64x64.png","width":64,"height":64,"mimeType":"image/png"},"guest-author-96":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-96x96.png","width":96,"height":96,"mimeType":"image/png"},"guest-author-128":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-128x128.png","width":128,"height":128,"mimeType":"image/png"},"detail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia-150x150.png","width":150,"height":150,"mimeType":"image/png"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Duonia.png","width":1029,"height":538}},"fetchFailed":false,"isLoading":false},"mindshift_46856":{"type":"attachments","id":"mindshift_46856","meta":{"index":"attachments_1591205162","site":"mindshift","id":"46856","found":true},"title":"3-integrative-thinking-process-clustering-ideas-grade-2","publishDate":1478026182,"status":"inherit","parent":46781,"modified":1478026216,"caption":"Kristen Sligner’s Grade 2 class used a case study about an ice cream company to explore tensions. After completing their Pro-Pro charts and creating a reframe question, students brainstormed possible solutions. Here students are clustering their ideas before focusing on ones to pursue. ","credit":"Courtesy I-Think Initiative","description":null,"imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-1180x786.jpg","width":1180,"height":786,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-960x640.jpg","width":960,"height":640,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"xxsmall":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-240x160.jpg","width":240,"height":160,"mimeType":"image/jpeg"},"xsmall":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-375x250.jpg","width":375,"height":250,"mimeType":"image/jpeg"},"small":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-520x347.jpg","width":520,"height":347,"mimeType":"image/jpeg"},"xlarge":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-1180x786.jpg","width":1180,"height":786,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-50":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-150x150.jpg","width":150,"height":150,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/11/3-Integrative-Thinking-Process-Clustering-Ideas-Grade-2-e1478806781326.jpg","width":1920,"height":1280}},"fetchFailed":false,"isLoading":false},"mindshift_41581":{"type":"attachments","id":"mindshift_41581","meta":{"index":"attachments_1591205162","site":"mindshift","id":"41581","found":true},"title":"Light-Bulb","publishDate":1439277462,"status":"inherit","parent":41277,"modified":1439277475,"caption":null,"credit":"Getty Images","description":null,"imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-400x225.jpg","width":400,"height":225,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-800x450.jpg","width":800,"height":450,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-1440x810.jpg","width":1440,"height":810,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-1920x1080.jpg","width":1920,"height":1080,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-1180x664.jpg","width":1180,"height":664,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-960x540.jpg","width":960,"height":540,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"cat_post_thumb_sizecategory-posts-2":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb-75x75.jpg","width":75,"height":75,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Light-Bulb.jpg","width":1920,"height":1080}},"fetchFailed":false,"isLoading":false},"mindshift_36593":{"type":"attachments","id":"mindshift_36593","meta":{"index":"attachments_1591205162","site":"mindshift","id":"36593","found":true},"title":"If you've noticed that kids seem to be better at figuring out these things, you're not alone.","publishDate":1404142969,"status":"inherit","parent":36592,"modified":1404142969,"caption":null,"credit":null,"description":"If you've noticed that kids seem to be better at figuring out these things, you're not alone.","imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-800x600.jpg","width":800,"height":600,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-1440x1079.jpg","width":1440,"height":1079,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-1180x884.jpg","width":1180,"height":884,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-768x576.jpg","width":768,"height":576,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-320x240.jpg","width":320,"height":240,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium-c70ff27ae9a077bb5047c46d40b09d50ee48a224.jpg","width":1509,"height":1131}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_55052":{"type":"authors","id":"byline_mindshift_55052","meta":{"override":true},"slug":"byline_mindshift_55052","name":"\u003ca href=\"https://www.gse.harvard.edu/news/uk/19/12/novice-expert-shift\">Emily Boudreau, Usable Knowledge\u003c/a>","isLoading":false},"byline_mindshift_36592":{"type":"authors","id":"byline_mindshift_36592","meta":{"override":true},"slug":"byline_mindshift_36592","name":"Michelle Trudeau","isLoading":false},"katrinaschwartz":{"type":"authors","id":"234","meta":{"index":"authors_1591205172","id":"234","found":true},"name":"Katrina Schwartz","firstName":"Katrina","lastName":"Schwartz","slug":"katrinaschwartz","email":"kschwartz@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"Producer","bio":"Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. 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"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"}},"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_62183":{"type":"posts","id":"mindshift_62183","meta":{"index":"posts_1591205157","site":"mindshift","id":"62183","score":null,"sort":[1692784803000]},"guestAuthors":[],"slug":"why-social-emotional-learning-is-critical-for-teaching-climate-justice","title":"Why social emotional learning is critical for teaching climate justice","publishDate":1692784803,"format":"standard","headTitle":"Why social emotional learning is critical for teaching climate justice | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In \"Teach for Climate Justice,\" Tom Roderick outlines the social and emotional skills that can empower students and school staff to understand the climate crisis and take climate action.","status":"publish","parent":0,"modified":1691977465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":2182},"headData":{"title":"Why social emotional learning is critical for teaching climate justice | KQED","description":"Social emotional skills can help young people cope with climate anxiety and empower them to take action.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Social emotional skills can help young people cope with climate anxiety and empower them to take action.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why social emotional learning is critical for teaching climate justice","datePublished":"2023-08-23T10:00:03.000Z","dateModified":"2023-08-14T01:44:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62183/why-social-emotional-learning-is-critical-for-teaching-climate-justice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\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>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\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>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62183/why-social-emotional-learning-is-critical-for-teaching-climate-justice","authors":["4354"],"categories":["mindshift_21491","mindshift_21280","mindshift_193"],"tags":["mindshift_21178","mindshift_20533","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21157","mindshift_20821","mindshift_20703","mindshift_944","mindshift_943","mindshift_21395"],"featImg":"mindshift_62186","label":"mindshift"},"mindshift_61319":{"type":"posts","id":"mindshift_61319","meta":{"index":"posts_1591205157","site":"mindshift","id":"61319","score":null,"sort":[1680602433000]},"guestAuthors":[],"slug":"a-tale-of-two-science-classrooms","title":"A tale of two science classrooms: How different approaches to participation shape learning","publishDate":1680602433,"format":"standard","headTitle":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"","status":"publish","parent":0,"modified":1682642172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1829},"headData":{"title":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","description":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A tale of two science classrooms: How different approaches to participation shape learning","datePublished":"2023-04-04T10:00:33.000Z","dateModified":"2023-04-28T00:36:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61319/a-tale-of-two-science-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61319/a-tale-of-two-science-classrooms","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_20524","mindshift_193"],"tags":["mindshift_20786","mindshift_1028","mindshift_20701","mindshift_989","mindshift_20703","mindshift_551","mindshift_47","mindshift_21138","mindshift_391","mindshift_20616","mindshift_20852"],"featImg":"mindshift_61322","label":"mindshift"},"mindshift_60603":{"type":"posts","id":"mindshift_60603","meta":{"index":"posts_1591205157","site":"mindshift","id":"60603","score":null,"sort":[1673917246000]},"guestAuthors":[],"slug":"project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","title":"Project-based learning can make students anxious (and that’s not always a bad thing)","publishDate":1673917246,"format":"standard","headTitle":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers who use project-based learning, three research-based strategies can help students overcome anxiety caused by project work.","status":"publish","parent":0,"modified":1694359351,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1861},"headData":{"title":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","description":"Teachers who use PBL can help students manage anxiety through three reframing strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers who use PBL can help students manage anxiety through three reframing strategies.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Project-based learning can make students anxious (and that’s not always a bad thing)","datePublished":"2023-01-17T01:00:46.000Z","dateModified":"2023-09-10T15:22:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","authors":["11721"],"categories":["mindshift_21445","mindshift_20827","mindshift_193"],"tags":["mindshift_20589","mindshift_108","mindshift_21250","mindshift_843","mindshift_21047","mindshift_20512","mindshift_20865","mindshift_20703","mindshift_256","mindshift_21037","mindshift_486"],"featImg":"mindshift_60605","label":"mindshift"},"mindshift_58857":{"type":"posts","id":"mindshift_58857","meta":{"index":"posts_1591205157","site":"mindshift","id":"58857","score":null,"sort":[1643177508000]},"guestAuthors":[],"slug":"how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","title":"How to make the shift from indulging problems to creating possibilities","publishDate":1643177508,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">The Four Pivots: Reimagining Justice, Reimagining Ourselves\u003c/a> by Shawn Ginwright, published by North Atlantic Books, copyright © 2021. Reprinted by permission of publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shawn Ginwright\u003c/strong>\u003c/p>\n\u003cp>It’s really hard to dream when we are fighting for justice. The issues we care about are all urgent, life threatening, and entrenched. So how does our imagination and dreaming help address the problems people face on a daily basis? There are a lot of problems in the world to be solved, and it’s likely that you are working to solve one of them. Maybe you are an educator trying to improve educational outcomes for your students, or you are an executive director of a nonprofit organization working on behalf of immigrant rights. You might be an entrepreneur who has created a company that provides internet access to remote places in the world.\u003c/p>\n\u003cp>Most of you reading this are working to solve an important social problem in the world. The fact is that we all need to be in the business of solving social problems. There would be no human progress without our collective social problem solving. But we often see problems more clearly than we can imagine solutions to them.\u003c/p>\n\u003cp>It’s often easier for us to name, identify, discuss, and articulate problems than it is for us to imagine entirely new solutions. Trista Harris, author of \u003cem>FutureGood: How to Use Futurism to Save the World\u003c/em>, calls this “problem loving,” which is the tendency for leaders to assume that awareness of the problem is the same as solving it. Leaders often are trained to clearly articulate the problems they are facing in their sector. The myth of problem loving is that knowledge of the problem is all we need to solve it. We think we’re fixing the problem by understanding how bad the problem is!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take for instance my own training as a sociologist. My entire training generally focused on understanding the deep and often hidden social forces at work that maintain, reinforce, and reproduce social problems. My own particular expertise of problem loving is in education. I learned just about every possible way to explain why students of color from low-wealth neighborhoods performed poorly in school compared to their white counterparts. I have studied theories about why students of color perform worse in school, and I’ve even created my own theories and have tested them. For years I attended conferences to present my findings about educational problems without much consideration about ways to actually solve them.\u003c/p>\n\u003cp>I recall conducting a training with school principals about the racial differences in academic outcomes among their students. I had prepared my PowerPoint with slide after slide of evidence that proved there were dramatic differences in performance across the racial groups in their schools. I had them break out in small groups to discuss the tons of data that I had proudly presented. When they returned to the large group, one of the principals asked me a simple question. “Can you provide us with some solutions to these racial disparities in academic outcomes?” I had convinced myself that my job was simply to illustrate the problem they had in the district; I hadn’t considered the possibility of providing solutions. So the question puzzled me, because my assumption was that once they understood how significant the racial disparities were in their schools, the principals and teachers would come up with solutions on their own. I was wrong.\u003c/p>\n\u003ch2>Oppression Is the Root of Problem Loving\u003c/h2>\n\u003cp>The problem with problem loving is that we become satisfied with discussing the problem and uncomfortable with imagining solutions. This is of course by design, and it’s how oppression works! The conditions of oppression and the challenges of everyday life force us into daily survival mode and ongoing crisis management.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">\u003cimg class=\"alignright wp-image-58998\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png 1016w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-800x1200.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-768x1152.png 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Survival caused by oppressive conditions renders our imagination inert. We are all in an abusive relationship with oppression, and rather than leaving the relationship altogether, we choose to fight it. Oppression says to us, “All you can do is resist and fight me. But you will never leave me altogether,” and this is precisely what we unconsciously do, unaware of our abusive relationship with oppression.\u003c/p>\n\u003cp>Oppression has forced us to only solve problems, locking us into a way of thinking that keeps us in the same predicament. No fundamental change has ever come from problem fixing. We only reform and repair systems, institutions, and social relationships. There is no radical transformation.\u003c/p>\n\u003cp>During one of my graduate seminars years ago, I highlighted this point to my students. I wanted to push them away from problem loving and into possibility creating. Many of them were organizers or community activists who were working on important issues in the San Francisco Bay Area. Some were advocates for affordable housing, others were organizing homeless families, still others were helping to build stronger police accountability with mothers whose children had been killed by the police. As I explained to them the problem with problems, some of them pushed back, as I always encourage my students to do. They argued that if they didn’t fight for people’s rights and build power, there wouldn’t be any significant change. Fighting and resisting oppression for them was the only tool to bring the changes that they wanted to see. So I asked them to write a short one-page paper describing the problem they were addressing and how they were attempting to address it. Here is a sample of what they said:\u003c/p>\n\u003cul>\n\u003cli>Fighting for police accountability in San Francisco’s police department\u003c/li>\n\u003cli>Resisting racist housing policies that force Black families from the city\u003c/li>\n\u003cli>Confronting homophobia in schools\u003c/li>\n\u003cli>Demanding anti-racist classrooms\u003c/li>\n\u003cli>Struggling for environmental justice\u003c/li>\n\u003c/ul>\n\u003cp>I explained that our language sometimes holds clues to our problem loving. I noticed a pattern in the terms they used to describe their work. Most of their terms directly responded to the condition they wanted to change. Terms like \u003cem>fight\u003c/em>, \u003cem>resist\u003c/em>, \u003cem>struggle\u003c/em>, \u003cem>confront\u003c/em>, \u003cem>defend \u003c/em>are connected to oppression, and they predefine the outcome of work in ways that fail to affirm what the students wanted to create or imagine. Next I asked them to rewrite the one-page description of their work, but they could not use any of the following words in the left-hand column, only the terms in the right-hand column:\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Resist\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Reimagine\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Defend\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Dream\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Disrupt\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Discover\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Demand\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Create\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Fight\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Design\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Struggle\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Play\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Confront\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Invent\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Destroy\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Visualize\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Deconstruct\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Build\u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>The assignment was designed to push them into their imagination and use the language that affirmed it. They told me it was one of the most difficult assignments they had ever had because they had to really imagine what they wanted to see rather than articulate what they wanted to eliminate. They weren’t used to using their imagination to address injustice, oppression, and inequality. In fact, the historian Robin Kelley reminds us in his book \u003cem>Freedom Dreams \u003c/em>that imagination may be one of “the most revolutionary ideas available to us, and yet... we have failed miserably to grapple with [its] political and analytical importance.” This is why we need to be very careful in the terms we use to describe our work. If we are not thoughtful about our words, our work is confined and prescribed and fails to use our human condition to dream and imagine beyond oppression.\u003c/p>\n\u003cp>I think it was Dr. Cornel West who said that there is no affirmation through negation. We can never achieve what we want simply by pointing out what we don’t. This is why I’m cautious about the term \u003cem>anti-racist\u003c/em>. We should be mindful and avoid defining the world we want by articulating what we don’t want. The absence of violence doesn’t constitute peace, nor does the absence of illness constitute health. Peace is something entirely different from anti-violence; health and well-being cannot be adequately described as anti-illness. Light is not anti-dark, nor is water anti-land. These are important things in and of themselves.\u003c/p>\n\u003cp>That’s why \u003cem>anti-racist \u003c/em>is akin to saying, “I anti-hate you so much, would you marry me?” rather than, “I love you, let’s get married.” Love is not simply anti-hate, and no one would enter a relationship defined in this way! In the same way, the term \u003cem>anti-racist \u003c/em>simply falls short of naming precisely and affirmatively what we really want. The term \u003cem>anti-racist \u003c/em>does a good job of articulating an active and engaged stance against racism (as opposed to the passive term \u003cem>non-racist\u003c/em>) but fails to articulate a vision of what comes after that. Being non-racist and anti-racist are two sides of the “not” coin, which never gets us to what we really need and want, which is belonging.\u003c/p>\n\u003cp>\u003cem>Belonging \u003c/em>perhaps comes closest to what comes after anti-racism. john a. powell, director of the University of California’s Othering & Belonging Institute and professor of law and African American studies and ethnic studies, calls belonging “the circle of human concern,” which is the expressive and institutionalized act of inclusion and mattering. More importantly, the word \u003cem>belonging \u003c/em>is a term of affirmation and a statement of a potential desired future. \u003cem>Belonging \u003c/em>and \u003cem>inclusion \u003c/em>more adequately describe the world we want to create than the one we want to destroy. Now, of course an important prerequisite for belonging is anti-racism. We need folks to engage in an ongoing active stance to eliminate the attitudes, institutional structures, and privilege that come with whiteness. But belonging requires yet another step after we tear down the thick walls of racism. We need to build new bright and brilliant bridges of mattering and belonging where finally we can enjoy the profound and wonderful space of beloved community.\u003c/p>\n\u003cfigure id=\"attachment_58885\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-58885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg\" alt=\"\" width=\"250\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg 1240w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-800x882.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-1020x1124.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-160x176.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-768x847.jpg 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Shawn Ginwright\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Shawn Ginwright, PhD, is a professor of education in the Africana Studies Department and a senior research associate at San Francisco State University. He is also the founder and chief executive officer of Flourish Agenda, Inc., a research lab and consulting firm whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. You can follow him on Twitter at \u003ca href=\"https://twitter.com/shawnginwright?lang=en\">@shawnginwright\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For those looking to create radical transformation in the education sphere and beyond, Dr. Shawn Ginwright’s new book “The Four Pivots” discusses how to shift from resisting to reimagining. ","status":"publish","parent":0,"modified":1643177508,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1753},"headData":{"title":"How to make the shift from indulging problems to creating possibilities - MindShift","description":"For those looking to create radical transformation in the education sphere and beyond, Dr. Shawn Ginwright’s new book “The Four Pivots” discusses how to shift from resisting to reimagining.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to make the shift from indulging problems to creating possibilities","datePublished":"2022-01-26T06:11:48.000Z","dateModified":"2022-01-26T06:11:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58857 https://ww2.kqed.org/mindshift/?p=58857","disqusUrl":"https://ww2.kqed.org/mindshift/2022/01/25/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities/","disqusTitle":"How to make the shift from indulging problems to creating possibilities","excludeFromSiteSearch":"Include","path":"/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">The Four Pivots: Reimagining Justice, Reimagining Ourselves\u003c/a> by Shawn Ginwright, published by North Atlantic Books, copyright © 2021. Reprinted by permission of publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shawn Ginwright\u003c/strong>\u003c/p>\n\u003cp>It’s really hard to dream when we are fighting for justice. The issues we care about are all urgent, life threatening, and entrenched. So how does our imagination and dreaming help address the problems people face on a daily basis? There are a lot of problems in the world to be solved, and it’s likely that you are working to solve one of them. Maybe you are an educator trying to improve educational outcomes for your students, or you are an executive director of a nonprofit organization working on behalf of immigrant rights. You might be an entrepreneur who has created a company that provides internet access to remote places in the world.\u003c/p>\n\u003cp>Most of you reading this are working to solve an important social problem in the world. The fact is that we all need to be in the business of solving social problems. There would be no human progress without our collective social problem solving. But we often see problems more clearly than we can imagine solutions to them.\u003c/p>\n\u003cp>It’s often easier for us to name, identify, discuss, and articulate problems than it is for us to imagine entirely new solutions. Trista Harris, author of \u003cem>FutureGood: How to Use Futurism to Save the World\u003c/em>, calls this “problem loving,” which is the tendency for leaders to assume that awareness of the problem is the same as solving it. Leaders often are trained to clearly articulate the problems they are facing in their sector. The myth of problem loving is that knowledge of the problem is all we need to solve it. We think we’re fixing the problem by understanding how bad the problem is!\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>Take for instance my own training as a sociologist. My entire training generally focused on understanding the deep and often hidden social forces at work that maintain, reinforce, and reproduce social problems. My own particular expertise of problem loving is in education. I learned just about every possible way to explain why students of color from low-wealth neighborhoods performed poorly in school compared to their white counterparts. I have studied theories about why students of color perform worse in school, and I’ve even created my own theories and have tested them. For years I attended conferences to present my findings about educational problems without much consideration about ways to actually solve them.\u003c/p>\n\u003cp>I recall conducting a training with school principals about the racial differences in academic outcomes among their students. I had prepared my PowerPoint with slide after slide of evidence that proved there were dramatic differences in performance across the racial groups in their schools. I had them break out in small groups to discuss the tons of data that I had proudly presented. When they returned to the large group, one of the principals asked me a simple question. “Can you provide us with some solutions to these racial disparities in academic outcomes?” I had convinced myself that my job was simply to illustrate the problem they had in the district; I hadn’t considered the possibility of providing solutions. So the question puzzled me, because my assumption was that once they understood how significant the racial disparities were in their schools, the principals and teachers would come up with solutions on their own. I was wrong.\u003c/p>\n\u003ch2>Oppression Is the Root of Problem Loving\u003c/h2>\n\u003cp>The problem with problem loving is that we become satisfied with discussing the problem and uncomfortable with imagining solutions. This is of course by design, and it’s how oppression works! The conditions of oppression and the challenges of everyday life force us into daily survival mode and ongoing crisis management.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">\u003cimg class=\"alignright wp-image-58998\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png 1016w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-800x1200.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-768x1152.png 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Survival caused by oppressive conditions renders our imagination inert. We are all in an abusive relationship with oppression, and rather than leaving the relationship altogether, we choose to fight it. Oppression says to us, “All you can do is resist and fight me. But you will never leave me altogether,” and this is precisely what we unconsciously do, unaware of our abusive relationship with oppression.\u003c/p>\n\u003cp>Oppression has forced us to only solve problems, locking us into a way of thinking that keeps us in the same predicament. No fundamental change has ever come from problem fixing. We only reform and repair systems, institutions, and social relationships. There is no radical transformation.\u003c/p>\n\u003cp>During one of my graduate seminars years ago, I highlighted this point to my students. I wanted to push them away from problem loving and into possibility creating. Many of them were organizers or community activists who were working on important issues in the San Francisco Bay Area. Some were advocates for affordable housing, others were organizing homeless families, still others were helping to build stronger police accountability with mothers whose children had been killed by the police. As I explained to them the problem with problems, some of them pushed back, as I always encourage my students to do. They argued that if they didn’t fight for people’s rights and build power, there wouldn’t be any significant change. Fighting and resisting oppression for them was the only tool to bring the changes that they wanted to see. So I asked them to write a short one-page paper describing the problem they were addressing and how they were attempting to address it. Here is a sample of what they said:\u003c/p>\n\u003cul>\n\u003cli>Fighting for police accountability in San Francisco’s police department\u003c/li>\n\u003cli>Resisting racist housing policies that force Black families from the city\u003c/li>\n\u003cli>Confronting homophobia in schools\u003c/li>\n\u003cli>Demanding anti-racist classrooms\u003c/li>\n\u003cli>Struggling for environmental justice\u003c/li>\n\u003c/ul>\n\u003cp>I explained that our language sometimes holds clues to our problem loving. I noticed a pattern in the terms they used to describe their work. Most of their terms directly responded to the condition they wanted to change. Terms like \u003cem>fight\u003c/em>, \u003cem>resist\u003c/em>, \u003cem>struggle\u003c/em>, \u003cem>confront\u003c/em>, \u003cem>defend \u003c/em>are connected to oppression, and they predefine the outcome of work in ways that fail to affirm what the students wanted to create or imagine. Next I asked them to rewrite the one-page description of their work, but they could not use any of the following words in the left-hand column, only the terms in the right-hand column:\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Resist\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Reimagine\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Defend\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Dream\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Disrupt\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Discover\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Demand\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Create\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Fight\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Design\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Struggle\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Play\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Confront\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Invent\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Destroy\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Visualize\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Deconstruct\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Build\u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>The assignment was designed to push them into their imagination and use the language that affirmed it. They told me it was one of the most difficult assignments they had ever had because they had to really imagine what they wanted to see rather than articulate what they wanted to eliminate. They weren’t used to using their imagination to address injustice, oppression, and inequality. In fact, the historian Robin Kelley reminds us in his book \u003cem>Freedom Dreams \u003c/em>that imagination may be one of “the most revolutionary ideas available to us, and yet... we have failed miserably to grapple with [its] political and analytical importance.” This is why we need to be very careful in the terms we use to describe our work. If we are not thoughtful about our words, our work is confined and prescribed and fails to use our human condition to dream and imagine beyond oppression.