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KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"lshaffer":{"type":"authors","id":"11330","meta":{"index":"authors_1591205172","id":"11330","found":true},"name":"Leah Shaffer","firstName":"Leah","lastName":"Shaffer","slug":"lshaffer","email":"leahabshaffer@gmail.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ee7b4bb631d0c035e426aba5e260f9ce?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["author"]}],"headData":{"title":"Leah Shaffer | 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FM","link":"/"}},"mindshift_55231":{"type":"posts","id":"mindshift_55231","meta":{"index":"posts_1591205157","site":"mindshift","id":"55231","score":null,"sort":[1579850819000]},"guestAuthors":[],"slug":"how-slow-looking-can-help-students-develop-skills-across-disciplines","title":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines","publishDate":1579850819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Eight seconds — that’s the latest \u003ca href=\"https://www.nytimes.com/2016/01/22/opinion/the-eight-second-attention-span.html\">estimate\u003c/a> of the length of the human attention span. The push to \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Cover-the-Material%E2%80%94Or-Teach-Students-to-Think%C2%A2.aspx\">cover more material\u003c/a> in the same amount of classroom time also provides a challenge, especially when teachers are told that the skills (like critical thinking and creativity) their students \u003ca href=\"https://learningpolicyinstitute.org/topic/deeper-learning\">will need\u003c/a> in order to compete in the 21st century are ones that take time to develop. For educators working with a new generation \u003ca href=\"https://www.forbes.com/sites/julianvigo/2019/08/31/generation-z-and-new-technologys-effect-on-culture/#4b9552615c2a\">raised\u003c/a> in a world of rapid information exchange, it may seem difficult to hold students’ attention when it comes time for extended observation.\u003c/p>\n\u003cp>As an antidote, Project Zero researcher \u003ca href=\"https://www.gse.harvard.edu/faculty/shari-tishman\">Shari Tishman\u003c/a> offers “\u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">slow looking\u003c/a>\" — the practice of observing detail over time to move beyond a first impression and create a more immersive experience with a text, an idea, a piece of art, or any other kind of object. It’s a practice that clears a space for students to hold and appreciate the richness of the world we live in.\u003c/p>\n\u003ch2>How \"Slow Looking\" Can Support Students\u003c/h2>\n\u003ch2>Slow looking helps students navigate complex systems and build connections\u003c/h2>\n\u003cp>\u003ci>Activity: Take something apart, whether it’s a physical object or an idea like “family.” What are the different components and how do they function together?\u003c/i>\u003c/p>\n\u003cp>“Looking at physical or conceptual systems and how they’re put together and how they can be taken apart is a powerful strategy for close looking,” says Tishman, the author of \u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">\u003cem>Slow Looking: The Art and Practice of Learning Through Observation\u003c/em>\u003c/a>. Tishman has her graduate students take apart everyday objects in small groups, think about the purpose of the different parts, and make an inventory of the pieces they find. In this activity, students develop an appreciation for complexity and how small pieces can come together to form a larger whole — and in turn, can inspire students to use what they know to design new systems.\u003c/p>\n\u003ch2>Slow looking fuels empathy and self-awareness\u003c/h2>\n\u003cp>\u003ci>Activity:\u003c/i> \u003ci>Change your vantage point. That might mean looking with the naked eye and then through a microscope, asking students to think about what a glass of water might look like to an ant, or examining eating utensils from around the world.\u003c/i>\u003c/p>\n\u003cp>“When you look for a while, you become aware of how a thing might look to somebody else; you also become aware of your own lens,” says Tishman. Through slow looking, “students come to an understanding of the multi-perspectival nature of knowing things in our world.” Slow looking allows students to understand how they see something through their own lens — and opens them up to how others in the world and in the classroom may see the same object or idea differently. It also provides a space for them to notice the commonalities in different perspectives.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>Students can build off the ideas of others and think together\u003c/h2>\n\u003cp>\u003ci>Activity: Have the class look at an object or image. Go around and have students each say one thing they notice about that object. They can’t repeat, but they can add on to what a classmate has said. Reflect on what students have picked up on: What’s the same or different? What questions do they have?\u003c/i>\u003c/p>\n\u003cp>“Many of the slow looking experiences are really powerful when they’re done in groups because it builds on the excitement that gets generated when it’s your turn or you hear what other people have to say,” Tishman says. Often, a member of the community will share something that will spark new thinking or bring eyes to something other people may not have picked up on originally.\u003c/p>\n\u003ch2>Students learn to describe in detail\u003c/h2>\n\u003cp>\u003ci>Activity: Descriptions don’t just have to be written. Have your students draw something multiple times. What did they notice the first time? Was there something they picked up on the second time? What did they notice as they kept studying the object?