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FM","link":"/"}},"mindshift_62349":{"type":"posts","id":"mindshift_62349","meta":{"index":"posts_1591205157","site":"mindshift","id":"62349","score":null,"sort":[1694512854000]},"guestAuthors":[],"slug":"why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","title":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change","publishDate":1694512854,"format":"audio","headTitle":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Transforming schoolyards into green, shaded spaces fosters STEM learning and empowers students with problem-solving skills to address climate change.","status":"publish","parent":0,"modified":1700528806,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":122,"wordCount":4458},"headData":{"title":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change | KQED","description":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC5981055431.mp3?updated=1694476485","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\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\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\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\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21508","mindshift_21130","mindshift_21848"],"tags":["mindshift_21757","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21059","mindshift_21565","mindshift_256"],"featImg":"mindshift_62350","label":"mindshift_21847"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","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."},"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_59903":{"type":"posts","id":"mindshift_59903","meta":{"index":"posts_1591205157","site":"mindshift","id":"59903","score":null,"sort":[1664265753000]},"guestAuthors":[],"slug":"when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","title":"When students' basic needs are met by community schools, learning can flourish","publishDate":1664265753,"format":"audio","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they're creating stuff that's meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They're going to be planning a project and assessing it,\" he said. \"It's a lot.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you're really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don't need to be as much of a social worker anymore. They don't need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student's getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It's freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you're actually meeting people who could be your future representative.'”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes \"Yes on Proposition D\" pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world's information if we're not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over'' shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don't think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED's Carlos Cabrera-Lomelí contributed to this report. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Community schools use a whole child approach so the pressure isn’t solely on teachers to attend to students’ academics, social emotional wellbeing and basic needs. ","status":"publish","parent":0,"modified":1664265753,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2031},"headData":{"title":"When students' basic needs are met by community schools, learning can flourish - MindShift","description":"Community schools use a whole child approach so the pressure isn’t solely on teachers to attend to students’ academics, social emotional wellbeing and basic needs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59903 https://ww2.kqed.org/mindshift/?p=59903","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/27/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish/","disqusTitle":"When students' basic needs are met by community schools, learning can flourish","audioUrl":"https://dcs.megaphone.fm/KQINC8896503720.mp3?key=fcf50f172f6719aca8e590642183adf7","excludeFromSiteSearch":"Include","path":"/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they're creating stuff that's meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They're going to be planning a project and assessing it,\" he said. \"It's a lot.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\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 suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you're really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don't need to be as much of a social worker anymore. They don't need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student's getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It's freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you're actually meeting people who could be your future representative.'”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes \"Yes on Proposition D\" pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world's information if we're not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over'' shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don't think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\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>KQED's Carlos Cabrera-Lomelí contributed to this report. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","authors":["11721"],"categories":["mindshift_1"],"tags":["mindshift_21198","mindshift_21027","mindshift_21416","mindshift_21230","mindshift_20939","mindshift_21277","mindshift_256","mindshift_21398","mindshift_21461"],"featImg":"mindshift_59910","label":"mindshift"},"mindshift_59104":{"type":"posts","id":"mindshift_59104","meta":{"index":"posts_1591205157","site":"mindshift","id":"59104","score":null,"sort":[1653375872000]},"guestAuthors":[],"slug":"identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","title":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","publishDate":1653375872,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Copyright © 2021 by Shane Safir. All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In their book, \"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,\" Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","status":"publish","parent":0,"modified":1655411625,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1590},"headData":{"title":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish - MindShift","description":"In their book, ‘Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,’ Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59104 https://ww2.kqed.org/mindshift/?p=59104","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/24/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish/","disqusTitle":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","excludeFromSiteSearch":"Include","path":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Copyright © 2021 by Shane