\u003c/p>\n\u003cp>I think it was Dr. Cornel West who said that there is no affirmation through negation. We can never achieve what we want simply by pointing out what we don’t. This is why I’m cautious about the term \u003cem>anti-racist\u003c/em>. We should be mindful and avoid defining the world we want by articulating what we don’t want. The absence of violence doesn’t constitute peace, nor does the absence of illness constitute health. Peace is something entirely different from anti-violence; health and well-being cannot be adequately described as anti-illness. Light is not anti-dark, nor is water anti-land. These are important things in and of themselves.\u003c/p>\n\u003cp>That’s why \u003cem>anti-racist \u003c/em>is akin to saying, “I anti-hate you so much, would you marry me?” rather than, “I love you, let’s get married.” Love is not simply anti-hate, and no one would enter a relationship defined in this way! In the same way, the term \u003cem>anti-racist \u003c/em>simply falls short of naming precisely and affirmatively what we really want. The term \u003cem>anti-racist \u003c/em>does a good job of articulating an active and engaged stance against racism (as opposed to the passive term \u003cem>non-racist\u003c/em>) but fails to articulate a vision of what comes after that. Being non-racist and anti-racist are two sides of the “not” coin, which never gets us to what we really need and want, which is belonging.\u003c/p>\n\u003cp>\u003cem>Belonging \u003c/em>perhaps comes closest to what comes after anti-racism. john a. powell, director of the University of California’s Othering & Belonging Institute and professor of law and African American studies and ethnic studies, calls belonging “the circle of human concern,” which is the expressive and institutionalized act of inclusion and mattering. More importantly, the word \u003cem>belonging \u003c/em>is a term of affirmation and a statement of a potential desired future. \u003cem>Belonging \u003c/em>and \u003cem>inclusion \u003c/em>more adequately describe the world we want to create than the one we want to destroy. Now, of course an important prerequisite for belonging is anti-racism. We need folks to engage in an ongoing active stance to eliminate the attitudes, institutional structures, and privilege that come with whiteness. But belonging requires yet another step after we tear down the thick walls of racism. We need to build new bright and brilliant bridges of mattering and belonging where finally we can enjoy the profound and wonderful space of beloved community.\u003c/p>\n\u003cfigure id=\"attachment_58885\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-58885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg\" alt=\"\" width=\"250\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg 1240w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-800x882.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-1020x1124.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-160x176.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-768x847.jpg 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Shawn Ginwright\u003c/figcaption>\u003c/figure>\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>Shawn Ginwright, PhD, is a professor of education in the Africana Studies Department and a senior research associate at San Francisco State University. He is also the founder and chief executive officer of Flourish Agenda, Inc., a research lab and consulting firm whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. You can follow him on Twitter at \u003ca href=\"https://twitter.com/shawnginwright?lang=en\">@shawnginwright\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_20984","mindshift_21322","mindshift_21250","mindshift_20983","mindshift_20703","mindshift_21284","mindshift_21395"],"featImg":"mindshift_58884","label":"mindshift"},"mindshift_55052":{"type":"posts","id":"mindshift_55052","meta":{"index":"posts_1591205157","site":"mindshift","id":"55052","score":null,"sort":[1576481265000]},"guestAuthors":[],"slug":"six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","title":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding","publishDate":1576481265,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field field-name-field-sub-headline field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>In the field of instructional design, experts have \u003ca id=\"E191\" href=\"https://stanfordreview.org/the-debate-within-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">debated\u003c/a> whether student-led, problem-based approaches — what researchers call “constructivist” approaches — work. In a new study, cognitive scientist \u003ca id=\"E200\" href=\"https://www.gse.harvard.edu/faculty/tina-grotzer\" target=\"_blank\" rel=\"noopener noreferrer\">Tina Grotzer\u003c/a> and her research partners found further evidence of the \u003ca id=\"E206\" href=\"https://eric.ed.gov/?id=EJ732415\" target=\"_blank\" rel=\"noopener noreferrer\">effectiveness\u003c/a> of structured problem-based learning, in which educators can support students in moving from novice toward expert-level understanding.\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp id=\"E218\">Grotzer and a team (Nancy Oriol, Stephanie Kang, Colby Moore Reilly, and Julie Joyal) looked at the \u003ca id=\"E229\" href=\"http://hmsmedscience.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard Medical School MEDscience\u003c/a> curriculum, founded by Oriol, that uses technology-mediated, problem-based learning simulations to enrich the experience of high school biology students.\u003c/p>\n\u003cp id=\"E248\">\u003ca id=\"E249\" href=\"https://www.gse.harvard.edu/news/everyday-heroes-julie-joyal-mowschenson-edm08\" target=\"_blank\" rel=\"noopener noreferrer\">Joyal\u003c/a> — executive director for MEDscience — and the team noticed that as their problem-based curriculum progressed, students changed the way they approached problems. Rather than waiting for the teacher to give them answers, they made hypotheses based on existing knowledge, discussed their thoughts with their teams, and took risks — all signs of deeper-level \u003ca id=\"E264\" href=\"https://www.gse.harvard.edu/news/uk/19/04/teaching-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">learning\u003c/a>.\u003c/p>\n\u003cp id=\"E267\">To study this shift in classroom behavior, Joyal, \u003ca href=\"http://hmsmedscience.org/our-team\">Moore Reilly\u003c/a>, and Grotzer used a sample of 21 students from a range of public and private schools in the Boston. The research team \u003ca id=\"E277\" href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12843\" target=\"_blank\" rel=\"noopener noreferrer\">found\u003c/a> that the thinking scaffolds — the prompts and support instructors used to guide students through the curriculum and activities — were instrumental in generating a shift towards more expert-level reasoning.\u003c/p>\n\u003cp id=\"E291\">“We know that experts pay attention to a very different set of patterns than novices often do. Novices get caught up in the surface features and can’t necessarily see the deep principles,” Grotzer says. “It’s really important to think what kind of scaffolding helps people take steps towards greater expertise in their thinking and reasoning.”\u003c/p>\n\u003ch3>Taking Students from Novice to Expert\u003c/h3>\n\u003cp>Here are some takeaways from the study that can be used by educators to help move their students from novice to expert level:\u003c/p>\n\u003cp>\u003cstrong>Prompt students to include context: \u003c/strong>Ask questions that prompt students to include what they know already and emphasize the need to seek out further information or clarification. Get them to take a step back from the problem at hand and make connections. “Having students pause to think about the context of the problem — what they already know about it, what questions they have, and with humility, to consider what they don’t know — helps them to be open to other patterns and possibilities,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: What information led you to that conclusion? Is there anything that you don’t know yet or that you can wonder about?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ask open-ended questions: \u003c/strong>Guide students to reconsider an idea without explicitly correcting them. Generic probes work well but more targeted questions also work. “Students are solving [open-ended] problems the moment they come in [to the MedScience simulation space], and I will say that can be a little uncomfortable at first. It’s stressful being in this situation. But there’s research that [essentially] says if you keep kids on their toes, the information becomes sticky and much more retainable,” Joyal says.\u003c/p>\n\u003cp>\u003cem>Try: What do you mean? Can you say more about that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Help students transfer knowledge and experience: \u003c/strong>Have students think back to past experiences and information sources like classroom learning. Also encourage them to consider what is happening in the present moment. “[This is a] pedagogical move that says all of the information and experience you have is useful and you can bring it bear,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: Is there anything that you already understand that might help you here? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leave room for student ownership:\u003c/strong> Signal that the choices students make are up to them — the role of the teacher is not to make decisions about what to do next or execute. “Instructors model for students what an expert does but not in a way that takes over,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: That’s up to you. I don’t know the patient. How are you going to handle that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Invite and manage risk: \u003c/strong>Allow students to take risks by not immediately dismissing “wrong” answers. This fosters a strong classroom culture where students are willing to try new methods. “When the kids walk in, we tell them ‘This is Harvard Medical School and we have rules. The rules are there are no wrong answers, there’s no raising your hand, and if you have a thought, you’re going to say it out loud,’” Joyal says, noting that these rules set the tone for the learning environment.\u003c/p>\n\u003cp>\u003cem>Try: That’s a good idea worthy of further discussion.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Encourage reflection:\u003c/strong> Students need to be reminded that they are not just participants but also learners in this process. “Leaving time for a debrief at the end of each class allows the group to circle back to questions from the class introduction and go deeper,” Says Moore Reilly. Instructors can ask students about their performance, thought process, the outcomes, and their feelings.\u003c/p>\n\u003cp>\u003cem>Try: How did it go for your team? How are you managing your learning?\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A change in a prompt can influence how a student responds thinks. A study found that using a problem-based curriculum can help students develop their own hypotheses and take risks — all signs of deeper-level learning.","status":"publish","parent":0,"modified":1576481265,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":884},"headData":{"title":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding | KQED","description":"A change in a prompt can influence how a student responds thinks. A study found that using a problem-based curriculum can help students develop their own hypotheses and take risks — all signs of deeper-level learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding","datePublished":"2019-12-16T07:27:45.000Z","dateModified":"2019-12-16T07:27:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55052 https://ww2.kqed.org/mindshift/?p=55052","disqusUrl":"https://ww2.kqed.org/mindshift/2019/12/15/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding/","disqusTitle":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/news/uk/19/12/novice-expert-shift\">Emily Boudreau, Usable Knowledge\u003c/a>","path":"/mindshift/55052/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field field-name-field-sub-headline field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>In the field of instructional design, experts have \u003ca id=\"E191\" href=\"https://stanfordreview.org/the-debate-within-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">debated\u003c/a> whether student-led, problem-based approaches — what researchers call “constructivist” approaches — work. In a new study, cognitive scientist \u003ca id=\"E200\" href=\"https://www.gse.harvard.edu/faculty/tina-grotzer\" target=\"_blank\" rel=\"noopener noreferrer\">Tina Grotzer\u003c/a> and her research partners found further evidence of the \u003ca id=\"E206\" href=\"https://eric.ed.gov/?id=EJ732415\" target=\"_blank\" rel=\"noopener noreferrer\">effectiveness\u003c/a> of structured problem-based learning, in which educators can support students in moving from novice toward expert-level understanding.\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp id=\"E218\">Grotzer and a team (Nancy Oriol, Stephanie Kang, Colby Moore Reilly, and Julie Joyal) looked at the \u003ca id=\"E229\" href=\"http://hmsmedscience.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard Medical School MEDscience\u003c/a> curriculum, founded by Oriol, that uses technology-mediated, problem-based learning simulations to enrich the experience of high school biology students.\u003c/p>\n\u003cp id=\"E248\">\u003ca id=\"E249\" href=\"https://www.gse.harvard.edu/news/everyday-heroes-julie-joyal-mowschenson-edm08\" target=\"_blank\" rel=\"noopener noreferrer\">Joyal\u003c/a> — executive director for MEDscience — and the team noticed that as their problem-based curriculum progressed, students changed the way they approached problems. Rather than waiting for the teacher to give them answers, they made hypotheses based on existing knowledge, discussed their thoughts with their teams, and took risks — all signs of deeper-level \u003ca id=\"E264\" href=\"https://www.gse.harvard.edu/news/uk/19/04/teaching-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">learning\u003c/a>.\u003c/p>\n\u003cp id=\"E267\">To study this shift in classroom behavior, Joyal, \u003ca href=\"http://hmsmedscience.org/our-team\">Moore Reilly\u003c/a>, and Grotzer used a sample of 21 students from a range of public and private schools in the Boston. The research team \u003ca id=\"E277\" href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12843\" target=\"_blank\" rel=\"noopener noreferrer\">found\u003c/a> that the thinking scaffolds — the prompts and support instructors used to guide students through the curriculum and activities — were instrumental in generating a shift towards more expert-level reasoning.\u003c/p>\n\u003cp id=\"E291\">“We know that experts pay attention to a very different set of patterns than novices often do. Novices get caught up in the surface features and can’t necessarily see the deep principles,” Grotzer says. “It’s really important to think what kind of scaffolding helps people take steps towards greater expertise in their thinking and reasoning.”\u003c/p>\n\u003ch3>Taking Students from Novice to Expert\u003c/h3>\n\u003cp>Here are some takeaways from the study that can be used by educators to help move their students from novice to expert level:\u003c/p>\n\u003cp>\u003cstrong>Prompt students to include context: \u003c/strong>Ask questions that prompt students to include what they know already and emphasize the need to seek out further information or clarification. Get them to take a step back from the problem at hand and make connections. “Having students pause to think about the context of the problem — what they already know about it, what questions they have, and with humility, to consider what they don’t know — helps them to be open to other patterns and possibilities,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: What information led you to that conclusion? Is there anything that you don’t know yet or that you can wonder about?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ask open-ended questions: \u003c/strong>Guide students to reconsider an idea without explicitly correcting them. Generic probes work well but more targeted questions also work. “Students are solving [open-ended] problems the moment they come in [to the MedScience simulation space], and I will say that can be a little uncomfortable at first. It’s stressful being in this situation. But there’s research that [essentially] says if you keep kids on their toes, the information becomes sticky and much more retainable,” Joyal says.\u003c/p>\n\u003cp>\u003cem>Try: What do you mean? Can you say more about that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Help students transfer knowledge and experience: \u003c/strong>Have students think back to past experiences and information sources like classroom learning. Also encourage them to consider what is happening in the present moment. “[This is a] pedagogical move that says all of the information and experience you have is useful and you can bring it bear,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: Is there anything that you already understand that might help you here? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leave room for student ownership:\u003c/strong> Signal that the choices students make are up to them — the role of the teacher is not to make decisions about what to do next or execute. “Instructors model for students what an expert does but not in a way that takes over,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: That’s up to you. I don’t know the patient. How are you going to handle that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Invite and manage risk: \u003c/strong>Allow students to take risks by not immediately dismissing “wrong” answers. This fosters a strong classroom culture where students are willing to try new methods. “When the kids walk in, we tell them ‘This is Harvard Medical School and we have rules. The rules are there are no wrong answers, there’s no raising your hand, and if you have a thought, you’re going to say it out loud,’” Joyal says, noting that these rules set the tone for the learning environment.\u003c/p>\n\u003cp>\u003cem>Try: That’s a good idea worthy of further discussion.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Encourage reflection:\u003c/strong> Students need to be reminded that they are not just participants but also learners in this process. “Leaving time for a debrief at the end of each class allows the group to circle back to questions from the class introduction and go deeper,” Says Moore Reilly. Instructors can ask students about their performance, thought process, the outcomes, and their feelings.\u003c/p>\n\u003cp>\u003cem>Try: How did it go for your team? How are you managing your learning?\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\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/55052/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","authors":["byline_mindshift_55052"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20703","mindshift_21320","mindshift_20690"],"featImg":"mindshift_55056","label":"mindshift"},"mindshift_52274":{"type":"posts","id":"mindshift_52274","meta":{"index":"posts_1591205157","site":"mindshift","id":"52274","score":null,"sort":[1541141387000]},"guestAuthors":[],"slug":"two-riddles-to-get-students-practicing-problem-solving-tricks","title":"Two Riddles To Get Students Practicing Problem Solving Tricks","publishDate":1541141387,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Riddles are a great way to get kids thinking logically, testing predictions, using math and even collaborating. They're fun and often quite challenging. Many riddles sound confusing at first, forcing students to think about ways to isolate information or simplify a problem. These are useful skills for all problem solving. TED-Ed and its educator contributors have put together great animated riddles that make the presentation of the riddle fun and walk through the solutions once kids have tried to solve them.\u003c/p>\n\u003cp>\u003cstrong>Seven Planets Riddle:\u003c/strong>\u003c/p>\n\u003cp>In this puzzle students are intergalactic police trying to find rebels who are hiding out on seven faraway planets. Various rules govern how the police ship can move between planets and how rebels can move. Students have to figure out a sequence of moves the police ship can make that will guarantee they'll find the rebels before reinforcements arrive (the answer starts at 1:11). The solution also offers some problem solving tips that students can apply to other challenges. Students might also enjoy the bonus Harry Potter-themed video at the end of this video.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dh4nEuhZBgg?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Penniless Pilgrim Riddle:\u003c/strong>\u003c/p>\n\u003cp>This is a great riddle for both logic and the order of operations. As pilgrims to Duonia, students are caught in a complicated tax scheme. They have to figure out how to get to the temple without paying any money or breaking the rules of their pilgrimage (answer is at 1:58).\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6sBB-gRhfjE?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Riddles could be a great strategy to break students out of rote problem solving by helping them break problems down and analyze the information given.","status":"publish","parent":0,"modified":1549666194,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/dh4nEuhZBgg","https://www.youtube.com/embed/6sBB-gRhfjE"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":240},"headData":{"title":"Two Riddles To Get Students Practicing Problem Solving Tricks | KQED","description":"Riddles could be a great strategy to break students out of rote problem solving by helping them break problems down and analyze the information given.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Two Riddles To Get Students Practicing Problem Solving Tricks","datePublished":"2018-11-02T06:49:47.000Z","dateModified":"2019-02-08T22:49:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52274 https://ww2.kqed.org/mindshift/?p=52274","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/01/two-riddles-to-get-students-practicing-problem-solving-tricks/","disqusTitle":"Two Riddles To Get Students Practicing Problem Solving Tricks","path":"/mindshift/52274/two-riddles-to-get-students-practicing-problem-solving-tricks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Riddles are a great way to get kids thinking logically, testing predictions, using math and even collaborating. They're fun and often quite challenging. Many riddles sound confusing at first, forcing students to think about ways to isolate information or simplify a problem. These are useful skills for all problem solving. TED-Ed and its educator contributors have put together great animated riddles that make the presentation of the riddle fun and walk through the solutions once kids have tried to solve them.\u003c/p>\n\u003cp>\u003cstrong>Seven Planets Riddle:\u003c/strong>\u003c/p>\n\u003cp>In this puzzle students are intergalactic police trying to find rebels who are hiding out on seven faraway planets. Various rules govern how the police ship can move between planets and how rebels can move. Students have to figure out a sequence of moves the police ship can make that will guarantee they'll find the rebels before reinforcements arrive (the answer starts at 1:11). The solution also offers some problem solving tips that students can apply to other challenges. Students might also enjoy the bonus Harry Potter-themed video at the end of this video.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dh4nEuhZBgg?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Penniless Pilgrim Riddle:\u003c/strong>\u003c/p>\n\u003cp>This is a great riddle for both logic and the order of operations. As pilgrims to Duonia, students are caught in a complicated tax scheme. They have to figure out how to get to the temple without paying any money or breaking the rules of their pilgrimage (answer is at 1:58).\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6sBB-gRhfjE?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52274/two-riddles-to-get-students-practicing-problem-solving-tricks","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_21058","mindshift_20703","mindshift_21227","mindshift_875"],"featImg":"mindshift_52276","label":"mindshift"},"mindshift_46781":{"type":"posts","id":"mindshift_46781","meta":{"index":"posts_1591205157","site":"mindshift","id":"46781","score":null,"sort":[1478503562000]},"guestAuthors":[],"slug":"three-tools-for-teaching-critical-thinking-and-problem-solving-skills","title":"Three Tools for Teaching Critical Thinking and Problem Solving Skills","publishDate":1478503562,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As the world economy shifts away from manufacturing jobs and towards service industry and creative jobs, there’s a consensus among parents, educators, politicians and business leaders that it is crucial students graduate into university or the workforce with the ability to identify and solve complex problems, think critically about information, work effectively in teams and communicate clearly about their thinking.\u003c/p>\n\u003cp>While many teachers agree with this premise, they don’t often know exactly how to teach these skills explicitly, especially because many of the mandates and required curriculum seem to push in the opposite direction. Process-oriented skills are hard to pin down; teachers can see them in certain students, but developing these competencies in students who aren’t already demonstrating them can be tricky. A few teachers in Ontario, Canada have been experimenting with tools they think could make the difference.\u003c/p>\n\u003cp>Jason Watt has always had very high expectations for his students, whether they were seven-year-olds in grade two or the young adolescents he now teaches in grade seven at Norseman Junior Middle School. But Watt was frustrated that in order to meet his expectations his students would often have to redo their work six or seven times. He often received writing responses that were a simple sentence and he was struggling to empower his students to push their thinking further. Many of them already had deeply ingrained ideas about what they were and weren’t good at, what they could and couldn’t accomplish.\u003c/p>\n\u003cp>“I wanted the kids to realize there is no bad answer,” Watt said. “There’s just an appropriate answer or a not-quite there answer.” In a training on “\u003ca href=\"http://www.rotmanithink.ca/who-we-are-what-is-integrative-thinking\">integrative thinking\u003c/a>” at the University of Toronto’s Rotman School of Management, Watt finally found the tools he needed to develop students’ critical thinking. Several Ontario school boards (the Canadian version of school districts) are now supporting training in the effort.\u003c/p>\n\u003cp>Originally developed by Rotman’s former dean, \u003ca href=\"http://rogerlmartin.com/meet-roger#medium-bio\" target=\"_blank\" rel=\"noopener noreferrer\">Roger Martin\u003c/a>, integrative thinking is a broad term to describe looking for solutions through the tensions inherent in different viewpoints. Martin noticed that effective CEOs understood that their own world view was limited, so they sought out opposing viewpoints and came to creative solutions by leveraging seemingly opposing positions. For the past seven years, a spin-off group called the \u003ca href=\"http://www.rotmanithink.ca/\" target=\"_blank\" rel=\"noopener noreferrer\">I-Think Initiative\u003c/a> has been \u003ca href=\"http://thelearningexchange.ca/itl-project-home/itl-project-i-think/\" target=\"_blank\" rel=\"noopener noreferrer\">training teachers\u003c/a> in the Toronto area on how integrative thinking can build critical thinking in students from a young age.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LADDER OF INFERENCE \u003c/strong>\u003c/p>\n\u003cp>One of the tools Jason Watt learned about in his training is called the \u003ca href=\"http://www.pon.harvard.edu/tag/ladder-of-inference/\" target=\"_blank\" rel=\"noopener noreferrer\">ladder of inference\u003c/a>. It’s a model for decision making behavior developed by Harvard professors Chris Argyris and Donald Schön. Essentially, it helps students slow down and realize which data they are taking into account when they make a decision and how the data they choose is informed by their past experiences. Assumptions are often made in a split second decision because the brain is wired to prioritize data that confirms the model a person already holds. The ladder of inference is a way to check those assumptions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KJLqOclPqis\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Watt first used the ladder in a very basic way; he showed his grade two students an image of a soccer player lying on the ground, one leg up, holding his head. The image was intentionally a little vague. At first Watt’s students concluded that the man had fallen. But as they worked their way up the ladder of inference they began to notice different aspects of the image and add those to their “data pool.”\u003c/p>\n\u003cp>“Students started to realize there was a lot more going on in the picture just in terms of data than what they first said,” Watt said. For example, students would say the man was hurt. That’s not a data point, it’s an inference. Watt could tease out from them that they thought the man was hurt because he was on the ground, holding his head and had a pained look on his face. “I started getting much deeper, more thoughtful answers from students,” Watt said.\u003c/p>\n\u003cp>As students practiced using the ladder of inference in various content areas they also started to use it on their own when dealing with social problems. When there is a disagreement, students now use the ladder of inference to back up and think through the data they chose and the assumptions that stemmed from that data. Watt says now students solve problems on their own or ask a friend to help them make their ladders.