\u003c/i>\u003c/p>\n\u003cp>“Sometimes, slow looking can take the form of finding more and more things to notice,” Tishman says. “You might look for things that come forward across time. Notice what strikes you as obvious, your first impression, what’s hidden, what you can discover.” While instructors may often ask students to write down these observations, drawing can provide the same kinds of meaningful insights, especially if you emphasize that the point of the activity isn’t to draw an accurate picture, it’s to notice more detail. You may even ask students to turn their drawings into a written piece that includes the same level of detail as the drawing.\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The practice of observing detail over time, analyzing deeply and applying different perspectives helps students appreciate the richness of the world we live in.","status":"publish","parent":0,"modified":1579850819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":835},"headData":{"title":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines | KQED","description":"The practice of observing detail over time, analyzing deeply and applying different perspectives helps students appreciate the richness of the world we live in.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines","datePublished":"2020-01-24T07:26:59.000Z","dateModified":"2020-01-24T07:26:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55231 https://ww2.kqed.org/mindshift/?p=55231","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/23/how-slow-looking-can-help-students-develop-skills-across-disciplines/","disqusTitle":"How 'Slow Looking' Can Help Students Develop Skills Across Disciplines","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Emily Boudreau, Usable Knowledge\u003c/a>","path":"/mindshift/55231/how-slow-looking-can-help-students-develop-skills-across-disciplines","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Eight seconds — that’s the latest \u003ca href=\"https://www.nytimes.com/2016/01/22/opinion/the-eight-second-attention-span.html\">estimate\u003c/a> of the length of the human attention span. The push to \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Cover-the-Material%E2%80%94Or-Teach-Students-to-Think%C2%A2.aspx\">cover more material\u003c/a> in the same amount of classroom time also provides a challenge, especially when teachers are told that the skills (like critical thinking and creativity) their students \u003ca href=\"https://learningpolicyinstitute.org/topic/deeper-learning\">will need\u003c/a> in order to compete in the 21st century are ones that take time to develop. For educators working with a new generation \u003ca href=\"https://www.forbes.com/sites/julianvigo/2019/08/31/generation-z-and-new-technologys-effect-on-culture/#4b9552615c2a\">raised\u003c/a> in a world of rapid information exchange, it may seem difficult to hold students’ attention when it comes time for extended observation.\u003c/p>\n\u003cp>As an antidote, Project Zero researcher \u003ca href=\"https://www.gse.harvard.edu/faculty/shari-tishman\">Shari Tishman\u003c/a> offers “\u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">slow looking\u003c/a>\" — the practice of observing detail over time to move beyond a first impression and create a more immersive experience with a text, an idea, a piece of art, or any other kind of object. It’s a practice that clears a space for students to hold and appreciate the richness of the world we live in.\u003c/p>\n\u003ch2>How \"Slow Looking\" Can Support Students\u003c/h2>\n\u003ch2>Slow looking helps students navigate complex systems and build connections\u003c/h2>\n\u003cp>\u003ci>Activity: Take something apart, whether it’s a physical object or an idea like “family.” What are the different components and how do they function together?\u003c/i>\u003c/p>\n\u003cp>“Looking at physical or conceptual systems and how they’re put together and how they can be taken apart is a powerful strategy for close looking,” says Tishman, the author of \u003ca href=\"http://www.pz.harvard.edu/resources/slow-looking-the-art-and-practice-of-learning-through-observation\">\u003cem>Slow Looking: The Art and Practice of Learning Through Observation\u003c/em>\u003c/a>. Tishman has her graduate students take apart everyday objects in small groups, think about the purpose of the different parts, and make an inventory of the pieces they find. In this activity, students develop an appreciation for complexity and how small pieces can come together to form a larger whole — and in turn, can inspire students to use what they know to design new systems.\u003c/p>\n\u003ch2>Slow looking fuels empathy and self-awareness\u003c/h2>\n\u003cp>\u003ci>Activity:\u003c/i> \u003ci>Change your vantage point. That might mean looking with the naked eye and then through a microscope, asking students to think about what a glass of water might look like to an ant, or examining eating utensils from around the world.\u003c/i>\u003c/p>\n\u003cp>“When you look for a while, you become aware of how a thing might look to somebody else; you also become aware of your own lens,” says Tishman. Through slow looking, “students come to an understanding of the multi-perspectival nature of knowing things in our world.” Slow looking allows students to understand how they see something through their own lens — and opens them up to how others in the world and in the classroom may see the same object or idea differently. It also provides a space for them to notice the commonalities in different perspectives.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003ch2>Students can build off the ideas of others and think together\u003c/h2>\n\u003cp>\u003ci>Activity: Have the class look at an object or image. Go around and have students each say one thing they notice about that object. They can’t repeat, but they can add on to what a classmate has said. Reflect on what students have picked up on: What’s the same or different? What questions do they have?