Safir. All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\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>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\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>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_20984","mindshift_108","mindshift_21250","mindshift_21126","mindshift_21015","mindshift_873","mindshift_256","mindshift_21213","mindshift_21395"],"featImg":"mindshift_59117","label":"mindshift"},"mindshift_58668":{"type":"posts","id":"mindshift_58668","meta":{"index":"posts_1591205157","site":"mindshift","id":"58668","score":null,"sort":[1634886575000]},"guestAuthors":[],"slug":"how-arts-practices-can-be-the-foundation-of-teaching-and-learning","title":"How arts practices can be the foundation of teaching and learning","publishDate":1634886575,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">\"How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">\"In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ","status":"publish","parent":0,"modified":1634886575,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2853},"headData":{"title":"How arts practices can be the foundation of teaching and learning - MindShift","description":"Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58668 https://ww2.kqed.org/mindshift/?p=58668","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/22/how-arts-practices-can-be-the-foundation-of-teaching-and-learning/","disqusTitle":"How arts practices can be the foundation of teaching and learning","path":"/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">\"How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\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>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">\"In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning","authors":["4445"],"categories":["mindshift_1"],"tags":["mindshift_20854","mindshift_797","mindshift_256"],"featImg":"mindshift_58673","label":"mindshift"},"mindshift_56450":{"type":"posts","id":"mindshift_56450","meta":{"index":"posts_1591205157","site":"mindshift","id":"56450","score":null,"sort":[1597141101000]},"guestAuthors":[],"slug":"how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","title":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home","publishDate":1597141101,"format":"standard","headTitle":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/trussleadership/status/1250800577052676098\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Culturally relevant teaching can be a helpful way for students to develop cultural competence, advocate for change in their lives and excel academically in meaningful ways. ","status":"publish","parent":0,"modified":1700528794,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2196},"headData":{"title":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home | KQED","description":"Culturally relevant teaching can be a helpful way for students to develop cultural competence, advocate for change in their lives and excel academically in meaningful ways. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC7354233725.mp3","path":"/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \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>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1250800577052676098"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \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>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21358","mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_21371","mindshift_21126","mindshift_358","mindshift_21181","mindshift_20865","mindshift_21132","mindshift_21372","mindshift_256","mindshift_21359"],"featImg":"mindshift_56452","label":"mindshift_21847"},"mindshift_56195":{"type":"posts","id":"mindshift_56195","meta":{"index":"posts_1591205157","site":"mindshift","id":"56195","score":null,"sort":[1594021543000]},"guestAuthors":[],"slug":"how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins","title":"How Students Benefit from a School Reopening Plan Designed for Those at the Margins","publishDate":1594021543,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Fjta0KC3NCs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"By designing a better school experience for students at the margins, educators can make the in-school experience better for all. ","status":"publish","parent":0,"modified":1594021543,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1170},"headData":{"title":"How Students Benefit from a School Reopening Plan Designed for Those at the Margins - MindShift","description":"By designing a better school experience for students at the margins, educators can make the in-school experience better for all. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56195 https://ww2.kqed.org/mindshift/?p=56195","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/06/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins/","disqusTitle":"How Students Benefit from a School Reopening Plan Designed for Those at the Margins","path":"/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\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\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Fjta0KC3NCs'\n title='//www.youtube.com/embed/Fjta0KC3NCs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins","authors":["11487"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_167","mindshift_358","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_96","mindshift_256","mindshift_21362"],"featImg":"mindshift_56204","label":"mindshift"},"mindshift_55327":{"type":"posts","id":"mindshift_55327","meta":{"index":"posts_1591205157","site":"mindshift","id":"55327","score":null,"sort":[1582265844000]},"guestAuthors":[],"slug":"how-hands-on-projects-can-deepen-math-learning-for-teens","title":"How Hands-On Projects Can Deepen Math Learning for Teens","publishDate":1582265844,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p4\">\u003cspan class=\"s1\">On math worksheets, numbers are usually neat and tidy. In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","status":"publish","parent":0,"modified":1582311952,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":1040},"headData":{"title":"How Hands-On Projects Can Deepen Math Learning for Teens | KQED","description":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55327 https://ww2.kqed.org/mindshift/?p=55327","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/20/how-hands-on-projects-can-deepen-math-learning-for-teens/","disqusTitle":"How Hands-On Projects Can Deepen Math Learning for Teens","path":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p4\">\u003cspan class=\"s1\">On math worksheets, numbers are usually neat and tidy. In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\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 class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_392","mindshift_20893","mindshift_256","mindshift_956","mindshift_21159"],"featImg":"mindshift_55354","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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