\u003c/p>\n\u003cp>“We’ve learned that there’s nothing wrong with questioning, so the kids have become much more willing and accepting of criticism because it’s not really criticism anymore,” Watt said. He feels the integrative thinking tools have naturally encouraged his students to build a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> about all aspects of life because multiple viewpoints or ways to solve a problem are a core part of why integrative thinking works. Difference is the strength of the model.\u003c/p>\n\u003cfigure id=\"attachment_46858\" class=\"wp-caption alignright\" style=\"max-width: 686px\">\u003cimg class=\"size-full wp-image-46858\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1.png\" alt=\"Students in Jummi Kim’s grade 1 class are making their thinking explicit using the Ladder of Inference. They are tracking where a conclusion of theirs comes from. Using post-its allows students to move parts of their thinking around as they gain clarity. \" width=\"686\" height=\"687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1.png 686w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-375x376.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-520x521.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-150x150.png 150w\" sizes=\"(max-width: 686px) 100vw, 686px\">\u003cfigcaption class=\"wp-caption-text\">Students in Jummi Kim’s grade 1 class are making their thinking explicit using the Ladder of Inference. They are tracking where a conclusion of theirs comes from. Using post-its allows students to move parts of their thinking around as they gain clarity. \u003ccite>(Courtesy Jummi Kim)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PRO/PRO\u003c/strong>\u003c/p>\n\u003cp>Another integrative thinking tool called the pro/pro chart offers some good examples of how students are learning to think flexibly. Most people are familiar with pro/con charts, but in a pro/pro chart the group thinks through the positives of two different ideas. Rather than deciding between two choices, this tool helps students identify the positive traits of different viewpoints, and then create a third option by merging the good qualities of both.\u003c/p>\n\u003cp>Watt asked his students to brainstorm ideas for the worst restaurant of all time. When they had a good list of terrible ideas, Watt then asked groups of students to each take one idea and explain why it was the best restaurant of all time. One group had initially proposed a restaurant with no seating would be the worst; they reframed that to say if everyone was standing up they would move through the restaurant faster and turn more of a profit. A second group had said a restaurant in the woods would be terrible; they reframed that as dining under the stars.\u003c/p>\n\u003cp>“They were coming up with these really good ideas out of a terrible idea,” Watt said. “It helps kids see that they are capable and switches those mindsets.” Watt built on the activity, asking the groups to pitch their ideas in a Shark Tank or Dragon’s Den style contest. Students came up with hilarious slogans and designs for their restaurants and what started as a silly, fun activity became a rich interdisciplinary project with written and oral communication, presentation skills, media literacy, and of course, the process skills that enable them.\u003c/p>\n\u003cp>“The students now are no longer afraid to think,” Watt said. “They’re being more creative thinkers.” He even uses integrative thinking in math instruction, asking students to use the ladder of inference to determine information in a word problem, or asking them to do Pro/Pro charts for different multiplication strategies and then letting them come up with their own third way. His students’ math scores started skyrocketing, and even better, they no longer felt they weren’t “math people.”\u003c/p>\n\u003cp>\u003cstrong>PROVOKING SELF REFLECTION\u003c/strong>\u003c/p>\n\u003cp>Jennifer Warren became curious about integrative thinking through her daughter who kept coming home from her grade six classroom saying things like, “we had the most interesting discussion today.” That piqued Warren’s interest.\u003c/p>\n\u003cp>“The way she was talking about her own thinking developing, I was kind of thinking I didn’t think my students were saying the same kind of things,” Warren said. She wanted to be sure she was provoking the same response from her high school English students at Dundas Valley Secondary School in Hamilton. So when her board of education decided to fund the I-Think training she signed up.\u003c/p>\n\u003cfigure id=\"attachment_46860\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46860 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1020x1360.jpg\" alt=\"Grade 9 students from Branksome Hall beginning their Integrative Thinking experience with a challenge from the Toronto and Region Conservation Authority. Here are their Pro-Pro charts.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1920x2560.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Grade 9 students from Branksome Hall beginning their Integrative Thinking experience with a challenge from the Toronto and Region Conservation Authority. Here are their Pro-Pro charts. \u003ccite>(Courtesy I-Think Initiative)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The integrative thinking tools gave Warren a solution to a problem she and many other teachers have struggled with for a long time: how to deepen student thinking. Until then, Warren had tried to do this by modeling what deep thinking looks like. She was confident she could help any student become a strong writer. But the integrative thinking training forced her to ask some hard questions about her instruction and prompted her realization that her students were recreating her example, not creating it on their own.\u003c/p>\n\u003cp>“It completely flipped what mattered to me in an English classroom,” Warren said. She used to be mostly concerned with the product. Now, “instead of defending a stance, I’m so much more interested in having students reflect on their stance and shift and explain why they shifted. That metacognitive piece is more interesting to me now.”\u003c/p>\n\u003cp>\u003cstrong>CAUSAL MODELS\u003c/strong>\u003c/p>\n\u003cp>Warren starts the first semester by asking students to do a causal model -- another core integrative thinking tool -- of their values. She asks them to pick three to five things they value, anything from profound qualities like independence or kindness, to passions like music or hockey. They then have to dive deeply into why they value those qualities, what caused that? Often this requires them to have conversations with family about values taught to them from a young age.\u003c/p>\n\u003cp>She then asks them to make visual representations of their causal models and present them to one another. “I like that because they realize people don’t value the same things that they do,” Warren said. Those causal models go up on the wall as a reminder that everyone in the class is different and that the diversity of values, perspectives and opinions makes them better problem solvers.\u003c/p>\n\u003cp>Warren teaches a course for students who failed the Ontario literacy exam, a graduation requirement. The kids in this class often don’t have a lot of self confidence and are often missing some key literacy skills, like the ability to elaborate on a topic in writing. The ladder of inference has been an incredible tool to help Warren walk students through their thinking, modeling the tool step by step, climbing up or down the ladder as students offer insights from the text.\u003c/p>\n\u003cp>“It was such a simple and elegant way to allow someone who couldn’t wrap their head around inferring to do it well,” Warren said. She thinks the visual of a ladder helped these struggling students pin their thoughts to different steps and make connections.\u003c/p>\n\u003cp>She’s also found the tool to be helpful when she has disagreements with students. She’ll use the language of the tools to describe to students what data she’s using to make conclusions about their work ethic, their attendance, their behavior. But she always asks, “What am I missing.”\u003c/p>\n\u003cp>“It changes the conversation,” Warren said. It gives her a voice to express her disappointment to students in a way that is transparent and uses the shared language of their critical thinking tools. And because integrative thinking is based on the fact that one’s understanding of something is always incomplete, constantly shifting, there is room for students to be participants in the conversation.\u003c/p>\n\u003cp>\u003cstrong>TRUE COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>“I’m completely and utterly blown away whenever I use one of these tools with my kids,” said Kristen Slinger, a grade two teacher at Norseman Junior Middle School. Before learning about integrative thinking, Slinger would have said she has been doing collaboration in the classroom for the past ten years. But she’s shifted her definition of collaboration and now sees what she was doing before as merely asking kids to write on the same piece of paper.\u003c/p>\n\u003cp>“When you use these tools [students] realize that they hit a roadblock when not everyone is participating,” Slinger said. The natural need for every students’ voice in order to solve the problem creates genuine collaboration.\u003c/p>\n\u003cp>Slinger remembers one boy who came from a Montessori background. He was used to a small school and small classes and was overwhelmed when he joined her class of 20 and the broader school of close to 700 students. Slinger said he was selectively mute until Christmas, an issue she raised with his mother. The news came as a surprise to his mom who said he was very chatty at home. Slinger kept the boy in a consistent group so he could develop trust with a few peers and slowly he realized that they really wanted to hear his opinion.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8XPrjbj8yHE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It would have taken me probably months longer to get him to that point, but it was that idea that his peers valued what he had to say,” Slinger said. He went from never talking in class to volunteering to be the student who went around to other classes polling students on their favorite lemonade for a project.\u003c/p>\n\u003cp>Slinger said before she learned about integrative thinking she would get interesting responses from students, but she wouldn’t know how they got to their conclusions. The integrative thinking tools help make student thinking visible. “It’s the thinking that’s been put into the responses and the way it’s been broken down,” Slinger said. When she can see the steps of their thinking she has more ways to push them to go even further.\u003c/p>\n\u003cp>“I haven’t taken a course in a very long time that has reshaped my entire program,” she said.\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED\u003c/strong>\u003c/p>\n\u003cp>“The safest way in was by using fiction stories,” Slinger said of her own attempts to use integrative thinking. “Find that story that maybe has that emotional clincher that may have different endings and then stop there and use the ladder of inference to come up with what they think might happen at the end.”\u003c/p>\n\u003cp>Jason Watt suggests starting with an activity that’s part of the curriculum every year. That way a teacher new to the practice can compare the kind of thinking students demonstrate when using an integrative thinking tool with their previous lesson plan.\u003c/p>\n\u003cp>One important element of success is choosing a topic that’s engaging to kids, that has multiple entry points and solutions, and that has a real stakeholder. “One of the biggest mistakes is when you give the tension without the problem to be solved from a particular perspective,” said Nogah Kornberg, Associate Director of the I-Think Initiative at the Rotman School of Management.\u003c/p>\n\u003cp>For example, a grade one teacher offered her students a challenge from the school’s janitor. In the summer the trash is stored outside and becomes infested with bees. In the winter the trash is stored inside and smells bad. What might be a better solution? Giving students the challenge from the perspective of the stakeholder helps them solve the problem for him. If it is just presented as an A or a B solution, they don’t know who to solve for.\u003c/p>\n\u003cp>Kornberg was a high school teacher herself before becoming part of the I-Think Initiative. She sees the program as offering two things: critical thinking skills and building better citizens.\u003c/p>\n\u003cp>“We’re seeing quite young students learning how to play the game of school and this is about how to become good thinkers and good questioners of our thinking,” she said. Getting started on this metacognition piece can’t start too young in her opinion. She also sees the tool as a way to empower young people. “Because it’s rooted in problem solving it’s about saying things are the way they are, but we can make them better and I have a responsibility to make them better.”\u003c/p>\n\u003cp>Rahim Essabhai wholeheartedly agrees with Kornberg; he’s seen the shift in his students. He teaches a class called Business and Cooperative Education for seniors at John Polanyi Collegiate Institute that asks students to work on one big problem for an outside organization over the course of the school year.\u003c/p>\n\u003cp>“When I have my kids coming back to visit me and they say that this course has gotten them ready for the next stage more than any course they took in high school, I don’t take that lightly,” Essabhai said. And since students are coming up with interesting solutions to problems real businesses and organizations have, they see that their thinking has value.\u003c/p>\n\u003cp>And he knows students are using the tools beyond his course as well. In a final reflection for his class, one student described how she constantly found herself having to choose between hanging out with her friends and spending time with her little sister. When she did either she felt bad, so she came up with a third option. Once a month she hosted a gathering for all her friends and their little sisters to spend time together.\u003c/p>\n\u003cp>“They’re not being a passenger in their own life,” Essabhai said. “Nothing is too messy or too tough.” Growing students who feel that way about tough challenges should be an essential function of education.\u003c/p>\n\u003cp>Here's a challenge for your students to tackle:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/H2LPpejfo6E\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching students how to make inferences and see positive sides of even terrible ideas can help them develop critical thinking skills.","status":"publish","parent":0,"modified":1595253486,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":3002},"headData":{"title":"Three Tools for Teaching Critical Thinking and Problem Solving Skills - MindShift","description":"Teaching students how to make inferences and see positive sides of even terrible ideas can help them develop critical thinking skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Tools for Teaching Critical Thinking and Problem Solving Skills","datePublished":"2016-11-07T07:26:02.000Z","dateModified":"2020-07-20T13:58:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46781 http://ww2.kqed.org/mindshift/?p=46781","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/06/three-tools-for-teaching-critical-thinking-and-problem-solving-skills/","disqusTitle":"Three Tools for Teaching Critical Thinking and Problem Solving Skills","templateType":"standard","featuredImageType":"standard","path":"/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the world economy shifts away from manufacturing jobs and towards service industry and creative jobs, there’s a consensus among parents, educators, politicians and business leaders that it is crucial students graduate into university or the workforce with the ability to identify and solve complex problems, think critically about information, work effectively in teams and communicate clearly about their thinking.\u003c/p>\n\u003cp>While many teachers agree with this premise, they don’t often know exactly how to teach these skills explicitly, especially because many of the mandates and required curriculum seem to push in the opposite direction. Process-oriented skills are hard to pin down; teachers can see them in certain students, but developing these competencies in students who aren’t already demonstrating them can be tricky. A few teachers in Ontario, Canada have been experimenting with tools they think could make the difference.\u003c/p>\n\u003cp>Jason Watt has always had very high expectations for his students, whether they were seven-year-olds in grade two or the young adolescents he now teaches in grade seven at Norseman Junior Middle School. But Watt was frustrated that in order to meet his expectations his students would often have to redo their work six or seven times. He often received writing responses that were a simple sentence and he was struggling to empower his students to push their thinking further. Many of them already had deeply ingrained ideas about what they were and weren’t good at, what they could and couldn’t accomplish.\u003c/p>\n\u003cp>“I wanted the kids to realize there is no bad answer,” Watt said. “There’s just an appropriate answer or a not-quite there answer.” In a training on “\u003ca href=\"http://www.rotmanithink.ca/who-we-are-what-is-integrative-thinking\">integrative thinking\u003c/a>” at the University of Toronto’s Rotman School of Management, Watt finally found the tools he needed to develop students’ critical thinking. Several Ontario school boards (the Canadian version of school districts) are now supporting training in the effort.\u003c/p>\n\u003cp>Originally developed by Rotman’s former dean, \u003ca href=\"http://rogerlmartin.com/meet-roger#medium-bio\" target=\"_blank\" rel=\"noopener noreferrer\">Roger Martin\u003c/a>, integrative thinking is a broad term to describe looking for solutions through the tensions inherent in different viewpoints. Martin noticed that effective CEOs understood that their own world view was limited, so they sought out opposing viewpoints and came to creative solutions by leveraging seemingly opposing positions. For the past seven years, a spin-off group called the \u003ca href=\"http://www.rotmanithink.ca/\" target=\"_blank\" rel=\"noopener noreferrer\">I-Think Initiative\u003c/a> has been \u003ca href=\"http://thelearningexchange.ca/itl-project-home/itl-project-i-think/\" target=\"_blank\" rel=\"noopener noreferrer\">training teachers\u003c/a> in the Toronto area on how integrative thinking can build critical thinking in students from a young age.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LADDER OF INFERENCE \u003c/strong>\u003c/p>\n\u003cp>One of the tools Jason Watt learned about in his training is called the \u003ca href=\"http://www.pon.harvard.edu/tag/ladder-of-inference/\" target=\"_blank\" rel=\"noopener noreferrer\">ladder of inference\u003c/a>. It’s a model for decision making behavior developed by Harvard professors Chris Argyris and Donald Schön. Essentially, it helps students slow down and realize which data they are taking into account when they make a decision and how the data they choose is informed by their past experiences. Assumptions are often made in a split second decision because the brain is wired to prioritize data that confirms the model a person already holds. The ladder of inference is a way to check those assumptions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KJLqOclPqis\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Watt first used the ladder in a very basic way; he showed his grade two students an image of a soccer player lying on the ground, one leg up, holding his head. The image was intentionally a little vague. At first Watt’s students concluded that the man had fallen. But as they worked their way up the ladder of inference they began to notice different aspects of the image and add those to their “data pool.”\u003c/p>\n\u003cp>“Students started to realize there was a lot more going on in the picture just in terms of data than what they first said,” Watt said. For example, students would say the man was hurt. That’s not a data point, it’s an inference. Watt could tease out from them that they thought the man was hurt because he was on the ground, holding his head and had a pained look on his face. “I started getting much deeper, more thoughtful answers from students,” Watt said.\u003c/p>\n\u003cp>As students practiced using the ladder of inference in various content areas they also started to use it on their own when dealing with social problems. When there is a disagreement, students now use the ladder of inference to back up and think through the data they chose and the assumptions that stemmed from that data. Watt says now students solve problems on their own or ask a friend to help them make their ladders.\u003c/p>\n\u003cp>“We’ve learned that there’s nothing wrong with questioning, so the kids have become much more willing and accepting of criticism because it’s not really criticism anymore,” Watt said. He feels the integrative thinking tools have naturally encouraged his students to build a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> about all aspects of life because multiple viewpoints or ways to solve a problem are a core part of why integrative thinking works. Difference is the strength of the model.\u003c/p>\n\u003cfigure id=\"attachment_46858\" class=\"wp-caption alignright\" style=\"max-width: 686px\">\u003cimg class=\"size-full wp-image-46858\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1.png\" alt=\"Students in Jummi Kim’s grade 1 class are making their thinking explicit using the Ladder of Inference. They are tracking where a conclusion of theirs comes from. Using post-its allows students to move parts of their thinking around as they gain clarity. \" width=\"686\" height=\"687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1.png 686w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-375x376.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-520x521.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/1-Ladder-of-Inference-Grade-1-150x150.png 150w\" sizes=\"(max-width: 686px) 100vw, 686px\">\u003cfigcaption class=\"wp-caption-text\">Students in Jummi Kim’s grade 1 class are making their thinking explicit using the Ladder of Inference. They are tracking where a conclusion of theirs comes from. Using post-its allows students to move parts of their thinking around as they gain clarity. \u003ccite>(Courtesy Jummi Kim)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PRO/PRO\u003c/strong>\u003c/p>\n\u003cp>Another integrative thinking tool called the pro/pro chart offers some good examples of how students are learning to think flexibly. Most people are familiar with pro/con charts, but in a pro/pro chart the group thinks through the positives of two different ideas. Rather than deciding between two choices, this tool helps students identify the positive traits of different viewpoints, and then create a third option by merging the good qualities of both.\u003c/p>\n\u003cp>Watt asked his students to brainstorm ideas for the worst restaurant of all time. When they had a good list of terrible ideas, Watt then asked groups of students to each take one idea and explain why it was the best restaurant of all time. One group had initially proposed a restaurant with no seating would be the worst; they reframed that to say if everyone was standing up they would move through the restaurant faster and turn more of a profit. A second group had said a restaurant in the woods would be terrible; they reframed that as dining under the stars.\u003c/p>\n\u003cp>“They were coming up with these really good ideas out of a terrible idea,” Watt said. “It helps kids see that they are capable and switches those mindsets.” Watt built on the activity, asking the groups to pitch their ideas in a Shark Tank or Dragon’s Den style contest. Students came up with hilarious slogans and designs for their restaurants and what started as a silly, fun activity became a rich interdisciplinary project with written and oral communication, presentation skills, media literacy, and of course, the process skills that enable them.\u003c/p>\n\u003cp>“The students now are no longer afraid to think,” Watt said. “They’re being more creative thinkers.” He even uses integrative thinking in math instruction, asking students to use the ladder of inference to determine information in a word problem, or asking them to do Pro/Pro charts for different multiplication strategies and then letting them come up with their own third way. His students’ math scores started skyrocketing, and even better, they no longer felt they weren’t “math people.”\u003c/p>\n\u003cp>\u003cstrong>PROVOKING SELF REFLECTION\u003c/strong>\u003c/p>\n\u003cp>Jennifer Warren became curious about integrative thinking through her daughter who kept coming home from her grade six classroom saying things like, “we had the most interesting discussion today.” That piqued Warren’s interest.\u003c/p>\n\u003cp>“The way she was talking about her own thinking developing, I was kind of thinking I didn’t think my students were saying the same kind of things,” Warren said. She wanted to be sure she was provoking the same response from her high school English students at Dundas Valley Secondary School in Hamilton. So when her board of education decided to fund the I-Think training she signed up.\u003c/p>\n\u003cfigure id=\"attachment_46860\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46860 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1020x1360.jpg\" alt=\"Grade 9 students from Branksome Hall beginning their Integrative Thinking experience with a challenge from the Toronto and Region Conservation Authority. Here are their Pro-Pro charts.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1920x2560.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/2-Integrative-Thinking-Process-Grade-9-Articulating-the-Models-and-Examining-the-Models-2-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Grade 9 students from Branksome Hall beginning their Integrative Thinking experience with a challenge from the Toronto and Region Conservation Authority. Here are their Pro-Pro charts. \u003ccite>(Courtesy I-Think Initiative)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The integrative thinking tools gave Warren a solution to a problem she and many other teachers have struggled with for a long time: how to deepen student thinking. Until then, Warren had tried to do this by modeling what deep thinking looks like. She was confident she could help any student become a strong writer. But the integrative thinking training forced her to ask some hard questions about her instruction and prompted her realization that her students were recreating her example, not creating it on their own.\u003c/p>\n\u003cp>“It completely flipped what mattered to me in an English classroom,” Warren said. She used to be mostly concerned with the product. Now, “instead of defending a stance, I’m so much more interested in having students reflect on their stance and shift and explain why they shifted. That metacognitive piece is more interesting to me now.”\u003c/p>\n\u003cp>\u003cstrong>CAUSAL MODELS\u003c/strong>\u003c/p>\n\u003cp>Warren starts the first semester by asking students to do a causal model -- another core integrative thinking tool -- of their values. She asks them to pick three to five things they value, anything from profound qualities like independence or kindness, to passions like music or hockey. They then have to dive deeply into why they value those qualities, what caused that? Often this requires them to have conversations with family about values taught to them from a young age.\u003c/p>\n\u003cp>She then asks them to make visual representations of their causal models and present them to one another. “I like that because they realize people don’t value the same things that they do,” Warren said. Those causal models go up on the wall as a reminder that everyone in the class is different and that the diversity of values, perspectives and opinions makes them better problem solvers.\u003c/p>\n\u003cp>Warren teaches a course for students who failed the Ontario literacy exam, a graduation requirement. The kids in this class often don’t have a lot of self confidence and are often missing some key literacy skills, like the ability to elaborate on a topic in writing. The ladder of inference has been an incredible tool to help Warren walk students through their thinking, modeling the tool step by step, climbing up or down the ladder as students offer insights from the text.\u003c/p>\n\u003cp>“It was such a simple and elegant way to allow someone who couldn’t wrap their head around inferring to do it well,” Warren said. She thinks the visual of a ladder helped these struggling students pin their thoughts to different steps and make connections.\u003c/p>\n\u003cp>She’s also found the tool to be helpful when she has disagreements with students. She’ll use the language of the tools to describe to students what data she’s using to make conclusions about their work ethic, their attendance, their behavior. But she always asks, “What am I missing.”\u003c/p>\n\u003cp>“It changes the conversation,” Warren said. It gives her a voice to express her disappointment to students in a way that is transparent and uses the shared language of their critical thinking tools. And because integrative thinking is based on the fact that one’s understanding of something is always incomplete, constantly shifting, there is room for students to be participants in the conversation.\u003c/p>\n\u003cp>\u003cstrong>TRUE COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>“I’m completely and utterly blown away whenever I use one of these tools with my kids,” said Kristen Slinger, a grade two teacher at Norseman Junior Middle School. Before learning about integrative thinking, Slinger would have said she has been doing collaboration in the classroom for the past ten years. But she’s shifted her definition of collaboration and now sees what she was doing before as merely asking kids to write on the same piece of paper.\u003c/p>\n\u003cp>“When you use these tools [students] realize that they hit a roadblock when not everyone is participating,” Slinger said. The natural need for every students’ voice in order to solve the problem creates genuine collaboration.\u003c/p>\n\u003cp>Slinger remembers one boy who came from a Montessori background. He was used to a small school and small classes and was overwhelmed when he joined her class of 20 and the broader school of close to 700 students. Slinger said he was selectively mute until Christmas, an issue she raised with his mother. The news came as a surprise to his mom who said he was very chatty at home. Slinger kept the boy in a consistent group so he could develop trust with a few peers and slowly he realized that they really wanted to hear his opinion.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8XPrjbj8yHE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It would have taken me probably months longer to get him to that point, but it was that idea that his peers valued what he had to say,” Slinger said. He went from never talking in class to volunteering to be the student who went around to other classes polling students on their favorite lemonade for a project.\u003c/p>\n\u003cp>Slinger said before she learned about integrative thinking she would get interesting responses from students, but she wouldn’t know how they got to their conclusions. The integrative thinking tools help make student thinking visible. “It’s the thinking that’s been put into the responses and the way it’s been broken down,” Slinger said. When she can see the steps of their thinking she has more ways to push them to go even further.\u003c/p>\n\u003cp>“I haven’t taken a course in a very long time that has reshaped my entire program,” she said.