\u003c/i>\u003c/p>\n\u003cp>“Many of the slow looking experiences are really powerful when they’re done in groups because it builds on the excitement that gets generated when it’s your turn or you hear what other people have to say,” Tishman says. Often, a member of the community will share something that will spark new thinking or bring eyes to something other people may not have picked up on originally.\u003c/p>\n\u003ch2>Students learn to describe in detail\u003c/h2>\n\u003cp>\u003ci>Activity: Descriptions don’t just have to be written. Have your students draw something multiple times. What did they notice the first time? Was there something they picked up on the second time? What did they notice as they kept studying the object?\u003c/i>\u003c/p>\n\u003cp>“Sometimes, slow looking can take the form of finding more and more things to notice,” Tishman says. “You might look for things that come forward across time. Notice what strikes you as obvious, your first impression, what’s hidden, what you can discover.” While instructors may often ask students to write down these observations, drawing can provide the same kinds of meaningful insights, especially if you emphasize that the point of the activity isn’t to draw an accurate picture, it’s to notice more detail. You may even ask students to turn their drawings into a written piece that includes the same level of detail as the drawing.\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55231/how-slow-looking-can-help-students-develop-skills-across-disciplines","authors":["byline_mindshift_55231"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_819","mindshift_967","mindshift_20727","mindshift_21327"],"featImg":"mindshift_55236","label":"mindshift"},"mindshift_48480":{"type":"posts","id":"mindshift_48480","meta":{"index":"posts_1591205157","site":"mindshift","id":"48480","score":null,"sort":[1498222337000]},"guestAuthors":[],"slug":"why-unlearning-old-habits-is-an-essential-step-for-innovation","title":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation","publishDate":1498222337,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"Educators at a school near Boston is making the effort to unlearn old habits and perspectives that get in the way of more effective solutions.","status":"publish","parent":0,"modified":1498222364,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1124},"headData":{"title":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation | KQED","description":"Educators at a school near Boston is making the effort to unlearn old habits and perspectives that get in the way of more effective solutions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation","datePublished":"2017-06-23T12:52:17.000Z","dateModified":"2017-06-23T12:52:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48480 https://ww2.kqed.org/mindshift/?p=48480","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/","disqusTitle":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation","path":"/mindshift/48480/why-unlearning-old-habits-is-an-essential-step-for-innovation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\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 class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\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>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48480/why-unlearning-old-habits-is-an-essential-step-for-innovation","authors":["11330"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20512","mindshift_819","mindshift_70","mindshift_96","mindshift_256","mindshift_967","mindshift_21112"],"featImg":"mindshift_48501","label":"mindshift"},"mindshift_46442":{"type":"posts","id":"mindshift_46442","meta":{"index":"posts_1591205157","site":"mindshift","id":"46442","score":null,"sort":[1475154017000]},"guestAuthors":[],"slug":"how-clear-expectations-can-inhibit-genuine-thinking-in-students","title":"How Clear Expectations Can Inhibit Genuine Thinking in Students","publishDate":1475154017,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted with permission of the publisher Jossey-Bass, a Wiley brand, from \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118974603,descCd-buy.html\">Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools\u003c/a> by Ron Ritchhart. Copyright (c) 2015 by Ron Ritchhart. All rights reserved. This book is available at all booksellers.\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>By Ron Ritchhart\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Sitting in the back of Karen White’s algebra classroom in suburban Colorado, I found myself growing increasingly uncomfortable. When I had interviewed Karen the year before about the possibility of observing in her classroom, she shared with me how important thinking was to her in her teaching. She had been through several professional development seminars about promoting “habits of mind” and enthusiastically rattled off the lingo associated with that program as she talked about her goals for students. She stressed the importance of metacognition to learning and discussed how she integrated writing and problem solving in mathematics. On the basis of these conversations, I was excited to see how these elements would play out in her classroom. However, observing in her class that first morning, I had a hard time finding moments when students actually were engaged in any thinking. Karen was extremely well organized, greeting each student at the door and getting the class started quickly and efficiently. She was firm but pleasant to all students, and managed the classroom with the efficiency of a seasoned teacher. But for all this order and efficiency, there was something missing. Why didn’t this feel like a thoughtful place? Like a culture of thinking? \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">As I observed class period after class period that first day, Karen communicated very clear guidelines and standards to every set of students. Each homework question was worth a point if it was attempted. You could still get some points for homework even if it were late, so you should always do it. Scores were collected each day and point accumulations were publicly posted at the end of each week so that every student would know exactly where he or she stood in terms of a final grade. If you didn’t understand a concept, ask. Karen assured the class that she was “the best explainer in the West” and would be happy to supply a second or third explanation until a procedure was clear. In the end, doing the work and trying would guarantee that a student would pass the course—and not have to repeat it next year—even if one wasn’t any good at mathematics. Thinking was mentioned, but not in a way directly connected to the learning at hand. For instance, there were reflection journals to encourage “metacognition,” but these were used to record how students were feeling about their performance on tests and assignments rather than a careful analysis of their learning. There were “problems of the week” that students would do independently outside of class, but these problems were opportunities to gain more points rather than a well-integrated part of students’ learning. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118974603,descCd-buy.html\">\u003cimg class=\"alignright wp-image-46482\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/CCoT_cover-400x529.jpg\" alt=\"CCoT_cover\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/CCoT_cover-400x529.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CCoT_cover.jpg 681w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Throughout that first week of school and on into the school year, Karen was reliably consistent with her students. Still, the thinking remained largely elusive, and the culture seemed never to approach a true culture of thinking. Classes started promptly with a review of homework. New procedures were cheerfully explained, questions answered, and new practice sets given for homework. True to her word, scores were posted on the bulletin board beside the door each week, and students were informed at the beginning of class if any assignments were missing or late. At times it seemed like each student in the class had made an internal calculation regarding how much attention needed to be paid to complete the homework successfully or prepare for the looming test. Each student operated just slightly below this threshold and rarely stretched beyond it, creating an atmosphere of compliance and passivity. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“Order.” “Clarity.” “Predictability.” These were the words students and colleagues used to describe Karen’s classroom and teaching style. The other word that kept coming up was “expectations.” Karen had clear expectations of students. Students knew what to expect in her class. Indeed, these evaluations seemed to hold with my own observations. Karen did have very clear expectations, communicated effectively and upheld relentlessly in an admirable fashion. But somehow these expectations, the clearest manifestation of what Karen’s classroom was like, seemed to be standing in the way of creating a culture of thinking. How could that be? Why would having such clear expectations for students’ behavior and performance inhibit their development as thinkers? \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">To understand how this could happen and to understand better how expectations operate as a cultural force in learning groups, we have to make a distinction between two types of expectations: directives and beliefs. In schools and classrooms, we often talk of expectations in terms of the behavioral actions and performance outcomes adults want from students. Our expectations of students. Such standards, expressed to anyone in a subordinate position, have the nature of a strong request or even an order. Think about these as top-down directives whose aim is to clearly define what the person in charge desires with respect to another’s performance. To be clear, there is nothing inherently wrong with communicating such behavioral standards or criteria for assignments to students or subordinates. Effective teachers and leaders do this all the time and with consistency, as did Karen. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_46483\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-46483\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Ritchhart_Ron-400x519.jpg\" alt=\"Ron Ritchhart\" width=\"250\" height=\"324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-400x519.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-800x1038.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-768x996.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-1440x1868.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-1180x1531.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-960x1245.