\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED\u003c/strong>\u003c/p>\n\u003cp>“The safest way in was by using fiction stories,” Slinger said of her own attempts to use integrative thinking. “Find that story that maybe has that emotional clincher that may have different endings and then stop there and use the ladder of inference to come up with what they think might happen at the end.”\u003c/p>\n\u003cp>Jason Watt suggests starting with an activity that’s part of the curriculum every year. That way a teacher new to the practice can compare the kind of thinking students demonstrate when using an integrative thinking tool with their previous lesson plan.\u003c/p>\n\u003cp>One important element of success is choosing a topic that’s engaging to kids, that has multiple entry points and solutions, and that has a real stakeholder. “One of the biggest mistakes is when you give the tension without the problem to be solved from a particular perspective,” said Nogah Kornberg, Associate Director of the I-Think Initiative at the Rotman School of Management.\u003c/p>\n\u003cp>For example, a grade one teacher offered her students a challenge from the school’s janitor. In the summer the trash is stored outside and becomes infested with bees. In the winter the trash is stored inside and smells bad. What might be a better solution? Giving students the challenge from the perspective of the stakeholder helps them solve the problem for him. If it is just presented as an A or a B solution, they don’t know who to solve for.\u003c/p>\n\u003cp>Kornberg was a high school teacher herself before becoming part of the I-Think Initiative. She sees the program as offering two things: critical thinking skills and building better citizens.\u003c/p>\n\u003cp>“We’re seeing quite young students learning how to play the game of school and this is about how to become good thinkers and good questioners of our thinking,” she said. Getting started on this metacognition piece can’t start too young in her opinion. She also sees the tool as a way to empower young people. “Because it’s rooted in problem solving it’s about saying things are the way they are, but we can make them better and I have a responsibility to make them better.”\u003c/p>\n\u003cp>Rahim Essabhai wholeheartedly agrees with Kornberg; he’s seen the shift in his students. He teaches a class called Business and Cooperative Education for seniors at John Polanyi Collegiate Institute that asks students to work on one big problem for an outside organization over the course of the school year.\u003c/p>\n\u003cp>“When I have my kids coming back to visit me and they say that this course has gotten them ready for the next stage more than any course they took in high school, I don’t take that lightly,” Essabhai said. And since students are coming up with interesting solutions to problems real businesses and organizations have, they see that their thinking has value.\u003c/p>\n\u003cp>And he knows students are using the tools beyond his course as well. In a final reflection for his class, one student described how she constantly found herself having to choose between hanging out with her friends and spending time with her little sister. When she did either she felt bad, so she came up with a third option. Once a month she hosted a gathering for all her friends and their little sisters to spend time together.\u003c/p>\n\u003cp>“They’re not being a passenger in their own life,” Essabhai said. “Nothing is too messy or too tough.” Growing students who feel that way about tough challenges should be an essential function of education.\u003c/p>\n\u003cp>Here's a challenge for your students to tackle:\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>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/H2LPpejfo6E\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1028","mindshift_843","mindshift_20784","mindshift_1040","mindshift_21048","mindshift_21051","mindshift_20703"],"featImg":"mindshift_46856","label":"mindshift"},"mindshift_41277":{"type":"posts","id":"mindshift_41277","meta":{"index":"posts_1591205157","site":"mindshift","id":"41277","score":null,"sort":[1439295412000]},"guestAuthors":[],"slug":"listening-to-teachers-how-school-districts-can-adopt-meaningful-change","title":"Listening to Teachers: How School Districts Can Adopt Meaningful Change","publishDate":1439295412,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dr. Harry Fensom became the interim superintendent of White Mountains Regional School District in rural New Hampshire at a time when the district was designated failing and morale was low. He had two choices: focus on the symptoms (test scores) or dig a little deeper.\u003c/p>\n\u003cp>In the end he did a bit of both, throwing together some measures to quickly raise test scores and inject some pride back into the district, but also listening to teachers who said there’s more to learning than doing well on standardized tests. That plea prompted White Mountains educators and administrators to implement a \u003ca href=\"http://www.antiochne.edu/acsr/criticalskills/\" target=\"_blank\">Critical Skills Program\u003c/a> that uses collaborative problem-based learning. All teachers and administrators districtwide took the training.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The average teacher moves into an awkward stage and then doesn’t have time to move through it.\"\u003c/aside>\n\u003cp>“I think it has paid off,” Fensom said. “We do see critical skill strategies being used throughout the district. Our administrators do have a good understanding of them from the trainings.”\u003c/p>\n\u003cp>Administrators took the same course as teachers so they’d not only know what to look for in the classroom, but have a common vocabulary to discuss it.\u003c/p>\n\u003cp>“If we don’t monitor it we shouldn’t require it,” Fensom said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district collaboratively developed a set of critical skills, habits and dispositions students should have when they graduate from White Mountains. Some of those include critical thinking, collaboration and problem solving skills, along with curiosity, optimism, zest, gratitude, grit, social intelligence and self-reflection. While many districts profess to want those same qualities in students, most still only monitor test scores. Fensom believes that by training administrators along with teachers, the whole culture of the district has changed.\u003c/p>\n\u003cp>“As things become somewhat institutionalized and comfortable with the strategies, there’s an ease that develops, and that’s really when a program takes off,” Fensom said. Five years into the experience, teachers and administrators alike are pushing for more training to address aspects of the approach that have been slower to develop.\u003c/p>\n\u003cp>Rather than using a challenging problem as the vehicle for learning, many educators \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\" target=\"_blank\">misunderstood the idea\u003c/a> and were creating an experience that came after the lesson. White Mountains administrators are continually supporting and coaching teachers to define how the challenges connect to standards and the defined learning objectives. Often times that means starting with the desired standards and working backwards to create a challenge question that doesn’t have one answer, but will inspire discussion after students research and analyze and present.\u003c/p>\n\u003cp>“We make assumptions about learning and they’re not always true,” Fensom said. “We talk about problem solving, but we fail to really demonstrate a model for problem solving.” Creating space for authentic problem solving and recognizing when it is happening is another area White Mountains administrators identified for further growth.\u003c/p>\n\u003cp>\u003cstrong>WHAT TO LOOK FOR\u003c/strong>\u003c/p>\n\u003cp>In a training over the summer, administrators worked with problem-based learning coach Maura Hart, from the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center For School Renewal\u003c/a>, to define what critical thinking and problem solving look like -- the first step to identifying it in the classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ILJQT1I4zOY6ItuoeLBT0YJa1jY0Puhr\"]\u003c/p>\n\u003cp>“They’re struggling with the idea that they are evaluators, while recognizing that coaching happens from a non-evaluative standpoint,” Hart said.\u003c/p>\n\u003cp>The district is committed to building on its approach and knows that teachers will need time to make the transition. Administrators are trying to support teachers to push beyond their comfort zones and take risks. They're also fully aware of teachers' evaluation needs. To walk this line, administrators wanted to identify types of student behavior that would indicate work at the highest levels of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/22/take-action-verbs-that-define-blooms-taxonomy/\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>.\u003c/p>\n\u003cp>“In looking at what students are doing, it also provides the administrators the ability to collect data on whether students are actually getting to where we want them to be,” Hart said. “It’s evaluative of the program and whether it’s working.”\u003c/p>\n\u003cp>Hart identified some behaviors that indicate a well-run problem-based classroom:\u003c/p>\n\u003cul>\n\u003cli>Student are asking other students questions.\u003c/li>\n\u003cli>Students are brainstorming and identifying tools they can use to achieve their goal.\u003c/li>\n\u003cli>Students are dividing up work based on skill level and strengths, or based on where they want to learn themselves.\u003c/li>\n\u003cli>Student answers are accurate.\u003c/li>\n\u003cli>Students are going into depth on the project the teacher laid out.\u003c/li>\n\u003c/ul>\n\u003cp>Hart says these behaviors, among others, give an observer insight into a child’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/07/smart-strategies-that-help-students-learn-how-to-learn/\">metacognition\u003c/a> and demonstrate where that student is on the progression of problem solving and critical thinking skill development.\u003c/p>\n\u003cp>Often times those \u003ca href=\"http://ww2.kqed.org/mindshift/tag/non-cognitive-skills/\">non-cognitive skills\u003c/a> are interstitial, showing up in how students organize themselves to complete the work. It’s not like content, which can be taught, because students build these skills through practice.\u003c/p>\n\u003cp>“When they figure out this stuff, they end up using very important communication and problem-solving skills,” Hart said.\u003c/p>\n\u003cp>Teachers can encourage problem solving and critical thinking by designing learning experiences that address the standards, but are ambiguous and loose enough in structure that kids have to figure out how to accomplish the task on their own. If a child is told exactly what elements to include, who to work with, and how to divide up his time, then he isn’t learning any of the process skills along the way. And, while not every student will successfully complete every challenge, all this work is taking place in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/06/how-to-create-the-learning-community-project-based-learning-demands/\" target=\"_blank\">safe learning community \u003c/a>that gives students multiple chances to show growth.\u003c/p>\n\u003cp>What should administrators be looking for in the teacher of a collaborative problem-based classroom? Hart said in this kind of environment teachers should never directly answer a question if possible. Instead they can respond to student questions with their own questions, pushing the student to reflect, think deeper or find the information for himself. Observers can also look for how much students are interacting with each other, instead of with the teacher. It’s a continuum from all-eyes-on-teacher, to all students engaging with one another about the problem.\u003c/p>\n\u003cp>\u003cstrong>CHANGE TAKES TIME AND EFFORT\u003c/strong>\u003c/p>\n\u003cp>Educators in White Mountains are excited by the changes they are seeing in their students and the energy for teaching showing up in the classroom. It hasn’t been easy, but the district has shown a long-term commitment to the process that’s slowly yielding results.\u003c/p>\n\u003cp>“Our teachers have done a nice job of getting their feet wet and trying some pieces out,” said Michael Cronin, principal of Whitefield K-8 school. He doesn't expect to see every element in every lesson, but he expects to see them trying out different pieces. A big part of his job is to help teachers set goals for themselves and work with them through the awkward, uncomfortable moments that come with trying something new.\u003c/p>\n\u003cp>Hart applauds White Mountains administrators for their coaching approach to leadership. She draws an analogy to student learning. No teacher would expect a student to hear a lesson one time and then go and perform perfectly on a very high-stakes exam. And yet that’s what a lot of professional development for teachers looks like, unless a teacher has consistent coaching to work through issues as they arise.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The average teacher moves into an awkward stage and then doesn’t have time to move through it,” Hart said. Just like students, teachers need time to reflect, tinker, modify and try again.\u003c/p>\n\n","blocks":[],"excerpt":"Training administrators on what to look for and how to support teachers is critical to a strong project-based learning program.","status":"publish","parent":0,"modified":1439277547,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1281},"headData":{"title":"Listening to Teachers: How School Districts Can Adopt Meaningful Change | KQED","description":"Training administrators on what to look for and how to support teachers is critical to a strong project-based learning program.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Listening to Teachers: How School Districts Can Adopt Meaningful Change","datePublished":"2015-08-11T12:16:52.000Z","dateModified":"2015-08-11T07:19:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41277 http://ww2.kqed.org/mindshift/?p=41277","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/11/listening-to-teachers-how-school-districts-can-adopt-meaningful-change/","disqusTitle":"Listening to Teachers: How School Districts Can Adopt Meaningful Change","path":"/mindshift/41277/listening-to-teachers-how-school-districts-can-adopt-meaningful-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dr. Harry Fensom became the interim superintendent of White Mountains Regional School District in rural New Hampshire at a time when the district was designated failing and morale was low. He had two choices: focus on the symptoms (test scores) or dig a little deeper.\u003c/p>\n\u003cp>In the end he did a bit of both, throwing together some measures to quickly raise test scores and inject some pride back into the district, but also listening to teachers who said there’s more to learning than doing well on standardized tests. That plea prompted White Mountains educators and administrators to implement a \u003ca href=\"http://www.antiochne.edu/acsr/criticalskills/\" target=\"_blank\">Critical Skills Program\u003c/a> that uses collaborative problem-based learning. All teachers and administrators districtwide took the training.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The average teacher moves into an awkward stage and then doesn’t have time to move through it.\"\u003c/aside>\n\u003cp>“I think it has paid off,” Fensom said. “We do see critical skill strategies being used throughout the district. Our administrators do have a good understanding of them from the trainings.”\u003c/p>\n\u003cp>Administrators took the same course as teachers so they’d not only know what to look for in the classroom, but have a common vocabulary to discuss it.\u003c/p>\n\u003cp>“If we don’t monitor it we shouldn’t require it,” Fensom 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>The district collaboratively developed a set of critical skills, habits and dispositions students should have when they graduate from White Mountains. Some of those include critical thinking, collaboration and problem solving skills, along with curiosity, optimism, zest, gratitude, grit, social intelligence and self-reflection. While many districts profess to want those same qualities in students, most still only monitor test scores. Fensom believes that by training administrators along with teachers, the whole culture of the district has changed.\u003c/p>\n\u003cp>“As things become somewhat institutionalized and comfortable with the strategies, there’s an ease that develops, and that’s really when a program takes off,” Fensom said. Five years into the experience, teachers and administrators alike are pushing for more training to address aspects of the approach that have been slower to develop.\u003c/p>\n\u003cp>Rather than using a challenging problem as the vehicle for learning, many educators \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\" target=\"_blank\">misunderstood the idea\u003c/a> and were creating an experience that came after the lesson. White Mountains administrators are continually supporting and coaching teachers to define how the challenges connect to standards and the defined learning objectives. Often times that means starting with the desired standards and working backwards to create a challenge question that doesn’t have one answer, but will inspire discussion after students research and analyze and present.\u003c/p>\n\u003cp>“We make assumptions about learning and they’re not always true,” Fensom said. “We talk about problem solving, but we fail to really demonstrate a model for problem solving.” Creating space for authentic problem solving and recognizing when it is happening is another area White Mountains administrators identified for further growth.\u003c/p>\n\u003cp>\u003cstrong>WHAT TO LOOK FOR\u003c/strong>\u003c/p>\n\u003cp>In a training over the summer, administrators worked with problem-based learning coach Maura Hart, from the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center For School Renewal\u003c/a>, to define what critical thinking and problem solving look like -- the first step to identifying it in the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“They’re struggling with the idea that they are evaluators, while recognizing that coaching happens from a non-evaluative standpoint,” Hart said.\u003c/p>\n\u003cp>The district is committed to building on its approach and knows that teachers will need time to make the transition. Administrators are trying to support teachers to push beyond their comfort zones and take risks. They're also fully aware of teachers' evaluation needs. To walk this line, administrators wanted to identify types of student behavior that would indicate work at the highest levels of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/22/take-action-verbs-that-define-blooms-taxonomy/\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>.\u003c/p>\n\u003cp>“In looking at what students are doing, it also provides the administrators the ability to collect data on whether students are actually getting to where we want them to be,” Hart said. “It’s evaluative of the program and whether it’s working.”\u003c/p>\n\u003cp>Hart identified some behaviors that indicate a well-run problem-based classroom:\u003c/p>\n\u003cul>\n\u003cli>Student are asking other students questions.\u003c/li>\n\u003cli>Students are brainstorming and identifying tools they can use to achieve their goal.\u003c/li>\n\u003cli>Students are dividing up work based on skill level and strengths, or based on where they want to learn themselves.\u003c/li>\n\u003cli>Student answers are accurate.\u003c/li>\n\u003cli>Students are going into depth on the project the teacher laid out.\u003c/li>\n\u003c/ul>\n\u003cp>Hart says these behaviors, among others, give an observer insight into a child’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/07/smart-strategies-that-help-students-learn-how-to-learn/\">metacognition\u003c/a> and demonstrate where that student is on the progression of problem solving and critical thinking skill development.\u003c/p>\n\u003cp>Often times those \u003ca href=\"http://ww2.kqed.org/mindshift/tag/non-cognitive-skills/\">non-cognitive skills\u003c/a> are interstitial, showing up in how students organize themselves to complete the work. It’s not like content, which can be taught, because students build these skills through practice.\u003c/p>\n\u003cp>“When they figure out this stuff, they end up using very important communication and problem-solving skills,” Hart said.\u003c/p>\n\u003cp>Teachers can encourage problem solving and critical thinking by designing learning experiences that address the standards, but are ambiguous and loose enough in structure that kids have to figure out how to accomplish the task on their own. If a child is told exactly what elements to include, who to work with, and how to divide up his time, then he isn’t learning any of the process skills along the way. And, while not every student will successfully complete every challenge, all this work is taking place in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/06/how-to-create-the-learning-community-project-based-learning-demands/\" target=\"_blank\">safe learning community \u003c/a>that gives students multiple chances to show growth.\u003c/p>\n\u003cp>What should administrators be looking for in the teacher of a collaborative problem-based classroom? Hart said in this kind of environment teachers should never directly answer a question if possible. Instead they can respond to student questions with their own questions, pushing the student to reflect, think deeper or find the information for himself. Observers can also look for how much students are interacting with each other, instead of with the teacher. It’s a continuum from all-eyes-on-teacher, to all students engaging with one another about the problem.\u003c/p>\n\u003cp>\u003cstrong>CHANGE TAKES TIME AND EFFORT\u003c/strong>\u003c/p>\n\u003cp>Educators in White Mountains are excited by the changes they are seeing in their students and the energy for teaching showing up in the classroom. It hasn’t been easy, but the district has shown a long-term commitment to the process that’s slowly yielding results.\u003c/p>\n\u003cp>“Our teachers have done a nice job of getting their feet wet and trying some pieces out,” said Michael Cronin, principal of Whitefield K-8 school. He doesn't expect to see every element in every lesson, but he expects to see them trying out different pieces. A big part of his job is to help teachers set goals for themselves and work with them through the awkward, uncomfortable moments that come with trying something new.\u003c/p>\n\u003cp>Hart applauds White Mountains administrators for their coaching approach to leadership. She draws an analogy to student learning. No teacher would expect a student to hear a lesson one time and then go and perform perfectly on a very high-stakes exam. And yet that’s what a lot of professional development for teachers looks like, unless a teacher has consistent coaching to work through issues as they arise.\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>“The average teacher moves into an awkward stage and then doesn’t have time to move through it,” Hart said. Just like students, teachers need time to reflect, tinker, modify and try again.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41277/listening-to-teachers-how-school-districts-can-adopt-meaningful-change","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20882","mindshift_843","mindshift_20784","mindshift_1040","mindshift_20790","mindshift_20703","mindshift_96","mindshift_256"],"featImg":"mindshift_41581","label":"mindshift"},"mindshift_36592":{"type":"posts","id":"mindshift_36592","meta":{"index":"posts_1591205157","site":"mindshift","id":"36592","score":null,"sort":[1404162016000]},"guestAuthors":[],"slug":"for-creative-problem-solving-why-young-kids-can-outwit-college-students","title":"For Creative Problem-Solving, Why Young Kids Can Outwit College Students ","publishDate":1404162016,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36595\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487.jpg\" alt=\"istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85\" width=\"640\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487-320x179.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/health/2014/06/30/325230618/preschoolers-outsmart-college-students-in-figuring-out-gadgets\" target=\"_blank\">\u003cstrong>By Michelle Trudeau\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ever wonder why children can so easily figure out how to work the TV remote? Or why they \"totally get\" apps on your smartphone faster than you? It turns out that young children may be more open-minded than adults when it comes to solving problems.\u003c/p>\n\u003cp>Researchers at the \u003ca href=\"#_msocom_1\" name=\"_msoanchor_1\">\u003c/a>University of California, Berkeley have found that 4- and 5-year-olds are smarter than college students when it comes to figuring out how toys and gadgets work.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://psychology.berkeley.edu/people/alison-gopnik\">Alison Gopnik\u003c/a> led the \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/24566007\">study\u003c/a> along with her colleague \u003ca href=\"http://www.research.ed.ac.uk/portal/en/persons/christopher-lucas%28bfd3e34d-dc8b-414c-afde-49851c9bbb87%29.html\">Christopher Lucas\u003c/a> from the University of Edinburgh. They wanted to find out what goes on in children's brains that allows them to learn so much so quickly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So they recruited over 100 preschoolers — 4- and 5-year-old boys and girls — and brought them into the lab. The kids had to figure out how to turn on a music box that could be activated by placing clay shapes either individually or in combination on top of the box. After being shown a whole series of different shapes and combinations, the children were asked if they could make the machine turn on.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=vMaCtapBduU&w=420&h=315]\u003c/p>\n\u003cp>\"We were trying to see if very young children could figure out cause and effect,\" says Gopnik. \"What will the children do in that crucial question about making the machine go?\"\u003c/p>\n\u003cp>The scientists also tested 170 college students. \"What we discovered, to our surprise, was not only were 4-year-olds amazingly good at doing this, but they were actually better at it than grown-ups were,\" Gopnik says.\u003c/p>\n\u003cp>So why are little kids who can't even tie their shoes better at figuring out the gadget than adults? After all, conventional wisdom contends that young children really don't understand abstract things like cause and effect until pretty late in their development.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well.”\u003cbr>\n\u003c/aside>\n\u003cp>Gopnik thinks it's because children approach solving the problem differently than adults.\u003c/p>\n\u003cp>Children try a variety of novel ideas and unusual strategies to get the gadget to go. For example, Gopnik says, \"If the child sees that a square block and a round block independently turn the music on, then they'll take a square and take a circle and put them both on the machine together to make it go, even though they never actually saw the experimenters do that.\"\u003c/p>\n\u003cp>This is flexible, fluid thinking — children exploring an unlikely hypothesis. Exploratory learning comes naturally to young children, says Gopnik. Adults, on the other hand, jump on the first, most obvious solution and doggedly stick to it, even if it's not working. That's inflexible, narrow thinking. \"We think the moral of the study is that maybe children are better at solving problems when the solution is an unexpected one,\" says Gopnik.\u003c/p>\n\u003cp>And that flexibility may disappear earlier than we think. Gopnik's lab has also \u003ca href=\"http://www.npr.org/blogs/health/2013/11/25/247160180/yes-your-toddler-really-is-smarter-than-a-5-year-old\">compared\u003c/a> toddlers and kindergartners in doing these tests of abstract thinking, and found that the diaper set are actually better at focusing on the relationship between the objects, rather than on the things.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"_msocom_1\">\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Preschoolers+Outsmart+College+Students+In+Figuring+Out+Gadgets&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"When researchers asked young children to figure out an experiment using cause and effect, they did a much better job than young adults. That may be because their thinking is more flexible and fluid.","status":"publish","parent":0,"modified":1404143869,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":569},"headData":{"title":"For Creative Problem-Solving, Why Young Kids Can Outwit College Students | KQED","description":"When researchers asked young children to figure out an experiment using cause and effect, they did a much better job than young adults. That may be because their thinking is more flexible and fluid.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Creative Problem-Solving, Why Young Kids Can Outwit College Students ","datePublished":"2014-06-30T21:00:16.000Z","dateModified":"2014-06-30T15:57:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36592 http://blogs.kqed.org/mindshift/?p=36592","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/30/for-creative-problem-solving-why-young-kids-can-outwit-college-students/","disqusTitle":"For Creative Problem-Solving, Why Young Kids Can Outwit College Students ","nprByline":"Michelle Trudeau","nprStoryId":"325230618","nprApiLink":"http://api.npr.org/query?id=325230618&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/health/2014/06/30/325230618/preschoolers-outsmart-college-students-in-figuring-out-gadgets?ft=3&f=325230618","nprRetrievedStory":"1","nprPubDate":"Mon, 30 Jun 2014 09:51:00 -0400","nprStoryDate":"Mon, 30 Jun 2014 03:26:00 -0400","nprLastModifiedDate":"Mon, 30 Jun 2014 09:55:14 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/06/20140630_me_preschoolers_outsmart_college_students_in_figuring_out_gadgets.mp3?orgId=1&topicId=1066&ft=3&f=325230618","nprAudioM3u":"http://api.npr.org/m3u/1326892774-f23266.m3u?orgId=1&topicId=1066&ft=3&f=325230618","path":"/mindshift/36592/for-creative-problem-solving-why-young-kids-can-outwit-college-students","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/06/20140630_me_preschoolers_outsmart_college_students_in_figuring_out_gadgets.mp3?orgId=1&topicId=1066&ft=3&f=325230618","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36595\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487.jpg\" alt=\"istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85\" width=\"640\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/istock_000024167344medium_wide-2f505cce4d345ac28e099a46733f94c0e954e1a4-s40-c85-e1404143051487-320x179.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/health/2014/06/30/325230618/preschoolers-outsmart-college-students-in-figuring-out-gadgets\" target=\"_blank\">\u003cstrong>By Michelle Trudeau\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ever wonder why children can so easily figure out how to work the TV remote? Or why they \"totally get\" apps on your smartphone faster than you? It turns out that young children may be more open-minded than adults when it comes to solving problems.\u003c/p>\n\u003cp>Researchers at the \u003ca href=\"#_msocom_1\" name=\"_msoanchor_1\">\u003c/a>University of California, Berkeley have found that 4- and 5-year-olds are smarter than college students when it comes to figuring out how toys and gadgets work.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://psychology.berkeley.edu/people/alison-gopnik\">Alison Gopnik\u003c/a> led the \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/24566007\">study\u003c/a> along with her colleague \u003ca href=\"http://www.research.ed.ac.uk/portal/en/persons/christopher-lucas%28bfd3e34d-dc8b-414c-afde-49851c9bbb87%29.html\">Christopher Lucas\u003c/a> from the University of Edinburgh. They wanted to find out what goes on in children's brains that allows them to learn so much so quickly.\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 they recruited over 100 preschoolers — 4- and 5-year-old boys and girls — and brought them into the lab. The kids had to figure out how to turn on a music box that could be activated by placing clay shapes either individually or in combination on top of the box. After being shown a whole series of different shapes and combinations, the children were asked if they could make the machine turn on.\u003c/p>\n\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/vMaCtapBduU'\n title='//www.youtube.com/embed/vMaCtapBduU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"We were trying to see if very young children could figure out cause and effect,\" says Gopnik. \"What will the children do in that crucial question about making the machine go?\"\u003c/p>\n\u003cp>The scientists also tested 170 college students. \"What we discovered, to our surprise, was not only were 4-year-olds amazingly good at doing this, but they were actually better at it than grown-ups were,\" Gopnik says.\u003c/p>\n\u003cp>So why are little kids who can't even tie their shoes better at figuring out the gadget than adults? After all, conventional wisdom contends that young children really don't understand abstract things like cause and effect until pretty late in their development.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well.”\u003cbr>\n\u003c/aside>\n\u003cp>Gopnik thinks it's because children approach solving the problem differently than adults.\u003c/p>\n\u003cp>Children try a variety of novel ideas and unusual strategies to get the gadget to go. For example, Gopnik says, \"If the child sees that a square block and a round block independently turn the music on, then they'll take a square and take a circle and put them both on the machine together to make it go, even though they never actually saw the experimenters do that.\"\u003c/p>\n\u003cp>This is flexible, fluid thinking — children exploring an unlikely hypothesis. Exploratory learning comes naturally to young children, says Gopnik. Adults, on the other hand, jump on the first, most obvious solution and doggedly stick to it, even if it's not working. That's inflexible, narrow thinking. \"We think the moral of the study is that maybe children are better at solving problems when the solution is an unexpected one,\" says Gopnik.\u003c/p>\n\u003cp>And that flexibility may disappear earlier than we think. Gopnik's lab has also \u003ca href=\"http://www.npr.org/blogs/health/2013/11/25/247160180/yes-your-toddler-really-is-smarter-than-a-5-year-old\">compared\u003c/a> toddlers and kindergartners in doing these tests of abstract thinking, and found that the diaper set are actually better at focusing on the relationship between the objects, rather than on the things.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"_msocom_1\">\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Preschoolers+Outsmart+College+Students+In+Figuring+Out+Gadgets&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36592/for-creative-problem-solving-why-young-kids-can-outwit-college-students","authors":["byline_mindshift_36592"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20703","mindshift_381"],"featImg":"mindshift_36593","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.","airtime":"SAT 6pm-8pm, SUN 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.livefromhere.org/","meta":{"site":"arts","source":"american public media"},"link":"/radio/program/live-from-here-highlights","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1167173941","tuneIn":"https://tunein.com/radio/Live-from-Here-Highlights-p921744/","rss":"https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"}},"marketplace":{"id":"marketplace","title":"Marketplace","info":"Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.","airtime":"SUN 3pm-4pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg","officialWebsiteLink":"https://www.npr.org/sections/money/","meta":{"site":"news","source":"npr"},"link":"/radio/program/planet-money","subscribe":{"npr":"https://rpb3r.app.goo.gl/M4f5","apple":"https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2","tuneIn":"https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/","rss":"https://feeds.npr.org/510289/podcast.xml"}},"politicalbreakdown":{"id":"politicalbreakdown","title":"Political Breakdown","tagline":"Politics from a personal perspective","info":"Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.","airtime":"THU 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Political Breakdown","officialWebsiteLink":"/podcasts/politicalbreakdown","meta":{"site":"radio","source":"kqed","order":"11"},"link":"/podcasts/politicalbreakdown","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5Nzk2MzI2MTEx","npr":"https://www.npr.org/podcasts/572155894/political-breakdown","stitcher":"https://www.stitcher.com/podcast/kqed/political-breakdown","spotify":"https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN","rss":"https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"}},"pri-the-world":{"id":"pri-the-world","title":"PRI's The World: Latest Edition","info":"Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.","airtime":"MON-FRI 2pm-3pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/the-world","meta":{"site":"news","source":"PRI"},"link":"/radio/program/pri-the-world","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/","rss":"http://feeds.feedburner.com/pri/theworld"}},"radiolab":{"id":"radiolab","title":"Radiolab","info":"A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.","airtime":"SUN 12am-1am, SAT 2pm-3pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/radiolab/","meta":{"site":"science","source":"WNYC"},"link":"/radio/program/radiolab","subscribe":{"apple":"https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2","tuneIn":"https://tunein.com/radio/RadioLab-p68032/","rss":"https://feeds.wnyc.org/radiolab"}},"reveal":{"id":"reveal","title":"Reveal","info":"Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. The warmest, wittiest cocktail party - it's spirited and civil, brainy and boisterous, peppered with musical interludes. Fast paced and playful, it's the most fun you can have with language without getting your mouth washed out with soap. Our motto: It's not important to know the answers, it's important to like the answers!","airtime":"SUN 4pm-5pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Says-You-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.saysyouradio.com/","meta":{"site":"comedy","source":"Pipit and Finch"},"link":"/radio/program/says-you","subscribe":{"apple":"https://itunes.apple.com/us/podcast/says-you!/id1050199826","tuneIn":"https://tunein.com/radio/Says-You-p480/","rss":"https://saysyou.libsyn.com/rss"}},"science-friday":{"id":"science-friday","title":"Science Friday","info":"Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.","airtime":"FRI 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/science-friday","meta":{"site":"news","source":"npr"},"link":"/radio/program/science-friday","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Science-Friday-p394/","rss":"http://feeds.wnyc.org/science-friday"}},"science-podcast":{"id":"science-podcast","title":"KQED Science News","tagline":"From the lab, to your ears","info":"KQED Science explores science and environment news, trends, and events from the Bay Area and beyond.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-News-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"https://ww2.kqed.org/science/category/science-podcast/","meta":{"site":"science","source":"kqed","order":"17"},"link":"/science/category/science-podcast","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqed-science-news/id214663465","google":"https://podcasts.google.com/feed/aHR0cDovL2Jsb2dzLmtxZWQub3JnL3NjaWVuY2UvZmVlZC8","stitcher":"https://www.stitcher.com/podcast/kqed-science-news","rss":"https://ww2.kqed.org/science/category/science-podcast/feed/podcast"}},"selected-shorts":{"id":"selected-shorts","title":"Selected Shorts","info":"Spellbinding short stories by established and emerging writers take on a new life when they are performed by stars of the stage and screen.","airtime":"SAT 8pm-9pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Selected-Shorts-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/selected-shorts","meta":{"site":"arts","source":"pri"},"link":"/radio/program/selected-shorts","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=253191824&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Selected-Shorts-p31792/","rss":"https://feeds.megaphone.fm/selectedshorts"}},"snap-judgment":{"id":"snap-judgment","title":"Snap Judgment","info":"Snap Judgment (Storytelling, with a BEAT) mixes real stories with killer beats to produce cinematic, dramatic, kick-ass radio. Snap’s raw, musical brand of storytelling dares listeners to see the world through the eyes of another. WNYC studios is the producer of leading podcasts including Radiolab, Freakonomics Radio, Note To Self, Here’s The Thing With Alec Baldwin, and more.","airtime":"SAT 1pm-2pm, 9pm-10pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/snapJudgement.jpg","officialWebsiteLink":"https://snapjudgment.org","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/snap-judgment","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=283657561&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Snap-Judgment-p243817/","rss":"https://feeds.feedburner.com/snapjudgment-wnyc"}},"soldout":{"id":"soldout","title":"SOLD OUT: Rethinking Housing in America","tagline":"A new future for housing","info":"Sold Out: Rethinking Housing in America","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Sold Out: Rethinking Housing in America","officialWebsiteLink":"/podcasts/soldout","meta":{"site":"news","source":"kqed","order":3},"link":"/podcasts/soldout","subscribe":{"npr":"https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing","apple":"https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937","rss":"https://feeds.megaphone.fm/soldout","spotify":"https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X","stitcher":"https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america","tunein":"https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vc29sZG91dA"}},"ted-radio-hour":{"id":"ted-radio-hour","title":"TED Radio Hour","info":"The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.","airtime":"SUN 3pm-4pm, SAT 10pm-11pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg","officialWebsiteLink":"https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22","meta":{"site":"news","source":"npr"},"link":"/radio/program/ted-radio-hour","subscribe":{"npr":"https://rpb3r.app.goo.gl/8vsS","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/TED-Radio-Hour-p418021/","rss":"https://feeds.npr.org/510298/podcast.xml"}},"tech-nation":{"id":"tech-nation","title":"Tech Nation Radio Podcast","info":"Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.","airtime":"FRI 10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://technation.podomatic.com/","meta":{"site":"science","source":"Tech Nation Media"},"link":"/radio/program/tech-nation","subscribe":{"rss":"https://technation.podomatic.com/rss2.xml"}},"thebay":{"id":"thebay","title":"The Bay","tagline":"Local news to keep you rooted","info":"Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED The Bay","officialWebsiteLink":"/podcasts/thebay","meta":{"site":"radio","source":"kqed","order":"6"},"link":"/podcasts/thebay","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-bay/id1350043452","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM4MjU5Nzg2MzI3","npr":"https://www.npr.org/podcasts/586725995/the-bay","stitcher":"https://www.stitcher.com/podcast/kqed/the-bay","spotify":"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ","rss":"https://feeds.megaphone.fm/KQINC8259786327"}},"californiareport":{"id":"californiareport","title":"The California Report","tagline":"California, day by day","info":"KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The California Report","officialWebsiteLink":"/californiareport","meta":{"site":"news","source":"kqed","order":"9"},"link":"/californiareport","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1MDAyODE4NTgz","npr":"https://www.npr.org/podcasts/432285393/the-california-report","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838","rss":"https://ww2.kqed.org/news/tag/tcram/feed/podcast"}},"californiareportmagazine":{"id":"californiareportmagazine","title":"The California Report Magazine","tagline":"Your state, your stories","info":"Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.","airtime":"FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/californiareportmagazine","meta":{"site":"news","source":"kqed","order":"10"},"link":"/californiareportmagazine","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz","npr":"https://www.npr.org/podcasts/564733126/the-california-report-magazine","stitcher":"https://www.stitcher.com/podcast/kqed/the-california-report-magazine","rss":"https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"}},"theleap":{"id":"theleap","title":"The Leap","tagline":"What if you closed your eyes, and jumped?","info":"Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Leap","officialWebsiteLink":"/podcasts/theleap","meta":{"site":"news","source":"kqed","order":"14"},"link":"/podcasts/theleap","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-leap/id1046668171","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM0NTcwODQ2MjY2","npr":"https://www.npr.org/podcasts/447248267/the-leap","stitcher":"https://www.stitcher.com/podcast/kqed/the-leap","spotify":"https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U","rss":"https://ww2.kqed.org/news/programs/the-leap/feed/podcast"}},"masters-of-scale":{"id":"masters-of-scale","title":"Masters of Scale","info":"Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.","airtime":"Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://mastersofscale.com/","meta":{"site":"radio","source":"WaitWhat"},"link":"/radio/program/masters-of-scale","subscribe":{"apple":"http://mastersofscale.app.link/","rss":"https://rss.art19.com/masters-of-scale"}},"the-moth-radio-hour":{"id":"the-moth-radio-hour","title":"The Moth Radio Hour","info":"Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.","airtime":"SAT 8pm-9pm and SUN 11am-12pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg","officialWebsiteLink":"https://themoth.org/","meta":{"site":"arts","source":"prx"},"link":"/radio/program/the-moth-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2","tuneIn":"https://tunein.com/radio/The-Moth-p273888/","rss":"http://feeds.themoth.org/themothpodcast"}},"the-new-yorker-radio-hour":{"id":"the-new-yorker-radio-hour","title":"The New Yorker Radio Hour","info":"The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.","airtime":"SAT 10am-11am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/tnyradiohour","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/the-new-yorker-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1050430296","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/","rss":"https://feeds.feedburner.com/newyorkerradiohour"}},"the-takeaway":{"id":"the-takeaway","title":"The Takeaway","info":"The Takeaway is produced in partnership with its national audience. It delivers perspective and analysis to help us better understand the day’s news. Be a part of the American conversation on-air and online.","airtime":"MON-THU 12pm-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Takeaway-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/takeaway","meta":{"site":"news","source":"WNYC"},"link":"/radio/program/the-takeaway","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-takeaway/id363143310?mt=2","tuneIn":"http://tunein.com/radio/The-Takeaway-p150731/","rss":"https://feeds.feedburner.com/takeawaypodcast"}},"this-american-life":{"id":"this-american-life","title":"This American Life","info":"This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.","airtime":"SAT 12pm-1pm, 7pm-8pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png","officialWebsiteLink":"https://www.thisamericanlife.org/","meta":{"site":"news","source":"wbez"},"link":"/radio/program/this-american-life","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory","rss":"https://www.thisamericanlife.org/podcast/rss.xml"}},"truthbetold":{"id":"truthbetold","title":"Truth Be Told","tagline":"Advice by and for people of color","info":"We’re the friend you call after a long day, the one who gets it. Through wisdom from some of the greatest thinkers of our time, host Tonya Mosley explores what it means to grow and thrive as a Black person in America, while discovering new ways of being that serve as a portal to more love, more healing, and more joy.","airtime":"","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Truth-Be-Told-Podcast-Tile-360x360-1.jpg","imageAlt":"KQED Truth Be Told with Tonya Mosley","officialWebsiteLink":"https://www.kqed.ord/podcasts/truthbetold","meta":{"site":"news","source":"npr","order":"12"},"link":"/podcasts/truthbetold","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/truth-be-told/id1462216572","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS90cnV0aC1iZS10b2xkLXBvZGNhc3QvZmVlZA","npr":"https://www.npr.org/podcasts/719210818/truth-be-told","stitcher":"https://www.stitcher.com/s?fid=398170&refid=stpr","spotify":"https://open.spotify.com/show/587DhwTBxke6uvfwDfaV5N"}},"wait-wait-dont-tell-me":{"id":"wait-wait-dont-tell-me","title":"Wait Wait... Don't Tell Me!","info":"Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.","airtime":"SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/wait-wait-dont-tell-me/","meta":{"site":"news","source":"npr"},"link":"/radio/program/wait-wait-dont-tell-me","subscribe":{"npr":"https://rpb3r.app.goo.gl/Xogv","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/","rss":"https://feeds.npr.org/344098539/podcast.xml"}},"washington-week":{"id":"washington-week","title":"Washington Week","info":"For 50 years, Washington Week has been the most intelligent and up to date conversation about the most important news stories of the week. Washington Week is the longest-running news and public affairs program on PBS and features journalists -- not pundits -- lending insight and perspective to the week's important news stories.","airtime":"SAT 1:30am-2am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/washington-week.jpg","officialWebsiteLink":"http://www.pbs.org/weta/washingtonweek/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/washington-week","subscribe":{"apple":"https://itunes.apple.com/us/podcast/washington-week-audio-pbs/id83324702?mt=2","tuneIn":"https://tunein.com/podcasts/Current-Affairs/Washington-Week-p693/","rss":"http://feeds.pbs.org/pbs/weta/washingtonweek-audio"}},"weekend-edition-saturday":{"id":"weekend-edition-saturday","title":"Weekend Edition Saturday","info":"Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.","airtime":"SAT 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-saturday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-saturday"},"weekend-edition-sunday":{"id":"weekend-edition-sunday","title":"Weekend Edition Sunday","info":"Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.","airtime":"SUN 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-sunday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-sunday"},"world-affairs":{"id":"world-affairs","title":"World Affairs","info":"The world as we knew it is undergoing a rapid transformation…so what's next? Welcome to WorldAffairs, your guide to a changing world. We give you the context you need to navigate across borders and ideologies. Through sound-rich stories and in-depth interviews, we break down what it means to be a global citizen on a hot, crowded planet. Our hosts, Ray Suarez, Teresa Cotsirilos and Philip Yun help you make sense of an uncertain world, one story at a time.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/World-Affairs-Podcast-Tile-360x360-1.jpg ","officialWebsiteLink":"https://www.worldaffairs.org/","meta":{"site":"news","source":"World Affairs"},"link":"/radio/program/world-affairs","subscribe":{"apple":"https://itunes.apple.com/us/podcast/world-affairs/id101215657?mt=2","tuneIn":"https://tunein.com/radio/WorldAffairs-p1665/","rss":"https://worldaffairs.libsyn.com/rss"}},"on-shifting-ground":{"id":"on-shifting-ground","title":"On Shifting Ground with Ray Suarez","info":"Geopolitical turmoil. A warming planet. Authoritarians on the rise. We live in a chaotic world that’s rapidly shifting around us. “On Shifting Ground with Ray Suarez” explores international fault lines and how they impact us all. Each week, NPR veteran Ray Suarez hosts conversations with journalists, leaders and policy experts to help us read between the headlines – and give us hope for human resilience.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://ww2.kqed.org/app/uploads/2022/12/onshiftingground-600x600-1.png","officialWebsiteLink":"https://worldaffairs.org/radio-podcast/","meta":{"site":"news","source":"On Shifting Ground"},"link":"/radio/program/on-shifting-ground","subscribe":{"apple":"https://podcasts.apple.com/ie/podcast/on-shifting-ground/id101215657","rss":"https://feeds.libsyn.com/36668/rss"}},"hidden-brain":{"id":"hidden-brain","title":"Hidden Brain","info":"Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg","officialWebsiteLink":"https://www.npr.org/series/423302056/hidden-brain","airtime":"SUN 7pm-8pm","meta":{"site":"news","source":"NPR"},"link":"/radio/program/hidden-brain","subscribe":{"apple":"https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2","tuneIn":"https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/","rss":"https://feeds.npr.org/510308/podcast.xml"}},"city-arts":{"id":"city-arts","title":"City Arts & Lectures","info":"A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg","officialWebsiteLink":"https://www.cityarts.net/","airtime":"SUN 1pm-2pm, TUE 10pm, WED 1am","meta":{"site":"news","source":"City Arts & Lectures"},"link":"https://www.cityarts.net","subscribe":{"tuneIn":"https://tunein.com/radio/City-Arts-and-Lectures-p692/","rss":"https://www.cityarts.net/feed/"}},"white-lies":{"id":"white-lies","title":"White Lies","info":"In 1965, Rev. James Reeb was murdered in Selma, Alabama. Three men were tried and acquitted, but no one was ever held to account. Fifty years later, two journalists from Alabama return to the city where it happened, expose the lies that kept the murder from being solved and uncover a story about guilt and memory that says as much about America today as it does about the past.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/White-Lies-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/podcasts/510343/white-lies","meta":{"site":"news","source":"npr"},"link":"/radio/program/white-lies","subscribe":{"npr":"https://rpb3r.app.goo.gl/whitelies","apple":"https://podcasts.apple.com/podcast/id1462650519?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM0My9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/12yZ2j8vxqhc0QZyRES3ft?si=LfWYEK6URA63hueKVxRLAw","rss":"https://feeds.npr.org/510343/podcast.xml"}},"rightnowish":{"id":"rightnowish","title":"Rightnowish","tagline":"Art is where you find it","info":"Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg","imageAlt":"KQED Rightnowish with Pendarvis Harshaw","officialWebsiteLink":"/podcasts/rightnowish","meta":{"site":"arts","source":"kqed","order":"5"},"link":"/podcasts/rightnowish","subscribe":{"npr":"https://www.npr.org/podcasts/721590300/rightnowish","rss":"https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast","apple":"https://podcasts.apple.com/us/podcast/rightnowish/id1482187648","stitcher":"https://www.stitcher.com/podcast/kqed/rightnowish","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4","spotify":"https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"}},"jerrybrown":{"id":"jerrybrown","title":"The Political Mind of Jerry Brown","tagline":"Lessons from a lifetime in politics","info":"The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game and Brown has some lessons he'd like to share. ","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Political Mind of Jerry Brown","officialWebsiteLink":"/podcasts/jerrybrown","meta":{"site":"news","source":"kqed","order":"16"},"link":"/podcasts/jerrybrown","subscribe":{"npr":"https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown","apple":"https://itunes.apple.com/us/podcast/id1492194549","rss":"https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/","tuneIn":"http://tun.in/pjGcK","stitcher":"https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown","spotify":"https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9zZXJpZXMvamVycnlicm93bi9mZWVkL3BvZGNhc3Qv"}},"the-splendid-table":{"id":"the-splendid-table","title":"The Splendid Table","info":"\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.splendidtable.org/","airtime":"SUN 10-11 pm","meta":{"site":"radio","source":"npr"},"link":"/radio/program/the-splendid-table"}},"racesReducer":{"5921":{"id":"5921","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":158422,"precinctsReportPercentage":98.97,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Doris Matsui","candidateIncumbent":true,"candidateParty":"D","voteCount":89456,"isWinner":true},{"candidateName":"Tom Silva","candidateIncumbent":false,"candidateParty":"R","voteCount":48920,"isWinner":true},{"candidateName":"David Mandel","candidateIncumbent":false,"candidateParty":"D","voteCount":20046,"isWinner":false}],"winnerDateTime":"2024-03-09T01:00:38.194Z"},"5922":{"id":"5922","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Rudy Recile","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"John Garamendi","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5924":{"id":"5924","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":185034,"precinctsReportPercentage":99.07,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Mark DeSaulnier","candidateIncumbent":true,"candidateParty":"D","voteCount":121265,"isWinner":true},{"candidateName":"Katherine Piccinini","candidateIncumbent":false,"candidateParty":"R","voteCount":34883,"isWinner":true},{"candidateName":"Nolan Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":19459,"isWinner":false},{"candidateName":"Joe Sweeney","candidateIncumbent":false,"candidateParty":"NPP","voteCount":7606,"isWinner":false},{"candidateName":"Mohamed Elsherbini","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1821,"isWinner":false}],"winnerDateTime":"2024-03-09T01:02:32.415Z"},"5926":{"id":"5926","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":153801,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Lateefah Simon","candidateIncumbent":false,"candidateParty":"D","voteCount":85905,"isWinner":true},{"candidateName":"Jennifer Tran","candidateIncumbent":false,"candidateParty":"D","voteCount":22964,"isWinner":true},{"candidateName":"Tony Daysog","candidateIncumbent":false,"candidateParty":"D","voteCount":17197,"isWinner":false},{"candidateName":"Stephen Slauson","candidateIncumbent":false,"candidateParty":"R","voteCount":9699,"isWinner":false},{"candidateName":"Glenn Kaplan","candidateIncumbent":false,"candidateParty":"D","voteCount":6785,"isWinner":false},{"candidateName":"Eric Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":4243,"isWinner":false},{"candidateName":"Abdur Sikder","candidateIncumbent":false,"candidateParty":"D","voteCount":2847,"isWinner":false},{"candidateName":"Ned Nuerge","candidateIncumbent":false,"candidateParty":"R","voteCount":2532,"isWinner":false},{"candidateName":"Andre Todd","candidateIncumbent":false,"candidateParty":"D","voteCount":1629,"isWinner":false}],"winnerDateTime":"2024-03-16T00:22:36.062Z"},"5928":{"id":"5928","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":125831,"precinctsReportPercentage":99.14,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Eric Swalwell","candidateIncumbent":true,"candidateParty":"D","voteCount":83989,"isWinner":true},{"candidateName":"Vin Kruttiventi","candidateIncumbent":false,"candidateParty":"R","voteCount":22106,"isWinner":true},{"candidateName":"Alison Hayden","candidateIncumbent":false,"candidateParty":"R","voteCount":11928,"isWinner":false},{"candidateName":"Luis Reynoso","candidateIncumbent":false,"candidateParty":"R","voteCount":7808,"isWinner":false}],"winnerDateTime":"2024-03-12T00:51:36.366Z"},"5930":{"id":"5930","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":182135,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"April 3, 2024","timeUpdated":"3:04 PM","source":"AP","candidates":[{"candidateName":"Sam Liccardo","candidateIncumbent":false,"candidateParty":"D","voteCount":38489,"isWinner":true},{"candidateName":"Evan Low","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Joe Simitian","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Peter Ohtaki","candidateIncumbent":false,"candidateParty":"R","voteCount":23275,"isWinner":false},{"candidateName":"Peter Dixon","candidateIncumbent":false,"candidateParty":"D","voteCount":14673,"isWinner":false},{"candidateName":"Rishi Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":12377,"isWinner":false},{"candidateName":"Karl Ryan","candidateIncumbent":false,"candidateParty":"R","voteCount":11557,"isWinner":false},{"candidateName":"Julie Lythcott-Haims","candidateIncumbent":false,"candidateParty":"D","voteCount":11383,"isWinner":false},{"candidateName":"Ahmed Mostafa","candidateIncumbent":false,"candidateParty":"D","voteCount":5811,"isWinner":false},{"candidateName":"Greg Tanaka","candidateIncumbent":false,"candidateParty":"D","voteCount":2421,"isWinner":false},{"candidateName":"Joby Bernstein","candidateIncumbent":false,"candidateParty":"D","voteCount":1651,"isWinner":false}],"winnerDateTime":"2024-03-12T00:32:05.002Z"},"5931":{"id":"5931","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":117534,"precinctsReportPercentage":98.92,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ro Khanna","candidateIncumbent":true,"candidateParty":"D","voteCount":73941,"isWinner":true},{"candidateName":"Anita Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":31539,"isWinner":true},{"candidateName":"Ritesh Tandon","candidateIncumbent":false,"candidateParty":"D","voteCount":5728,"isWinner":false},{"candidateName":"Mario Ramirez","candidateIncumbent":false,"candidateParty":"D","voteCount":4491,"isWinner":false},{"candidateName":"Joe Dehn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":1835,"isWinner":false}],"winnerDateTime":"2024-03-08T01:50:53.956Z"},"5932":{"id":"5932","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":96302,"precinctsReportPercentage":98.93,"eevp":98.83,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Zoe Lofgren","candidateIncumbent":true,"candidateParty":"D","voteCount":49323,"isWinner":true},{"candidateName":"Peter Hernandez","candidateIncumbent":false,"candidateParty":"R","voteCount":31622,"isWinner":true},{"candidateName":"Charlene Nijmeh","candidateIncumbent":false,"candidateParty":"D","voteCount":10614,"isWinner":false},{"candidateName":"Lawrence Milan","candidateIncumbent":false,"candidateParty":"D","voteCount":2712,"isWinner":false},{"candidateName":"Luele Kifle","candidateIncumbent":false,"candidateParty":"D","voteCount":2031,"isWinner":false}],"winnerDateTime":"2024-03-12T00:26:02.706Z"},"5963":{"id":"5963","type":"apRace","location":"State of California","raceName":"State House, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":139085,"precinctsReportPercentage":98.62,"eevp":98.6,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Michael Greer","candidateIncumbent":false,"candidateParty":"R","voteCount":38079,"isWinner":true},{"candidateName":"Chris Rogers","candidateIncumbent":false,"candidateParty":"D","voteCount":27126,"isWinner":true},{"candidateName":"Rusty Hicks","candidateIncumbent":false,"candidateParty":"D","voteCount":25615,"isWinner":false},{"candidateName":"Ariel Kelley","candidateIncumbent":false,"candidateParty":"D","voteCount":19483,"isWinner":false},{"candidateName":"Frankie Myers","candidateIncumbent":false,"candidateParty":"D","voteCount":17694,"isWinner":false},{"candidateName":"Ted Williams","candidateIncumbent":false,"candidateParty":"D","voteCount":9550,"isWinner":false},{"candidateName":"Cynthia Click","candidateIncumbent":false,"candidateParty":"D","voteCount":1538,"isWinner":false}],"winnerDateTime":"2024-03-22T21:38:36.711Z"},"5972":{"id":"5972","type":"apRace","location":"State of California","raceName":"State House, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":99775,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Lori Wilson","candidateIncumbent":true,"candidateParty":"D","voteCount":50085,"isWinner":true},{"candidateName":"Dave Ennis","candidateIncumbent":false,"candidateParty":"R","voteCount":26074,"isWinner":true},{"candidateName":"Wanda Wallis","candidateIncumbent":false,"candidateParty":"R","voteCount":14638,"isWinner":false},{"candidateName":"Jeffrey Flack","candidateIncumbent":false,"candidateParty":"D","voteCount":8978,"isWinner":false}],"winnerDateTime":"2024-03-08T02:01:24.524Z"},"5973":{"id":"5973","type":"apRace","location":"State of California","raceName":"State House, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":143532,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Damon Connolly","candidateIncumbent":true,"candidateParty":"D","voteCount":111275,"isWinner":true},{"candidateName":"Andy Podshadley","candidateIncumbent":false,"candidateParty":"R","voteCount":17240,"isWinner":true},{"candidateName":"Eryn Cervantes","candidateIncumbent":false,"candidateParty":"R","voteCount":15017,"isWinner":false}],"winnerDateTime":"2024-03-21T00:25:32.262Z"},"5975":{"id":"5975","type":"apRace","location":"State of California","raceName":"State House, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":106997,"precinctsReportPercentage":99.06,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Buffy Wicks","candidateIncumbent":true,"candidateParty":"D","voteCount":78678,"isWinner":true},{"candidateName":"Margot Smith","candidateIncumbent":false,"candidateParty":"D","voteCount":18251,"isWinner":true},{"candidateName":"Utkarsh Jain","candidateIncumbent":false,"candidateParty":"R","voteCount":10068,"isWinner":false}],"winnerDateTime":"2024-03-15T01:30:34.539Z"},"5976":{"id":"5976","type":"apRace","location":"State of California","raceName":"State House, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":97144,"precinctsReportPercentage":98.98,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Sonia Ledo","candidateIncumbent":false,"candidateParty":"R","voteCount":30946,"isWinner":true},{"candidateName":"Anamarie Farias","candidateIncumbent":false,"candidateParty":"D","voteCount":29512,"isWinner":true},{"candidateName":"Monica Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":24775,"isWinner":false},{"candidateName":"Karen Mitchoff","candidateIncumbent":false,"candidateParty":"D","voteCount":11911,"isWinner":false}],"winnerDateTime":"2024-03-14T00:19:38.858Z"},"5977":{"id":"5977","type":"apRace","location":"State of California","raceName":"State House, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Joseph Rubay","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Rebecca Bauer-Kahan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5978":{"id":"5978","type":"apRace","location":"State of California","raceName":"State House, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":111003,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Matt Haney","candidateIncumbent":true,"candidateParty":"D","voteCount":90915,"isWinner":true},{"candidateName":"Manuel Noris-Barrera","candidateIncumbent":false,"candidateParty":"R","voteCount":13843,"isWinner":true},{"candidateName":"Otto Duke","candidateIncumbent":false,"candidateParty":"D","voteCount":6245,"isWinner":false}],"winnerDateTime":"2024-03-12T00:36:19.697Z"},"5979":{"id":"5979","type":"apRace","location":"State of California","raceName":"State House, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":86008,"precinctsReportPercentage":99.1,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Mia Bonta","candidateIncumbent":true,"candidateParty":"D","voteCount":73040,"isWinner":true},{"candidateName":"Andre Sandford","candidateIncumbent":false,"candidateParty":"AIP","voteCount":4575,"isWinner":false},{"candidateName":"Mindy Pechenuk","candidateIncumbent":false,"candidateParty":"R","voteCount":4389,"isWinner":false},{"candidateName":"Cheyenne Kenney","candidateIncumbent":false,"candidateParty":"R","voteCount":4004,"isWinner":false}],"winnerDateTime":"2024-03-06T08:03:23.729Z"},"5980":{"id":"5980","type":"apRace","location":"State of California","raceName":"State House, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":113959,"precinctsReportPercentage":98.8,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Catherine Stefani","candidateIncumbent":false,"candidateParty":"D","voteCount":64960,"isWinner":true},{"candidateName":"David Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":33035,"isWinner":true},{"candidateName":"Nadia Flamenco","candidateIncumbent":false,"candidateParty":"R","voteCount":8335,"isWinner":false},{"candidateName":"Arjun Sodhani","candidateIncumbent":false,"candidateParty":"R","voteCount":7629,"isWinner":false}],"winnerDateTime":"2024-03-11T23:50:23.109Z"},"5981":{"id":"5981","type":"apRace","location":"State of California","raceName":"State House, District 20","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Liz Ortega","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5982":{"id":"5982","type":"apRace","location":"State of California","raceName":"State House, District 21","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mark Gilham","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Diane Papan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5984":{"id":"5984","type":"apRace","location":"State of California","raceName":"State House, District 23","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":116963,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Marc Berman","candidateIncumbent":true,"candidateParty":"D","voteCount":67106,"isWinner":true},{"candidateName":"Lydia Kou","candidateIncumbent":false,"candidateParty":"D","voteCount":23699,"isWinner":true},{"candidateName":"Gus Mattammal","candidateIncumbent":false,"candidateParty":"R","voteCount":13277,"isWinner":false},{"candidateName":"Allan Marson","candidateIncumbent":false,"candidateParty":"R","voteCount":12881,"isWinner":false}],"winnerDateTime":"2024-03-12T01:13:06.280Z"},"5987":{"id":"5987","type":"apRace","location":"State of California","raceName":"State House, District 26","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":72753,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Patrick Ahrens","candidateIncumbent":false,"candidateParty":"D","voteCount":25036,"isWinner":true},{"candidateName":"Tara Sreekrishnan","candidateIncumbent":false,"candidateParty":"D","voteCount":19600,"isWinner":true},{"candidateName":"Sophie Song","candidateIncumbent":false,"candidateParty":"R","voteCount":15954,"isWinner":false},{"candidateName":"Omar Din","candidateIncumbent":false,"candidateParty":"D","voteCount":8772,"isWinner":false},{"candidateName":"Bob Goodwyn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":2170,"isWinner":false},{"candidateName":"Ashish Garg","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1221,"isWinner":false}],"winnerDateTime":"2024-03-13T21:06:29.070Z"},"5989":{"id":"5989","type":"apRace","location":"State of California","raceName":"State House, District 28","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Gail Pellerin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Liz Lawler","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6010":{"id":"6010","type":"apRace","location":"State of California","raceName":"State House, District 49","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Mike Fong","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Long Liu","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6018":{"id":"6018","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":229348,"precinctsReportPercentage":99.05,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Jared Huffman","candidateIncumbent":true,"candidateParty":"D","voteCount":169005,"isWinner":true},{"candidateName":"Chris Coulombe","candidateIncumbent":false,"candidateParty":"R","voteCount":37372,"isWinner":true},{"candidateName":"Tief Gibbs","candidateIncumbent":false,"candidateParty":"R","voteCount":18437,"isWinner":false},{"candidateName":"Jolian Kangas","candidateIncumbent":false,"candidateParty":"NPP","voteCount":3166,"isWinner":false},{"candidateName":"Jason Brisendine","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1368,"isWinner":false}],"winnerDateTime":"2024-03-12T00:46:10.103Z"},"6020":{"id":"6020","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":187640,"precinctsReportPercentage":96.32,"eevp":96.36,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":true,"candidateParty":"D","voteCount":118147,"isWinner":true},{"candidateName":"John Munn","candidateIncumbent":false,"candidateParty":"R","voteCount":56232,"isWinner":true},{"candidateName":"Andrew Engdahl","candidateIncumbent":false,"candidateParty":"D","voteCount":11202,"isWinner":false},{"candidateName":"Niket Patwardhan","candidateIncumbent":false,"candidateParty":"NPP","voteCount":2059,"isWinner":false}],"winnerDateTime":"2024-03-07T00:30:57.980Z"},"6025":{"id":"6025","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":121271,"precinctsReportPercentage":99.17,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Josh Harder","candidateIncumbent":true,"candidateParty":"D","voteCount":60396,"isWinner":true},{"candidateName":"Kevin Lincoln","candidateIncumbent":false,"candidateParty":"R","voteCount":36346,"isWinner":true},{"candidateName":"John McBride","candidateIncumbent":false,"candidateParty":"R","voteCount":15525,"isWinner":false},{"candidateName":"Khalid Jafri","candidateIncumbent":false,"candidateParty":"R","voteCount":9004,"isWinner":false}],"winnerDateTime":"2024-03-12T00:49:44.113Z"},"6031":{"id":"6031","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Anna Kramer","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Kevin Mullin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6035":{"id":"6035","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":203670,"precinctsReportPercentage":99.11,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Jimmy Panetta","candidateIncumbent":true,"candidateParty":"D","voteCount":132540,"isWinner":true},{"candidateName":"Jason Anderson","candidateIncumbent":false,"candidateParty":"R","voteCount":58120,"isWinner":true},{"candidateName":"Sean Dougherty","candidateIncumbent":false,"candidateParty":"Grn","voteCount":13010,"isWinner":false}],"winnerDateTime":"2024-03-07T00:23:46.779Z"},"6066":{"id":"6066","type":"apRace","location":"State of California","raceName":"State House, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jamie Gallagher","candidateIncumbent":true,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Aaron Draper","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6067":{"id":"6067","type":"apRace","location":"State of California","raceName":"State House, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Cecilia Aguiar-Curry","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6087":{"id":"6087","type":"apRace","location":"State of California","raceName":"State House, District 24","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":66643,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Alex Lee","candidateIncumbent":true,"candidateParty":"D","voteCount":45544,"isWinner":true},{"candidateName":"Bob Brunton","candidateIncumbent":false,"candidateParty":"R","voteCount":14951,"isWinner":true},{"candidateName":"Marti Souza","candidateIncumbent":false,"candidateParty":"R","voteCount":6148,"isWinner":false}],"winnerDateTime":"2024-03-14T23:23:49.770Z"},"6088":{"id":"6088","type":"apRace","location":"State of California","raceName":"State House, District 25","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":69560,"precinctsReportPercentage":99.31,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ash Kalra","candidateIncumbent":true,"candidateParty":"D","voteCount":35821,"isWinner":true},{"candidateName":"Ted Stroll","candidateIncumbent":false,"candidateParty":"R","voteCount":18255,"isWinner":true},{"candidateName":"Lan Ngo","candidateIncumbent":false,"candidateParty":"D","voteCount":15484,"isWinner":false}],"winnerDateTime":"2024-03-14T02:40:57.200Z"},"6092":{"id":"6092","type":"apRace","location":"State of California","raceName":"State House, District 29","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Robert Rivas","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"J.W. Paine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6223":{"id":"6223","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 46","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:16 PM","source":"AP","candidates":[{"candidateName":"Lou Correa","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"David Pan","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6530":{"id":"6530","type":"apRace","location":"State of California","raceName":"State Senate, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":222193,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Thom Bogue","candidateIncumbent":false,"candidateParty":"R","voteCount":61776,"isWinner":true},{"candidateName":"Christopher Cabaldon","candidateIncumbent":false,"candidateParty":"D","voteCount":59041,"isWinner":true},{"candidateName":"Rozzana Verder-Aliga","candidateIncumbent":false,"candidateParty":"D","voteCount":45546,"isWinner":false},{"candidateName":"Jackie Elward","candidateIncumbent":false,"candidateParty":"D","voteCount":41127,"isWinner":false},{"candidateName":"Jimih Jones","candidateIncumbent":false,"candidateParty":"R","voteCount":14703,"isWinner":false}],"winnerDateTime":"2024-03-15T01:24:31.539Z"},"6531":{"id":"6531","type":"apRace","location":"State of California","raceName":"State Senate, District 5","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":171623,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jim Shoemaker","candidateIncumbent":false,"candidateParty":"R","voteCount":74935,"isWinner":true},{"candidateName":"Jerry McNerney","candidateIncumbent":false,"candidateParty":"D","voteCount":57040,"isWinner":true},{"candidateName":"Carlos Villapudua","candidateIncumbent":false,"candidateParty":"D","voteCount":39648,"isWinner":false}],"winnerDateTime":"2024-03-13T20:07:46.382Z"},"6532":{"id":"6532","type":"apRace","location":"State of California","raceName":"State Senate, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":192446,"precinctsReportPercentage":98.72,"eevp":98.78,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Jesse Arreguín","candidateIncumbent":false,"candidateParty":"D","voteCount":61837,"isWinner":true},{"candidateName":"Jovanka Beckles","candidateIncumbent":false,"candidateParty":"D","voteCount":34025,"isWinner":true},{"candidateName":"Dan Kalb","candidateIncumbent":false,"candidateParty":"D","voteCount":28842,"isWinner":false},{"candidateName":"Kathryn Lybarger","candidateIncumbent":false,"candidateParty":"D","voteCount":28041,"isWinner":false},{"candidateName":"Sandre Swanson","candidateIncumbent":false,"candidateParty":"D","voteCount":22862,"isWinner":false},{"candidateName":"Jeanne Solnordal","candidateIncumbent":false,"candidateParty":"R","voteCount":16839,"isWinner":false}],"winnerDateTime":"2024-03-16T00:58:11.533Z"},"6533":{"id":"6533","type":"apRace","location":"State of California","raceName":"State Senate, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Tim Grayson","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Marisol Rubio","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6534":{"id":"6534","type":"apRace","location":"State of California","raceName":"State Senate, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":228260,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Scott Wiener","candidateIncumbent":true,"candidateParty":"D","voteCount":166592,"isWinner":true},{"candidateName":"Yvette Corkrean","candidateIncumbent":false,"candidateParty":"R","voteCount":34438,"isWinner":true},{"candidateName":"Cynthia Cravens","candidateIncumbent":false,"candidateParty":"D","voteCount":18513,"isWinner":false},{"candidateName":"Jing Xiong","candidateIncumbent":false,"candidateParty":"NPP","voteCount":8717,"isWinner":false}],"winnerDateTime":"2024-03-12T02:01:51.597Z"},"6535":{"id":"6535","type":"apRace","location":"State of California","raceName":"State Senate, District 13","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":227191,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Josh Becker","candidateIncumbent":true,"candidateParty":"D","voteCount":167127,"isWinner":true},{"candidateName":"Alexander Glew","candidateIncumbent":false,"candidateParty":"R","voteCount":42788,"isWinner":true},{"candidateName":"Christina Laskowski","candidateIncumbent":false,"candidateParty":"R","voteCount":17276,"isWinner":false}],"winnerDateTime":"2024-03-12T01:56:24.964Z"},"6536":{"id":"6536","type":"apRace","location":"State of California","raceName":"State Senate, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":180231,"precinctsReportPercentage":98.81,"eevp":98.95,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Dave Cortese","candidateIncumbent":true,"candidateParty":"D","voteCount":124440,"isWinner":true},{"candidateName":"Robert Howell","candidateIncumbent":false,"candidateParty":"R","voteCount":34173,"isWinner":true},{"candidateName":"Tony Loaiza","candidateIncumbent":false,"candidateParty":"R","voteCount":21618,"isWinner":false}],"winnerDateTime":"2024-03-13T01:15:45.365Z"},"6548":{"id":"6548","type":"apRace","location":"State of California","raceName":"State Senate, District 39","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:55 PM","source":"AP","candidates":[{"candidateName":"Akilah Weber","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Bob Divine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6611":{"id":"6611","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":188732,"precinctsReportPercentage":98.89,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Nancy Pelosi","candidateIncumbent":true,"candidateParty":"D","voteCount":138285,"isWinner":true},{"candidateName":"Bruce Lou","candidateIncumbent":false,"candidateParty":"R","voteCount":16285,"isWinner":true},{"candidateName":"Marjorie Mikels","candidateIncumbent":false,"candidateParty":"D","voteCount":9363,"isWinner":false},{"candidateName":"Bianca Von Krieg","candidateIncumbent":false,"candidateParty":"D","voteCount":7634,"isWinner":false},{"candidateName":"Jason Zeng","candidateIncumbent":false,"candidateParty":"R","voteCount":6607,"isWinner":false},{"candidateName":"Jason Boyce","candidateIncumbent":false,"candidateParty":"D","voteCount":4325,"isWinner":false},{"candidateName":"Larry Nichelson","candidateIncumbent":false,"candidateParty":"R","voteCount":3482,"isWinner":false},{"candidateName":"Eve Del Castello","candidateIncumbent":false,"candidateParty":"R","voteCount":2751,"isWinner":false}],"winnerDateTime":"2024-03-12T00:31:55.445Z"},"8589":{"id":"8589","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7276537,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2299507,"isWinner":true},{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2292414,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1115606,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":714408,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":240723,"isWinner":false},{"candidateName":"James Bradley","candidateIncumbent":false,"candidateParty":"R","voteCount":98180,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":61755,"isWinner":false},{"candidateName":"Sharleta Bassett","candidateIncumbent":false,"candidateParty":"R","voteCount":54422,"isWinner":false},{"candidateName":"Sarah Liew","candidateIncumbent":false,"candidateParty":"R","voteCount":38483,"isWinner":false},{"candidateName":"Laura Garza ","candidateIncumbent":false,"candidateParty":"NPP","voteCount":34320,"isWinner":false},{"candidateName":"Jonathan Reiss","candidateIncumbent":false,"candidateParty":"R","voteCount":34283,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":34056,"isWinner":false},{"candidateName":"Gail Lightfoot","candidateIncumbent":false,"candidateParty":"Lib","voteCount":33046,"isWinner":false},{"candidateName":"Denice Gary-Pandol","candidateIncumbent":false,"candidateParty":"R","voteCount":25494,"isWinner":false},{"candidateName":"James Macauley","candidateIncumbent":false,"candidateParty":"R","voteCount":23168,"isWinner":false},{"candidateName":"Harmesh Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":21522,"isWinner":false},{"candidateName":"David Peterson","candidateIncumbent":false,"candidateParty":"D","voteCount":21076,"isWinner":false},{"candidateName":"Douglas Pierce","candidateIncumbent":false,"candidateParty":"D","voteCount":19371,"isWinner":false},{"candidateName":"Major Singh","candidateIncumbent":false,"candidateParty":"NPP","voteCount":16965,"isWinner":false},{"candidateName":"John Rose","candidateIncumbent":false,"candidateParty":"D","voteCount":14577,"isWinner":false},{"candidateName":"Perry Pound","candidateIncumbent":false,"candidateParty":"D","voteCount":14134,"isWinner":false},{"candidateName":"Raji Rab","candidateIncumbent":false,"candidateParty":"D","voteCount":13558,"isWinner":false},{"candidateName":"Mark Ruzon","candidateIncumbent":false,"candidateParty":"NPP","voteCount":13429,"isWinner":false},{"candidateName":"Forrest Jones","candidateIncumbent":false,"candidateParty":"AIP","voteCount":13027,"isWinner":false},{"candidateName":"Stefan Simchowitz","candidateIncumbent":false,"candidateParty":"R","voteCount":12717,"isWinner":false},{"candidateName":"Martin Veprauskas","candidateIncumbent":false,"candidateParty":"R","voteCount":9714,"isWinner":false},{"candidateName":"Don Grundmann","candidateIncumbent":false,"candidateParty":"NPP","voteCount":6582,"isWinner":false}],"winnerDateTime":"2024-03-06T05:01:46.589Z"},"8686":{"id":"8686","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":3589127,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:48 AM","source":"AP","candidates":[{"candidateName":"Joe Biden","candidateIncumbent":true,"candidateParty":"D","voteCount":3200188,"isWinner":true},{"candidateName":"Marianne Williamson","candidateIncumbent":false,"candidateParty":"D","voteCount":145690,"isWinner":false},{"candidateName":"Dean Phillips","candidateIncumbent":false,"candidateParty":"D","voteCount":99981,"isWinner":false},{"candidateName":"Armando Perez-Serrato","candidateIncumbent":false,"candidateParty":"D","voteCount":42925,"isWinner":false},{"candidateName":"Gabriel Cornejo","candidateIncumbent":false,"candidateParty":"D","voteCount":41261,"isWinner":false},{"candidateName":"President Boddie","candidateIncumbent":false,"candidateParty":"D","voteCount":25373,"isWinner":false},{"candidateName":"Stephen Lyons","candidateIncumbent":false,"candidateParty":"D","voteCount":21008,"isWinner":false},{"candidateName":"Eban Cambridge","candidateIncumbent":false,"candidateParty":"D","voteCount":12701,"isWinner":false}],"winnerDateTime":"2024-03-06T04:12:27.559Z"},"8688":{"id":"8688","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":2466569,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Donald Trump","candidateIncumbent":false,"candidateParty":"R","voteCount":1953947,"isWinner":true},{"candidateName":"Nikki Haley","candidateIncumbent":false,"candidateParty":"R","voteCount":430792,"isWinner":false},{"candidateName":"Ron DeSantis","candidateIncumbent":false,"candidateParty":"R","voteCount":35581,"isWinner":false},{"candidateName":"Chris Christie","candidateIncumbent":false,"candidateParty":"R","voteCount":20164,"isWinner":false},{"candidateName":"Vivek Ramaswamy","candidateIncumbent":false,"candidateParty":"R","voteCount":11069,"isWinner":false},{"candidateName":"Rachel Swift","candidateIncumbent":false,"candidateParty":"R","voteCount":4231,"isWinner":false},{"candidateName":"David Stuckenberg","candidateIncumbent":false,"candidateParty":"R","voteCount":3895,"isWinner":false},{"candidateName":"Ryan Binkley","candidateIncumbent":false,"candidateParty":"R","voteCount":3563,"isWinner":false},{"candidateName":"Asa Hutchinson","candidateIncumbent":false,"candidateParty":"R","voteCount":3327,"isWinner":false}],"winnerDateTime":"2024-03-06T04:13:19.766Z"},"81993":{"id":"81993","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I Unexpired Term","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7358837,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2444940,"isWinner":true},{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2155146,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1269194,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":863278,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":448788,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":109421,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":68070,"isWinner":false}],"winnerDateTime":"2024-03-06T04:31:08.186Z"},"82014":{"id":"82014","type":"apRace","location":"State of California","raceName":"Proposition, 1 - Behavioral Health Services Program","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":7221972,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":null,"voteCount":3624998,"isWinner":true},{"candidateName":"No","candidateIncumbent":false,"candidateParty":null,"voteCount":3596974,"isWinner":false}],"winnerDateTime":"2024-03-21T00:11:06.265Z"},"timeLoaded":"April 24, 2024 1:23 AM","nationalRacesLoaded":true,"localRacesLoaded":true,"overrides":[{"id":"5921","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5922","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5924","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5926","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/congress-12th-district"},{"id":"5928","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5930","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/congress-16th-district"},{"id":"5931","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5932","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5963","raceName":"State Assembly, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5972","raceName":"State Assembly, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5973","raceName":"State Assembly, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5975","raceName":"State Assembly, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5976","raceName":"State Assembly, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/state-assembly"},{"id":"5977","raceName":"State Assembly, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5978","raceName":"State Assembly, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5979","raceName":"State Assembly, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5980","raceName":"State Assembly, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5981","raceName":"State Assembly, District 20","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5982","raceName":"State Assembly, District 21","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5984","raceName":"State Assembly, District 23","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-assembly-23rd-district"},{"id":"5987","raceName":"State Assembly, District 26","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/state-assembly-26th-district"},{"id":"5989","raceName":"State Assembly, District 28","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6010","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6018","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6020","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6025","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6031","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6035","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6067","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6087","raceName":"State Assembly, District 24","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6088","raceName":"State Assembly, District 25","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6092","raceName":"State Assembly, District 29","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6223","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6530","raceName":"State Senate, District 3","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-3rd-district"},{"id":"6531","raceName":"State Senate, District 5","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6532","raceName":"State Senate, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-7th-district"},{"id":"6533","raceName":"State Senate, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6534","raceName":"State Senate, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6535","raceName":"State Senate, District 13","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6536","raceName":"State Senate, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6611","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"8589","raceName":"U.S. Senate (Full Term)","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/senator"},{"id":"8686","raceName":"California Democratic Presidential Primary","raceDescription":"Candidates are competing for 496 delegates.","raceReadTheStory":"https://www.kqed.org/elections/results/president/democrat"},{"id":"8688","raceName":"California Republican Presidential Primary","raceDescription":"Candidates are competing for 169 delegates.","raceReadTheStory":"https://kqed.org/elections/results/president/republican"},{"id":"81993","raceName":"U.S. Senate (Partial/Unexpired Term)","raceDescription":"Top two candidates advance to general election."},{"id":"82014","raceName":"Proposition 1","raceDescription":"Bond and mental health reforms. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/california/proposition-1"}],"AlamedaJudge5":{"id":"AlamedaJudge5","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":200601,"candidates":[{"candidateName":"Terry Wiley","candidateIncumbent":true,"candidateParty":"","voteCount":200601}]},"AlamedaJudge12":{"id":"AlamedaJudge12","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 12","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":240853,"candidates":[{"candidateName":"Mark Fickes","candidateIncumbent":false,"candidateParty":"","voteCount":133009},{"candidateName":"Michael P. Johnson","candidateIncumbent":false,"candidateParty":"","voteCount":107844}]},"AlamedaBoard2":{"id":"AlamedaBoard2","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 2","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33580,"candidates":[{"candidateName":"John Lewis","candidateIncumbent":false,"candidateParty":"","voteCount":6943},{"candidateName":"Angela Normand","candidateIncumbent":true,"candidateParty":"","voteCount":26637}]},"AlamedaBoard5":{"id":"AlamedaBoard5","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":26072,"candidates":[{"candidateName":"Guadalupe \"Lupe\" Angulo","candidateIncumbent":false,"candidateParty":"","voteCount":7521},{"candidateName":"Janevette Cole","candidateIncumbent":true,"candidateParty":"","voteCount":13338},{"candidateName":"Joe Orlando Ramos","candidateIncumbent":false,"candidateParty":"","voteCount":5213}]},"AlamedaBoard6":{"id":"AlamedaBoard6","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 6","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":30864,"candidates":[{"candidateName":"John Guerrero","candidateIncumbent":false,"candidateParty":"","voteCount":9989},{"candidateName":"Eileen McDonald","candidateIncumbent":true,"candidateParty":"","voteCount":20875}]},"AlamedaSup1":{"id":"AlamedaSup1","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":41038,"candidates":[{"candidateName":"David Haubert","candidateIncumbent":true,"candidateParty":"","voteCount":41038}]},"AlamedaSup2":{"id":"AlamedaSup2","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":31034,"candidates":[{"candidateName":"Elisa Márquez","candidateIncumbent":true,"candidateParty":"","voteCount":31034}]},"AlamedaSup4":{"id":"AlamedaSup4","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-4th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":57007,"candidates":[{"candidateName":"Jennifer Esteen","candidateIncumbent":false,"candidateParty":"","voteCount":22400},{"candidateName":"Nate Miley","candidateIncumbent":true,"candidateParty":"","voteCount":34607}]},"AlamedaSup5":{"id":"AlamedaSup5","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-5th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":81059,"candidates":[{"candidateName":"Ben Bartlett","candidateIncumbent":false,"candidateParty":"","voteCount":13518},{"candidateName":"Nikki Fortunato Bas","candidateIncumbent":false,"candidateParty":"","voteCount":27597},{"candidateName":"John J. Bauters","candidateIncumbent":false,"candidateParty":"","voteCount":16783},{"candidateName":"Ken Berrick","candidateIncumbent":false,"candidateParty":"","voteCount":7520},{"candidateName":"Omar Farmer","candidateIncumbent":false,"candidateParty":"","voteCount":1240},{"candidateName":"Gregory Hodge","candidateIncumbent":false,"candidateParty":"","voteCount":3419},{"candidateName":"Chris Moore","candidateIncumbent":false,"candidateParty":"","voteCount":7428},{"candidateName":"Gerald Pechenuk","candidateIncumbent":false,"candidateParty":"","voteCount":305},{"candidateName":"Lorrel Plimier","candidateIncumbent":false,"candidateParty":"","voteCount":3249}]},"AlamedaBoard7":{"id":"AlamedaBoard7","type":"localRace","location":"Alameda","raceName":"Flood Control & Water Conservation District Director, Zone 7, Full Term","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":134340,"candidates":[{"candidateName":"Alan Burnham","candidateIncumbent":false,"candidateParty":"","voteCount":15723},{"candidateName":"Sandy Figuers","candidateIncumbent":false,"candidateParty":"","voteCount":22454},{"candidateName":"Laurene K. Green","candidateIncumbent":false,"candidateParty":"","voteCount":30343},{"candidateName":"Kathy Narum","candidateIncumbent":true,"candidateParty":"","voteCount":23833},{"candidateName":"Seema Badar","candidateIncumbent":false,"candidateParty":"","voteCount":7468},{"candidateName":"Catherine Brown","candidateIncumbent":false,"candidateParty":"","voteCount":34519}]},"AlamedaAuditor":{"id":"AlamedaAuditor","type":"localRace","location":"Alameda","raceName":"Oakland Auditor","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":59227,"candidates":[{"candidateName":"Michael Houston","candidateIncumbent":true,"candidateParty":"","voteCount":59227}]},"AlamedaMeasureA":{"id":"AlamedaMeasureA","type":"localRace","location":"Alameda","raceName":"Measure A","raceDescription":"Alameda County. Civil service. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282335,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":167903},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":114432}]},"AlamedaMeasureB":{"id":"AlamedaMeasureB","type":"localRace","location":"Alameda","raceName":"Measure B","raceDescription":"Alameda County. Recall rules. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/measure-b","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282683,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182200},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":100483}]},"AlamedaMeasureD":{"id":"AlamedaMeasureD","type":"localRace","location":"Alameda","raceName":"Measure D","raceDescription":"Oakland. Appropriations limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":79797,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":59852},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":19945}]},"AlamedaMeasureE":{"id":"AlamedaMeasureE","type":"localRace","location":"Alameda","raceName":"Measure E","raceDescription":"Alameda Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":22692,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":17280},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5412}]},"AlamedaMeasureF":{"id":"AlamedaMeasureF","type":"localRace","location":"Alameda","raceName":"Measure F","raceDescription":"Piedmont. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":4855,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3673},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1182}]},"AlamedaMeasureG":{"id":"AlamedaMeasureG","type":"localRace","location":"Alameda","raceName":"Measure G","raceDescription":"Albany Unified School District. Parcel tax. Passes with 2/3 vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":5898,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4651},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1247}]},"AlamedaMeasureH":{"id":"AlamedaMeasureH","type":"localRace","location":"Alameda","raceName":"Measure H","raceDescription":"Berkeley Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33331,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":29418},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3913}]},"AlamedaMeasureI":{"id":"AlamedaMeasureI","type":"localRace","location":"Alameda","raceName":"Measure I","raceDescription":"Hayward Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":21929,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":14151},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7778}]},"AlamedaMeasureJ":{"id":"AlamedaMeasureJ","type":"localRace","location":"Alameda","raceName":"Measure J","raceDescription":"San Leandro Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":12338,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7784},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4554}]},"CCD2":{"id":"CCD2","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":45776,"candidates":[{"candidateName":"Candace Andersen","candidateIncumbent":true,"candidateParty":"","voteCount":45776}]},"CCD3":{"id":"CCD3","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":25120,"candidates":[{"candidateName":"Diane Burgis","candidateIncumbent":true,"candidateParty":"","voteCount":25120}]},"CCD5":{"id":"CCD5","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/supervisor-5th-district","raceType":"top2","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":37045,"candidates":[{"candidateName":"Mike Barbanica","candidateIncumbent":false,"candidateParty":"","voteCount":14338},{"candidateName":"Jelani Killings","candidateIncumbent":false,"candidateParty":"","voteCount":5683},{"candidateName":"Shanelle Scales-Preston","candidateIncumbent":false,"candidateParty":"","voteCount":12993},{"candidateName":"Iztaccuauhtli Hector Gonzalez","candidateIncumbent":false,"candidateParty":"","voteCount":4031}]},"CCMeasureA":{"id":"CCMeasureA","type":"localRace","location":"Contra Costa","raceName":"Measure A","raceDescription":"Martinez. Appoint City Clerk. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":11513,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7554},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3959}]},"CCMeasureB":{"id":"CCMeasureB","type":"localRace","location":"Contra Costa","raceName":"Measure B","raceDescription":"Antioch Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":17971,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10397},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7574}]},"CCMeasureC":{"id":"CCMeasureC","type":"localRace","location":"Contra Costa","raceName":"Measure C","raceDescription":"Martinez Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":9230,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6917},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2313}]},"CCMeasureD":{"id":"CCMeasureD","type":"localRace","location":"Contra Costa","raceName":"Measure D","raceDescription":"Moraga School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":6007,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4052},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1955}]},"MarinD2":{"id":"MarinD2","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/supervisor-2nd-district","raceType":"top2","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":18466,"candidates":[{"candidateName":"Brian Colbert","candidateIncumbent":false,"candidateParty":"","voteCount":7971},{"candidateName":"Heather McPhail Sridharan","candidateIncumbent":false,"candidateParty":"","voteCount":4851},{"candidateName":"Ryan O'Neil","candidateIncumbent":false,"candidateParty":"","voteCount":2647},{"candidateName":"Gabe Paulson","candidateIncumbent":false,"candidateParty":"","voteCount":2997}]},"MarinD3":{"id":"MarinD3","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":13274,"candidates":[{"candidateName":"Stephanie Moulton-Peters","candidateIncumbent":true,"candidateParty":"","voteCount":13274}]},"MarinD4":{"id":"MarinD4","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":12986,"candidates":[{"candidateName":"Dennis Rodoni","candidateIncumbent":true,"candidateParty":"","voteCount":10086},{"candidateName":"Francis Drouillard","candidateIncumbent":false,"candidateParty":"","voteCount":2900}]},"MarinLarkspurCC":{"id":"MarinLarkspurCC","type":"localRace","location":"Marin","raceName":"Larkspur City Council (Short Term)","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4176,"candidates":[{"candidateName":"Stephanie Andre","candidateIncumbent":false,"candidateParty":"","voteCount":2514},{"candidateName":"Claire Paquette","candidateIncumbent":false,"candidateParty":"","voteCount":1008},{"candidateName":"Lana Scott","candidateIncumbent":false,"candidateParty":"","voteCount":654}]},"MarinRossCouncil":{"id":"MarinRossCouncil","type":"localRace","location":"Marin","raceName":"Ross Town Council","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1740,"candidates":[{"candidateName":"Charles William \"Bill\" Kircher, Jr.","candidateIncumbent":false,"candidateParty":"","voteCount":536},{"candidateName":"Mathew Salter","candidateIncumbent":false,"candidateParty":"","voteCount":502},{"candidateName":"Shadi Aboukhater","candidateIncumbent":false,"candidateParty":"","voteCount":187},{"candidateName":"Teri Dowling","candidateIncumbent":false,"candidateParty":"","voteCount":515}]},"MarinMeasureA":{"id":"MarinMeasureA","type":"localRace","location":"Marin","raceName":"Measure A","raceDescription":"Tamalpais Union High School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":45345,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":24376},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":20969}]},"MarinMeasureB":{"id":"MarinMeasureB","type":"localRace","location":"Marin","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":132,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":62},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":70}]},"MarinMeasureC":{"id":"MarinMeasureC","type":"localRace","location":"Marin","raceName":"Measure C","raceDescription":"Belvedere. Appropriation limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":870,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":679},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureD":{"id":"MarinMeasureD","type":"localRace","location":"Marin","raceName":"Measure D","raceDescription":"Larkspur. Rent stabilization. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-d","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4955,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":2573},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2382}]},"MarinMeasureE":{"id":"MarinMeasureE","type":"localRace","location":"Marin","raceName":"Measure E","raceDescription":"Ross. Special tax. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-e","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":874,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":683},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureF":{"id":"MarinMeasureF","type":"localRace","location":"Marin","raceName":"Measure F","raceDescription":"San Anselmo. Flood Control and Water Conservation District. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":5193,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3083},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2110}]},"MarinMeasureG":{"id":"MarinMeasureG","type":"localRace","location":"Marin","raceName":"Measure G","raceDescription":"Bel Marin Keys Community Services District. Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":830,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":661},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":169}]},"MarinMeasureH":{"id":"MarinMeasureH","type":"localRace","location":"Marin","raceName":"Measure H","raceDescription":"Marinwood Community Services District. Appropriations limit, fire protection. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1738,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1369},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":369}]},"MarinMeasureI":{"id":"MarinMeasureI","type":"localRace","location":"Marin","raceName":"Measure I","raceDescription":"Marinwood Community Services District. Appropriations limit, parks. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1735,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1336},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":399}]},"NapaD2":{"id":"NapaD2","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":8351,"candidates":[{"candidateName":"Liz Alessio","candidateIncumbent":false,"candidateParty":"","voteCount":6340},{"candidateName":"Doris Gentry","candidateIncumbent":false,"candidateParty":"","voteCount":2011}]},"NapaD4":{"id":"NapaD4","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-4th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":7306,"candidates":[{"candidateName":"Amber Manfree","candidateIncumbent":false,"candidateParty":"","voteCount":3913},{"candidateName":"Pete Mott","candidateIncumbent":false,"candidateParty":"","voteCount":3393}]},"NapaD5":{"id":"NapaD5","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-5th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":5356,"candidates":[{"candidateName":"Mariam Aboudamous","candidateIncumbent":false,"candidateParty":"","voteCount":2379},{"candidateName":"Belia Ramos","candidateIncumbent":true,"candidateParty":"","voteCount":2977}]},"NapaMeasureD":{"id":"NapaMeasureD","type":"localRace","location":"Napa","raceName":"Measure D","raceDescription":"Howell Mountain Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":741,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":367},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":374}]},"NapaMeasureU":{"id":"NapaMeasureU","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Lake Berryessa Resort Improvement District. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":86,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":63},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":23}]},"NapaMeasureU1":{"id":"NapaMeasureU1","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Yountville. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":793},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":132}]},"SFJudge1":{"id":"SFJudge1","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-1","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202960,"candidates":[{"candidateName":"Michael Begert","candidateIncumbent":true,"candidateParty":"","voteCount":124943},{"candidateName":"Chip Zecher","candidateIncumbent":false,"candidateParty":"","voteCount":78017}]},"SFJudge13":{"id":"SFJudge13","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 13","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-13","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202386,"candidates":[{"candidateName":"Jean Myungjin Roland","candidateIncumbent":false,"candidateParty":"","voteCount":90012},{"candidateName":"Patrick S. Thompson","candidateIncumbent":true,"candidateParty":"","voteCount":112374}]},"SFPropA":{"id":"SFPropA","type":"localRace","location":"San Francisco","raceName":"Proposition A","raceDescription":"Housing bond. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-a","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":225187,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":158497},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":66690}]},"SFPropB":{"id":"SFPropB","type":"localRace","location":"San Francisco","raceName":"Proposition B","raceDescription":"Police staffing. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222954,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":61580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":161374}]},"SFPropC":{"id":"SFPropC","type":"localRace","location":"San Francisco","raceName":"Proposition C","raceDescription":"Transfer tax exemption. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":220349,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":116311},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":104038}]},"SFPropD":{"id":"SFPropD","type":"localRace","location":"San Francisco","raceName":"Proposition D","raceDescription":"Ethics laws. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222615,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":198584},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":24031}]},"SFPropE":{"id":"SFPropE","type":"localRace","location":"San Francisco","raceName":"Proposition E","raceDescription":"Police policies. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-e","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222817,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":120529},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":102288}]},"SFPropF":{"id":"SFPropF","type":"localRace","location":"San Francisco","raceName":"Proposition F","raceDescription":"Drug screening. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-f","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":224004,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":130214},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":93790}]},"SFPropG":{"id":"SFPropG","type":"localRace","location":"San Francisco","raceName":"Proposition G","raceDescription":"Eighth-grade algebra. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222704,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182066},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":40638}]},"SMJudge4":{"id":"SMJudge4","type":"localRace","location":"San Mateo","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":108919,"candidates":[{"candidateName":"Sarah Burdick","candidateIncumbent":false,"candidateParty":"","voteCount":108919}]},"SMD1":{"id":"SMD1","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-1st-district","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":29650,"candidates":[{"candidateName":"Jackie Speier","candidateIncumbent":false,"candidateParty":"","voteCount":20353},{"candidateName":"Ann Schneider","candidateIncumbent":false,"candidateParty":"","voteCount":9297}]},"SMD4":{"id":"SMD4","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-4th-district","raceType":"top2","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":22725,"candidates":[{"candidateName":"Antonio Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":5730},{"candidateName":"Lisa Gauthier","candidateIncumbent":false,"candidateParty":"","voteCount":10358},{"candidateName":"Celeste Brevard","candidateIncumbent":false,"candidateParty":"","voteCount":1268},{"candidateName":"Paul Bocanegra","candidateIncumbent":false,"candidateParty":"","voteCount":1909},{"candidateName":"Maggie Cornejo","candidateIncumbent":false,"candidateParty":"","voteCount":3460}]},"SMD5":{"id":"SMD5","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":19937,"candidates":[{"candidateName":"David Canepa","candidateIncumbent":true,"candidateParty":"","voteCount":19937}]},"SMMeasureB":{"id":"SMMeasureB","type":"localRace","location":"San Mateo","raceName":"Measure B","raceDescription":"County Service Area #1 (Highlands). Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1549,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1360},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":189}]},"SMMeasureC":{"id":"SMMeasureC","type":"localRace","location":"San Mateo","raceName":"Measure C","raceDescription":"Jefferson Elementary School District. Parcel tax. Passes with 2/3 vote","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":12234,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8543},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3691}]},"SMMeasureE":{"id":"SMMeasureE","type":"localRace","location":"San Mateo","raceName":"Measure E","raceDescription":"Woodside Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1392,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":910},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":482}]},"SMMeasureG":{"id":"SMMeasureG","type":"localRace","location":"San Mateo","raceName":"Measure G","raceDescription":"Pacifica School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":11548,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7067},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4481}]},"SMMeasureH":{"id":"SMMeasureH","type":"localRace","location":"San Mateo","raceName":"Measure H","raceDescription":"San Carlos School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":9938,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6283},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3655}]},"SCJudge5":{"id":"SCJudge5","type":"localRace","location":"Santa Clara","raceName":"Superior Court Judge, Office 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":301953,"candidates":[{"candidateName":"Jay Boyarsky","candidateIncumbent":false,"candidateParty":"","voteCount":142549},{"candidateName":"Nicole M. Ford","candidateIncumbent":false,"candidateParty":"","voteCount":52147},{"candidateName":"Johnene Linda Stebbins","candidateIncumbent":false,"candidateParty":"","voteCount":107257}]},"SCD2":{"id":"SCD2","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-2nd-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":44059,"candidates":[{"candidateName":"Corina Herrera-Loera","candidateIncumbent":false,"candidateParty":"","voteCount":10519},{"candidateName":"Jennifer Margaret Celaya","candidateIncumbent":false,"candidateParty":"","voteCount":2394},{"candidateName":"Madison Nguyen","candidateIncumbent":false,"candidateParty":"","voteCount":12794},{"candidateName":"Betty Duong","candidateIncumbent":false,"candidateParty":"","voteCount":14031},{"candidateName":"Nelson McElmurry","candidateIncumbent":false,"candidateParty":"","voteCount":4321}]},"SCD3":{"id":"SCD3","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":42549,"candidates":[{"candidateName":"Otto Lee","candidateIncumbent":true,"candidateParty":"","voteCount":42549}]},"SCD5":{"id":"SCD5","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-5th-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":88712,"candidates":[{"candidateName":"Margaret Abe-Koga","candidateIncumbent":false,"candidateParty":"","voteCount":37172},{"candidateName":"Sally J. Lieber","candidateIncumbent":false,"candidateParty":"","voteCount":21962},{"candidateName":"Barry Chang","candidateIncumbent":false,"candidateParty":"","voteCount":6164},{"candidateName":"Peter C. Fung","candidateIncumbent":false,"candidateParty":"","voteCount":17892},{"candidateName":"Sandy Sans","candidateIncumbent":false,"candidateParty":"","voteCount":5522}]},"SCSJMayor":{"id":"SCSJMayor","type":"localRace","location":"Santa Clara","raceName":"San José Mayor","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":167064,"candidates":[{"candidateName":"Matt Mahan","candidateIncumbent":true,"candidateParty":"","voteCount":144701},{"candidateName":"Tyrone Wade","candidateIncumbent":false,"candidateParty":"","voteCount":22363}]},"SCSJD2":{"id":"SCSJD2","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14131,"candidates":[{"candidateName":"Joe Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":4950},{"candidateName":"Pamela Campos","candidateIncumbent":false,"candidateParty":"","voteCount":3436},{"candidateName":"Vanessa Sandoval","candidateIncumbent":false,"candidateParty":"","voteCount":2719},{"candidateName":"Babu Prasad","candidateIncumbent":false,"candidateParty":"","voteCount":3026}]},"SCSJD4":{"id":"SCSJD4","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14322,"candidates":[{"candidateName":"Kansen Chu","candidateIncumbent":false,"candidateParty":"","voteCount":5931},{"candidateName":"David Cohen","candidateIncumbent":true,"candidateParty":"","voteCount":8391}]},"SCSJD6":{"id":"SCSJD6","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":25108,"candidates":[{"candidateName":"David Cohen","candidateIncumbent":false,"candidateParty":"","voteCount":9875},{"candidateName":"Alex Shoor","candidateIncumbent":false,"candidateParty":"","voteCount":3850},{"candidateName":"Angelo \"A.J.\" Pasciuti","candidateIncumbent":false,"candidateParty":"","voteCount":2688},{"candidateName":"Michael Mulcahy","candidateIncumbent":false,"candidateParty":"","voteCount":8695}]},"SCSJD8":{"id":"SCSJD8","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 8","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":21462,"candidates":[{"candidateName":"Tam Truong","candidateIncumbent":false,"candidateParty":"","voteCount":6982},{"candidateName":"Domingo Candelas","candidateIncumbent":true,"candidateParty":"","voteCount":8466},{"candidateName":"Sukhdev Singh Bainiwal","candidateIncumbent":false,"candidateParty":"","voteCount":5513},{"candidateName":"Surinder Kaur Dhaliwal","candidateIncumbent":false,"candidateParty":"","voteCount":501}]},"SCSJD10":{"id":"SCSJD10","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 10","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":22799,"candidates":[{"candidateName":"George Casey","candidateIncumbent":false,"candidateParty":"","voteCount":8805},{"candidateName":"Arjun Batra","candidateIncumbent":true,"candidateParty":"","voteCount":8354},{"candidateName":"Lenka Wright","candidateIncumbent":false,"candidateParty":"","voteCount":5640}]},"SCMeasureA":{"id":"SCMeasureA","type":"localRace","location":"Santa Clara","raceName":"Measure A","raceDescription":"Santa Clara. Appointed city clerk. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20315,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":13735}]},"SCMeasureB":{"id":"SCMeasureB","type":"localRace","location":"Santa Clara","raceName":"Measure B","raceDescription":"Santa Clara. Appointed police chief. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20567,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5680},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":14887}]},"SCMeasureC":{"id":"SCMeasureC","type":"localRace","location":"Santa Clara","raceName":"Measure C","raceDescription":"Sunnyvale School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14656,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10261},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4395}]},"SolanoD15":{"id":"SolanoD15","type":"localRace","location":"Solano","raceName":"Superior Court Judge, Department 15","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":81709,"candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":false,"candidateParty":"","voteCount":36844},{"candidateName":"Bryan J. Kim","candidateIncumbent":false,"candidateParty":"","voteCount":44865}]},"SolanoD1":{"id":"SolanoD1","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/supervisor-1st-district","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":13786,"candidates":[{"candidateName":"Michael Wilson","candidateIncumbent":false,"candidateParty":"","voteCount":6401},{"candidateName":"Cassandra James","candidateIncumbent":false,"candidateParty":"","voteCount":7385}]},"SolanoD2":{"id":"SolanoD2","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":19903,"candidates":[{"candidateName":"Monica Brown","candidateIncumbent":true,"candidateParty":"","voteCount":10951},{"candidateName":"Nora Dizon","candidateIncumbent":false,"candidateParty":"","voteCount":3135},{"candidateName":"Rochelle Sherlock","candidateIncumbent":false,"candidateParty":"","voteCount":5817}]},"SolanoD5":{"id":"SolanoD5","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":17888,"candidates":[{"candidateName":"Mitch Mashburn","candidateIncumbent":true,"candidateParty":"","voteCount":11210},{"candidateName":"Chadwick J. Ledoux","candidateIncumbent":false,"candidateParty":"","voteCount":6678}]},"SolanoEducation":{"id":"SolanoEducation","type":"localRace","location":"Solano","raceName":"Sacramento County Board of Education","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":3650,"candidates":[{"candidateName":"Heather Davis","candidateIncumbent":true,"candidateParty":"","voteCount":2960},{"candidateName":"Shazleen Khan","candidateIncumbent":false,"candidateParty":"","voteCount":690}]},"SolanoMeasureA":{"id":"SolanoMeasureA","type":"localRace","location":"Solano","raceName":"Measure A","raceDescription":"Benicia. Hotel tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-a","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10136,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7869},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2267}]},"SolanoMeasureB":{"id":"SolanoMeasureB","type":"localRace","location":"Solano","raceName":"Measure B","raceDescription":"Benicia. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-b","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10164,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7335},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2829}]},"SolanoMeasureC":{"id":"SolanoMeasureC","type":"localRace","location":"Solano","raceName":"Measure C","raceDescription":"Benicia Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10112,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6316},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3796}]},"SolanoMeasureN":{"id":"SolanoMeasureN","type":"localRace","location":"Solano","raceName":"Measure N","raceDescription":"Davis Joint Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":15,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":10}]},"SonomaJudge3":{"id":"SonomaJudge3","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":115405,"candidates":[{"candidateName":"Kristine M. Burk","candidateIncumbent":false,"candidateParty":"","voteCount":79498},{"candidateName":"Beki Berrey","candidateIncumbent":false,"candidateParty":"","voteCount":35907}]},"SonomaJudge4":{"id":"SonomaJudge4","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":86789,"candidates":[{"candidateName":"Paul J. Lozada","candidateIncumbent":false,"candidateParty":"","voteCount":86789}]},"SonomaJudge6":{"id":"SonomaJudge6","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":117990,"candidates":[{"candidateName":"Omar Figueroa","candidateIncumbent":false,"candidateParty":"","voteCount":42236},{"candidateName":"Kenneth English","candidateIncumbent":false,"candidateParty":"","voteCount":75754}]},"SonomaD1":{"id":"SonomaD1","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":30348,"candidates":[{"candidateName":"Rebecca Hermosillo","candidateIncumbent":false,"candidateParty":"","voteCount":23958},{"candidateName":"Jonathan Mathieu","candidateIncumbent":false,"candidateParty":"","voteCount":6390}]},"SonomaD3":{"id":"SonomaD3","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/supervisor-3rd-district","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":16312,"candidates":[{"candidateName":"Chris Coursey","candidateIncumbent":true,"candidateParty":"","voteCount":11346},{"candidateName":"Omar Medina","candidateIncumbent":false,"candidateParty":"","voteCount":4966}]},"SonomaD5":{"id":"SonomaD5","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":23356,"candidates":[{"candidateName":"Lynda Hopkins","candidateIncumbent":true,"candidateParty":"","voteCount":23356}]},"SonomaMeasureA":{"id":"SonomaMeasureA","type":"localRace","location":"Sonoma","raceName":"Measure A","raceDescription":"Cotati-Rohnert Park Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":13756,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10320},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3436}]},"SonomaMeasureB":{"id":"SonomaMeasureB","type":"localRace","location":"Sonoma","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":24877,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":15795},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":9082}]},"SonomaMeasureC":{"id":"SonomaMeasureC","type":"localRace","location":"Sonoma","raceName":"Measure C","raceDescription":"Fort Ross School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":286,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":159},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":127}]},"SonomaMeasureD":{"id":"SonomaMeasureD","type":"localRace","location":"Sonoma","raceName":"Measure D","raceDescription":"Harmony Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":1925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1089},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":836}]},"SonomaMeasureE":{"id":"SonomaMeasureE","type":"localRace","location":"Sonoma","raceName":"Measure E","raceDescription":"Petaluma City (Elementary) School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":11133,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7622},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3511}]},"SonomaMeasureG":{"id":"SonomaMeasureG","type":"localRace","location":"Sonoma","raceName":"Measure G","raceDescription":"Rincon Valley Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":14577,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8668},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5909}]},"SonomaMeasureH":{"id":"SonomaMeasureH","type":"localRace","location":"Sonoma","raceName":"Measure H","raceDescription":"Sonoma County. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/measure-h","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":145261,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":89646},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":55615}]}},"radioSchedulesReducer":{},"listsReducer":{"posts/mindshift?tag=problem-solving":{"isFetching":false,"latestQuery":{"from":0,"postsToRender":9},"tag":null,"vitalsOnly":true,"totalRequested":9,"isLoading":false,"isLoadingMore":false,"total":9,"items":["mindshift_62183","mindshift_61319","mindshift_60603","mindshift_58857","mindshift_55052","mindshift_52274","mindshift_46781","mindshift_41277","mindshift_36592"]}},"recallGuideReducer":{"intros":{},"policy":{},"candidates":{}},"savedPostsReducer":{},"pfsSessionReducer":{},"siteSettingsReducer":{},"subscriptionsReducer":{},"termsReducer":{"about":{"name":"About","type":"terms","id":"about","slug":"about","link":"/about","taxonomy":"site"},"arts":{"name":"Arts & Culture","grouping":["arts","pop","trulyca"],"description":"KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.","type":"terms","id":"arts","slug":"arts","link":"/arts","taxonomy":"site"},"artschool":{"name":"Art School","parent":"arts","type":"terms","id":"artschool","slug":"artschool","link":"/artschool","taxonomy":"site"},"bayareabites":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"bayareabites","slug":"bayareabites","link":"/food","taxonomy":"site"},"bayareahiphop":{"name":"Bay Area Hiphop","type":"terms","id":"bayareahiphop","slug":"bayareahiphop","link":"/bayareahiphop","taxonomy":"site"},"campaign21":{"name":"Campaign 21","type":"terms","id":"campaign21","slug":"campaign21","link":"/campaign21","taxonomy":"site"},"checkplease":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"checkplease","slug":"checkplease","link":"/food","taxonomy":"site"},"education":{"name":"Education","grouping":["education"],"type":"terms","id":"education","slug":"education","link":"/education","taxonomy":"site"},"elections":{"name":"Elections","type":"terms","id":"elections","slug":"elections","link":"/elections","taxonomy":"site"},"events":{"name":"Events","type":"terms","id":"events","slug":"events","link":"/events","taxonomy":"site"},"event":{"name":"Event","alias":"events","type":"terms","id":"event","slug":"event","link":"/event","taxonomy":"site"},"filmschoolshorts":{"name":"Film School Shorts","type":"terms","id":"filmschoolshorts","slug":"filmschoolshorts","link":"/filmschoolshorts","taxonomy":"site"},"food":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"type":"terms","id":"food","slug":"food","link":"/food","taxonomy":"site"},"forum":{"name":"Forum","relatedContentQuery":"posts/forum?","parent":"news","type":"terms","id":"forum","slug":"forum","link":"/forum","taxonomy":"site"},"futureofyou":{"name":"Future of You","grouping":["science","futureofyou"],"parent":"science","type":"terms","id":"futureofyou","slug":"futureofyou","link":"/futureofyou","taxonomy":"site"},"jpepinheart":{"name":"KQED food","relatedContentQuery":"trending/food,bayareabites,checkplease","parent":"food","type":"terms","id":"jpepinheart","slug":"jpepinheart","link":"/food","taxonomy":"site"},"liveblog":{"name":"Live Blog","type":"terms","id":"liveblog","slug":"liveblog","link":"/liveblog","taxonomy":"site"},"livetv":{"name":"Live TV","parent":"tv","type":"terms","id":"livetv","slug":"livetv","link":"/livetv","taxonomy":"site"},"lowdown":{"name":"The Lowdown","relatedContentQuery":"posts/lowdown?","parent":"news","type":"terms","id":"lowdown","slug":"lowdown","link":"/lowdown","taxonomy":"site"},"mindshift":{"name":"Mindshift","parent":"news","description":"MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.","type":"terms","id":"mindshift","slug":"mindshift","link":"/mindshift","taxonomy":"site"},"news":{"name":"News","grouping":["news","forum"],"type":"terms","id":"news","slug":"news","link":"/news","taxonomy":"site"},"perspectives":{"name":"Perspectives","parent":"radio","type":"terms","id":"perspectives","slug":"perspectives","link":"/perspectives","taxonomy":"site"},"podcasts":{"name":"Podcasts","type":"terms","id":"podcasts","slug":"podcasts","link":"/podcasts","taxonomy":"site"},"pop":{"name":"Pop","parent":"arts","type":"terms","id":"pop","slug":"pop","link":"/pop","taxonomy":"site"},"pressroom":{"name":"Pressroom","type":"terms","id":"pressroom","slug":"pressroom","link":"/pressroom","taxonomy":"site"},"quest":{"name":"Quest","parent":"science","type":"terms","id":"quest","slug":"quest","link":"/quest","taxonomy":"site"},"radio":{"name":"Radio","grouping":["forum","perspectives"],"description":"Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.","type":"terms","id":"radio","slug":"radio","link":"/radio","taxonomy":"site"},"root":{"name":"KQED","image":"https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png","imageWidth":1200,"imageHeight":630,"headData":{"title":"KQED | News, Radio, Podcasts, TV | Public Media for Northern California","description":"KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."},"type":"terms","id":"root","slug":"root","link":"/root","taxonomy":"site"},"science":{"name":"Science","grouping":["science","futureofyou"],"description":"KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.","type":"terms","id":"science","slug":"science","link":"/science","taxonomy":"site"},"stateofhealth":{"name":"State of Health","parent":"science","type":"terms","id":"stateofhealth","slug":"stateofhealth","link":"/stateofhealth","taxonomy":"site"},"support":{"name":"Support","type":"terms","id":"support","slug":"support","link":"/support","taxonomy":"site"},"thedolist":{"name":"The Do List","parent":"arts","type":"terms","id":"thedolist","slug":"thedolist","link":"/thedolist","taxonomy":"site"},"trulyca":{"name":"Truly CA","grouping":["arts","pop","trulyca"],"parent":"arts","type":"terms","id":"trulyca","slug":"trulyca","link":"/trulyca","taxonomy":"site"},"tv":{"name":"TV","type":"terms","id":"tv","slug":"tv","link":"/tv","taxonomy":"site"},"voterguide":{"name":"Voter Guide","parent":"elections","alias":"elections","type":"terms","id":"voterguide","slug":"voterguide","link":"/voterguide","taxonomy":"site"},"mindshift_20703":{"type":"terms","id":"mindshift_20703","meta":{"index":"terms_1591234321","site":"mindshift","id":"20703","found":true},"relationships":{},"included":{},"name":"problem solving","slug":"problem-solving","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"problem solving Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null,"imageData":{"ogImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","width":1200,"height":630},"twImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"},"twitterCard":"summary_large_image"}},"ttid":19980,"isLoading":false,"link":"/mindshift/tag/problem-solving"},"mindshift_21491":{"type":"terms","id":"mindshift_21491","meta":{"index":"terms_1591234321","site":"mindshift","id":"21491","found":true},"relationships":{},"included":{},"name":"Book excerpt","slug":"book-excerpt","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Book excerpt Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20763,"isLoading":false,"link":"/mindshift/category/book-excerpt"},"mindshift_21280":{"type":"terms","id":"mindshift_21280","meta":{"index":"terms_1591234321","site":"mindshift","id":"21280","found":true},"relationships":{},"included":{},"name":"Mental Health","slug":"mental-health","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Mental Health Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20552,"isLoading":false,"link":"/mindshift/category/mental-health"},"mindshift_193":{"type":"terms","id":"mindshift_193","meta":{"index":"terms_1591234321","site":"mindshift","id":"193","found":true},"relationships":{},"included":{},"name":"Teaching Strategies","slug":"teaching-strategies","taxonomy":"category","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","featImg":null,"headData":{"title":"Teaching Strategies Archives | KQED Mindshift","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":193,"isLoading":false,"link":"/mindshift/category/teaching-strategies"},"mindshift_21178":{"type":"terms","id":"mindshift_21178","meta":{"index":"terms_1591234321","site":"mindshift","id":"21178","found":true},"relationships":{},"included":{},"name":"change","slug":"change","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"change Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20450,"isLoading":false,"link":"/mindshift/tag/change"},"mindshift_20533":{"type":"terms","id":"mindshift_20533","meta":{"index":"terms_1591234321","site":"mindshift","id":"20533","found":true},"relationships":{},"included":{},"name":"civics","slug":"civics","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"civics Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19810,"isLoading":false,"link":"/mindshift/tag/civics"},"mindshift_21124":{"type":"terms","id":"mindshift_21124","meta":{"index":"terms_1591234321","site":"mindshift","id":"21124","found":true},"relationships":{},"included":{},"name":"climate change","slug":"climate-change","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"climate change Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20396,"isLoading":false,"link":"/mindshift/tag/climate-change"},"mindshift_21592":{"type":"terms","id":"mindshift_21592","meta":{"index":"terms_1591234321","site":"mindshift","id":"21592","found":true},"relationships":{},"included":{},"name":"climate education","slug":"climate-education","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"climate education Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20864,"isLoading":false,"link":"/mindshift/tag/climate-education"},"mindshift_21463":{"type":"terms","id":"mindshift_21463","meta":{"index":"terms_1591234321","site":"mindshift","id":"21463","found":true},"relationships":{},"included":{},"name":"climate-action","slug":"climate-action","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"climate-action Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20735,"isLoading":false,"link":"/mindshift/tag/climate-action"},"mindshift_21157":{"type":"terms","id":"mindshift_21157","meta":{"index":"terms_1591234321","site":"mindshift","id":"21157","found":true},"relationships":{},"included":{},"name":"emotional intelligence","slug":"emotional-intelligence","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"emotional intelligence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20429,"isLoading":false,"link":"/mindshift/tag/emotional-intelligence"},"mindshift_20821":{"type":"terms","id":"mindshift_20821","meta":{"index":"terms_1591234321","site":"mindshift","id":"20821","found":true},"relationships":{},"included":{},"name":"listening and learning","slug":"listening-and-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"listening and learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20098,"isLoading":false,"link":"/mindshift/tag/listening-and-learning"},"mindshift_944":{"type":"terms","id":"mindshift_944","meta":{"index":"terms_1591234321","site":"mindshift","id":"944","found":true},"relationships":{},"included":{},"name":"SEL","slug":"sel","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"SEL Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":949,"isLoading":false,"link":"/mindshift/tag/sel"},"mindshift_943":{"type":"terms","id":"mindshift_943","meta":{"index":"terms_1591234321","site":"mindshift","id":"943","found":true},"relationships":{},"included":{},"name":"social emotional learning","slug":"social-emotional-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"social emotional learning Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":948,"isLoading":false,"link":"/mindshift/tag/social-emotional-learning"},"mindshift_21395":{"type":"terms","id":"mindshift_21395","meta":{"index":"terms_1591234321","site":"mindshift","id":"21395","found":true},"relationships":{},"included":{},"name":"student agency","slug":"student-agency","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student agency Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20667,"isLoading":false,"link":"/mindshift/tag/student-agency"},"mindshift_21512":{"type":"terms","id":"mindshift_21512","meta":{"index":"terms_1591234321","site":"mindshift","id":"21512","found":true},"relationships":{},"included":{},"name":"Belonging","slug":"belonging","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Belonging Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20784,"isLoading":false,"link":"/mindshift/category/belonging"},"mindshift_20524":{"type":"terms","id":"mindshift_20524","meta":{"index":"terms_1591234321","site":"mindshift","id":"20524","found":true},"relationships":{},"included":{},"name":"Inquiry Learning","slug":"inquiry-learning-2","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Inquiry Learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19801,"isLoading":false,"link":"/mindshift/category/inquiry-learning-2"},"mindshift_20786":{"type":"terms","id":"mindshift_20786","meta":{"index":"terms_1591234321","site":"mindshift","id":"20786","found":true},"relationships":{},"included":{},"name":"active learning","slug":"active-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"active learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20063,"isLoading":false,"link":"/mindshift/tag/active-learning"},"mindshift_1028":{"type":"terms","id":"mindshift_1028","meta":{"index":"terms_1591234321","site":"mindshift","id":"1028","found":true},"relationships":{},"included":{},"name":"collaboration","slug":"collaboration","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"collaboration Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":1033,"isLoading":false,"link":"/mindshift/tag/collaboration"},"mindshift_20701":{"type":"terms","id":"mindshift_20701","meta":{"index":"terms_1591234321","site":"mindshift","id":"20701","found":true},"relationships":{},"included":{},"name":"equity","slug":"equity","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"equity Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19978,"isLoading":false,"link":"/mindshift/tag/equity"},"mindshift_989":{"type":"terms","id":"mindshift_989","meta":{"index":"terms_1591234321","site":"mindshift","id":"989","found":true},"relationships":{},"included":{},"name":"participatory learning","slug":"participatory-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"participatory learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":994,"isLoading":false,"link":"/mindshift/tag/participatory-learning"},"mindshift_551":{"type":"terms","id":"mindshift_551","meta":{"index":"terms_1591234321","site":"mindshift","id":"551","found":true},"relationships":{},"included":{},"name":"science","slug":"science","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"science Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":554,"isLoading":false,"link":"/mindshift/tag/science"},"mindshift_47":{"type":"terms","id":"mindshift_47","meta":{"index":"terms_1591234321","site":"mindshift","id":"47","found":true},"relationships":{},"included":{},"name":"STEM","slug":"stem","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"STEM Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":47,"isLoading":false,"link":"/mindshift/tag/stem"},"mindshift_21138":{"type":"terms","id":"mindshift_21138","meta":{"index":"terms_1591234321","site":"mindshift","id":"21138","found":true},"relationships":{},"included":{},"name":"STEM ed","slug":"stem-ed","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"STEM ed Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20410,"isLoading":false,"link":"/mindshift/tag/stem-ed"},"mindshift_391":{"type":"terms","id":"mindshift_391","meta":{"index":"terms_1591234321","site":"mindshift","id":"391","found":true},"relationships":{},"included":{},"name":"STEM education","slug":"stem-education","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"STEM education Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":392,"isLoading":false,"link":"/mindshift/tag/stem-education"},"mindshift_20616":{"type":"terms","id":"mindshift_20616","meta":{"index":"terms_1591234321","site":"mindshift","id":"20616","found":true},"relationships":{},"included":{},"name":"student engagement","slug":"student-engagement","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student engagement Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19893,"isLoading":false,"link":"/mindshift/tag/student-engagement"},"mindshift_20852":{"type":"terms","id":"mindshift_20852","meta":{"index":"terms_1591234321","site":"mindshift","id":"20852","found":true},"relationships":{},"included":{},"name":"student-centered learning","slug":"student-centered-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student-centered learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20130,"isLoading":false,"link":"/mindshift/tag/student-centered-learning"},"mindshift_21445":{"type":"terms","id":"mindshift_21445","meta":{"index":"terms_1591234321","site":"mindshift","id":"21445","found":true},"relationships":{},"included":{},"name":"Adolescence","slug":"adolescence","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Adolescence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20717,"isLoading":false,"link":"/mindshift/category/adolescence"},"mindshift_20827":{"type":"terms","id":"mindshift_20827","meta":{"index":"terms_1591234321","site":"mindshift","id":"20827","found":true},"relationships":{},"included":{},"name":"Motivation","slug":"motivation","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Motivation Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20105,"isLoading":false,"link":"/mindshift/category/motivation"},"mindshift_20589":{"type":"terms","id":"mindshift_20589","meta":{"index":"terms_1591234321","site":"mindshift","id":"20589","found":true},"relationships":{},"included":{},"name":"anxiety","slug":"anxiety","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"anxiety Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19866,"isLoading":false,"link":"/mindshift/tag/anxiety"},"mindshift_108":{"type":"terms","id":"mindshift_108","meta":{"index":"terms_1591234321","site":"mindshift","id":"108","found":true},"relationships":{},"included":{},"name":"assessment","slug":"assessments","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"assessment Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":108,"isLoading":false,"link":"/mindshift/tag/assessments"},"mindshift_21250":{"type":"terms","id":"mindshift_21250","meta":{"index":"terms_1591234321","site":"mindshift","id":"21250","found":true},"relationships":{},"included":{},"name":"belonging","slug":"belonging","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"belonging Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20522,"isLoading":false,"link":"/mindshift/tag/belonging"},"mindshift_843":{"type":"terms","id":"mindshift_843","meta":{"index":"terms_1591234321","site":"mindshift","id":"843","found":true},"relationships":{},"included":{},"name":"critical thinking","slug":"critical-thinking","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"critical thinking Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":846,"isLoading":false,"link":"/mindshift/tag/critical-thinking"},"mindshift_21047":{"type":"terms","id":"mindshift_21047","meta":{"index":"terms_1591234321","site":"mindshift","id":"21047","found":true},"relationships":{},"included":{},"name":"emotions and learning","slug":"emotions-and-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"emotions and learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20319,"isLoading":false,"link":"/mindshift/tag/emotions-and-learning"},"mindshift_20512":{"type":"terms","id":"mindshift_20512","meta":{"index":"terms_1591234321","site":"mindshift","id":"20512","found":true},"relationships":{},"included":{},"name":"growth mindset","slug":"growth-mindset","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"growth mindset Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19789,"isLoading":false,"link":"/mindshift/tag/growth-mindset"},"mindshift_20865":{"type":"terms","id":"mindshift_20865","meta":{"index":"terms_1591234321","site":"mindshift","id":"20865","found":true},"relationships":{},"included":{},"name":"mental health","slug":"mental-health","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"mental health Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20143,"isLoading":false,"link":"/mindshift/tag/mental-health"},"mindshift_256":{"type":"terms","id":"mindshift_256","meta":{"index":"terms_1591234321","site":"mindshift","id":"256","found":true},"relationships":{},"included":{},"name":"Project Based Learning","slug":"project-based-learning","taxonomy":"tag","description":"Educators use Project Based Learning to allow students to make projects as they learn certain subjects.","featImg":null,"headData":{"title":"Project Based Learning Archives - KQED Mindshift","description":"Educators use Project Based Learning to allow students to make projects as they learn certain subjects.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":256,"isLoading":false,"link":"/mindshift/tag/project-based-learning"},"mindshift_21037":{"type":"terms","id":"mindshift_21037","meta":{"index":"terms_1591234321","site":"mindshift","id":"21037","found":true},"relationships":{},"included":{},"name":"public speaking","slug":"public-speaking","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"public speaking Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20309,"isLoading":false,"link":"/mindshift/tag/public-speaking"},"mindshift_486":{"type":"terms","id":"mindshift_486","meta":{"index":"terms_1591234321","site":"mindshift","id":"486","found":true},"relationships":{},"included":{},"name":"school culture","slug":"school-culture","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"school culture Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":489,"isLoading":false,"link":"/mindshift/tag/school-culture"},"mindshift_20984":{"type":"terms","id":"mindshift_20984","meta":{"index":"terms_1591234321","site":"mindshift","id":"20984","found":true},"relationships":{},"included":{},"name":"agency","slug":"agency","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"agency Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20256,"isLoading":false,"link":"/mindshift/tag/agency"},"mindshift_21322":{"type":"terms","id":"mindshift_21322","meta":{"index":"terms_1591234321","site":"mindshift","id":"21322","found":true},"relationships":{},"included":{},"name":"antiracist","slug":"antiracist","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"antiracist Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20594,"isLoading":false,"link":"/mindshift/tag/antiracist"},"mindshift_20983":{"type":"terms","id":"mindshift_20983","meta":{"index":"terms_1591234321","site":"mindshift","id":"20983","found":true},"relationships":{},"included":{},"name":"imagination","slug":"imagination","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"imagination Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20255,"isLoading":false,"link":"/mindshift/tag/imagination"},"mindshift_21284":{"type":"terms","id":"mindshift_21284","meta":{"index":"terms_1591234321","site":"mindshift","id":"21284","found":true},"relationships":{},"included":{},"name":"race","slug":"race","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"race Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20556,"isLoading":false,"link":"/mindshift/tag/race"},"mindshift_939":{"type":"terms","id":"mindshift_939","meta":{"index":"terms_1591234321","site":"mindshift","id":"939","found":true},"relationships":{},"included":{},"name":"deeper learning","slug":"deeper-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"deeper learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":944,"isLoading":false,"link":"/mindshift/tag/deeper-learning"},"mindshift_20784":{"type":"terms","id":"mindshift_20784","meta":{"index":"terms_1591234321","site":"mindshift","id":"20784","found":true},"relationships":{},"included":{},"name":"featured","slug":"featured","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"featured Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20061,"isLoading":false,"link":"/mindshift/tag/featured"},"mindshift_1040":{"type":"terms","id":"mindshift_1040","meta":{"index":"terms_1591234321","site":"mindshift","id":"1040","found":true},"relationships":{},"included":{},"name":"full-image","slug":"full-image","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"full-image Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":1045,"isLoading":false,"link":"/mindshift/tag/full-image"},"mindshift_797":{"type":"terms","id":"mindshift_797","meta":{"index":"terms_1591234321","site":"mindshift","id":"797","found":true},"relationships":{},"included":{},"name":"inquiry learning","slug":"inquiry-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"inquiry learning Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":800,"isLoading":false,"link":"/mindshift/tag/inquiry-learning"},"mindshift_21320":{"type":"terms","id":"mindshift_21320","meta":{"index":"terms_1591234321","site":"mindshift","id":"21320","found":true},"relationships":{},"included":{},"name":"problem-based learning","slug":"problem-based-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"problem-based learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20592,"isLoading":false,"link":"/mindshift/tag/problem-based-learning"},"mindshift_20690":{"type":"terms","id":"mindshift_20690","meta":{"index":"terms_1591234321","site":"mindshift","id":"20690","found":true},"relationships":{},"included":{},"name":"scaffold","slug":"scaffold","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"scaffold Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19967,"isLoading":false,"link":"/mindshift/tag/scaffold"},"mindshift_195":{"type":"terms","id":"mindshift_195","meta":{"index":"terms_1591234321","site":"mindshift","id":"195","found":true},"relationships":{},"included":{},"name":"Digital Tools","slug":"digital-tools","taxonomy":"category","description":"How devices, software, and the Internet are changing the classroom dynamic.","featImg":null,"headData":{"title":"Digital Tools Archives | KQED Mindshift","description":"How devices, software, and the Internet are changing the classroom dynamic.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":195,"isLoading":false,"link":"/mindshift/category/digital-tools"},"mindshift_21058":{"type":"terms","id":"mindshift_21058","meta":{"index":"terms_1591234321","site":"mindshift","id":"21058","found":true},"relationships":{},"included":{},"name":"logic","slug":"logic","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"logic Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20330,"isLoading":false,"link":"/mindshift/tag/logic"},"mindshift_21227":{"type":"terms","id":"mindshift_21227","meta":{"index":"terms_1591234321","site":"mindshift","id":"21227","found":true},"relationships":{},"included":{},"name":"riddle","slug":"riddle","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"riddle Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20499,"isLoading":false,"link":"/mindshift/tag/riddle"},"mindshift_875":{"type":"terms","id":"mindshift_875","meta":{"index":"terms_1591234321","site":"mindshift","id":"875","found":true},"relationships":{},"included":{},"name":"TED-Ed","slug":"ted-ed","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"TED-Ed Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":878,"isLoading":false,"link":"/mindshift/tag/ted-ed"},"mindshift_21048":{"type":"terms","id":"mindshift_21048","meta":{"index":"terms_1591234321","site":"mindshift","id":"21048","found":true},"relationships":{},"included":{},"name":"I-Think Initiative","slug":"i-think-initiative","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"I-Think Initiative Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20320,"isLoading":false,"link":"/mindshift/tag/i-think-initiative"},"mindshift_21051":{"type":"terms","id":"mindshift_21051","meta":{"index":"terms_1591234321","site":"mindshift","id":"21051","found":true},"relationships":{},"included":{},"name":"Ladder of Inference","slug":"ladder-of-inference","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Ladder of Inference Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20323,"isLoading":false,"link":"/mindshift/tag/ladder-of-inference"},"mindshift_192":{"type":"terms","id":"mindshift_192","meta":{"index":"terms_1591234321","site":"mindshift","id":"192","found":true},"relationships":{},"included":{},"name":"Big Ideas","slug":"big-ideas","taxonomy":"category","description":"The latest findings from experts in the field related to the future of learning.","featImg":null,"headData":{"title":"Big Ideas Archives | KQED Mindshift","description":"The latest findings from experts in the field related to the future of learning.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":192,"isLoading":false,"link":"/mindshift/category/big-ideas"},"mindshift_20882":{"type":"terms","id":"mindshift_20882","meta":{"index":"terms_1591234321","site":"mindshift","id":"20882","found":true},"relationships":{},"included":{},"name":"coaching","slug":"coaching","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"coaching Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20160,"isLoading":false,"link":"/mindshift/tag/coaching"},"mindshift_20790":{"type":"terms","id":"mindshift_20790","meta":{"index":"terms_1591234321","site":"mindshift","id":"20790","found":true},"relationships":{},"included":{},"name":"metacognition","slug":"metacognition","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"metacognition Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20067,"isLoading":false,"link":"/mindshift/tag/metacognition"},"mindshift_96":{"type":"terms","id":"mindshift_96","meta":{"index":"terms_1591234321","site":"mindshift","id":"96","found":true},"relationships":{},"included":{},"name":"professional development","slug":"professional-development","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"professional development Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":96,"isLoading":false,"link":"/mindshift/tag/professional-development"},"mindshift_381":{"type":"terms","id":"mindshift_381","meta":{"index":"terms_1591234321","site":"mindshift","id":"381","found":true},"relationships":{},"included":{},"name":"research","slug":"research-2","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"research Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":382,"isLoading":false,"link":"/mindshift/tag/research-2"}},"userAgentReducer":{"userAgent":"Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)","isBot":true},"userPermissionsReducer":{"wpLoggedIn":false},"localStorageReducer":{},"browserHistoryReducer":[],"eventsReducer":{},"fssReducer":{},"tvDailyScheduleReducer":{},"tvWeeklyScheduleReducer":{},"tvPrimetimeScheduleReducer":{},"tvMonthlyScheduleReducer":{},"userAccountReducer":{"routeTo":"","showDeleteConfirmModal":false,"user":{"userId":"","isFound":false,"firstName":"","lastName":"","phoneNumber":"","email":"","articles":[]}},"youthMediaReducer":{},"checkPleaseReducer":{"filterData":{},"restaurantData":[]},"reframeReducer":{"attendee":null},"location":{"pathname":"/mindshift/tag/problem-solving/","previousPathname":"/"}}