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron.jpg 1480w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Ron Ritchhart\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">The second kind of expectations operates on a deeper, more systemic, and ultimately more powerful level. These are the expectations that are rooted in our beliefs about the nature of things and how the world operates. In the context of a learning group, they are working theories about the nature of teaching, learning, thinking, schools, or the organization itself. Our expectations for students. These beliefs focus our attention, direct our action, and define our understanding of how things work. These beliefs form the basis for what my colleague David Perkins calls “action theories”—that is, theories about how our actions relate to obtaining desired results. Perkins (1999, p. 19) explains the utility of such theories: “We try to cope with the complexity and uncertainty of the mission of life through such action theories,” and explains that their power comes from their compactness, simplicity, and efficiency. They are the “rules of thumb” and the “internal compass” with which we operate. This second layer of expectations is a constant influence on the actions of a teacher or leader, providing the underpinning for the more explicit, surface-level directives he or she might express. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">After decades of research into how to create a theoretical model that would explain teaching behavior, Alan Schoenfeld and his colleagues at the Teacher Model Group in Berkeley developed a goal-oriented decision-making model of teaching (Schoenfeld, 2010). In this model, knowledge of a teacher’s goals and beliefs provides the basis for understanding much, if not all, of a teacher’s behavior. Indeed, Schoenfeld claims that “if enough is known, in detail, about a person’s orientations, goals, and resources, that person’s actions can be explained at both macro and micro levels. That is, they can be explained not only in broad terms, but also on a moment-by-moment basis” (p. iv). \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Schoenfeld’s model suggests that teachers do not so much work from a set of practices, either prescribed or ingrained, as they are guided profoundly and implicitly by their belief sets (what he calls“orientations”) about teaching, learning, and the meaning and purpose of school. The power of these expectational belief sets helps explain why changing teaching is much more than giving teachers a new set of practices to deploy. In fact, teachers may employ a new method of instruction, only to find that it falls flat and doesn’t achieve the kind of lift its proponents had promised. They then discount the method, ignoring completely how their expectational beliefs may have undermined the new instructional practices. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Back to Karen White’s classroom: Why were her directives inhibiting the creation of a culture of thinking? Why should her clarity regarding behavioral standards and outcomes impede her efforts to create a culture of thinking, given that thinking was something she expressly valued? It wasn’t that her directives were necessarily “bad” or “wrong”; it was that the action theories and beliefs that gave rise to them tended to be more inhibiting than facilitating of an agenda of thinking. Consequently, the deeper-level expectations, her action theories, on which she based her directives were not supportive of an agenda of thinking. Peeling back Karen’s surface directives to uncover the beliefs and action theories that lie beneath them, we can see why this is the case. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In Karen’s very clear standards for students about points, grades, and keeping score, one sees a belief that school is about work and that students must be coerced or bribed into learning through the use of grades. You may recall that this was a recurring theme emerging from many people’s stories of learning shared in chapter 1. In the way Karen planned and focused her classes, one sees the belief that learning algebra is primarily about acquiring knowledge of procedures rather than developing understanding, and that memorization and practice are the most effective tools for that job. This theory of action, “One learns through memorization and practice,” made it hard for Karen to bring out and facilitate students’ thinking. Instead, thinking existed as an add-on to the regular rhythm of the class, something she did as an “extra” to the regular work of the class. Through her strong focus on grades and passing the course, even if one is “no good at mathematics,” Karen sent the message that our abilities are largely fixed and that “getting by” was all that some could hope to accomplish. One might not understand algebra, but with effort one could at least pass the course. Finally, in her efforts to promote order and control, certainly worthwhile and important goals in any classroom, Karen tilted the balance toward students’ becoming passive learners who were dependent on her. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In this chapter, I’ll explore five belief sets that act as action theories and lay a foundation for our expectations in learning groups. They can either facilitate a culture of thinking, though they can never fully ensure it, or act as an inhibiting challenge to that development. The five belief sets are as follows: \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">• Focusing students on the learning vs. the work\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Teaching for understanding vs. knowledge\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Encouraging deep vs. surface learning strategies\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Promoting independence vs. dependence\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Developing a growth vs. a fixed mindset \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">By way of introducing these, we’ve taken a brief look at how each of these sets of beliefs played out in Karen White’s teaching. We’ll now explore them more fully to understand how these specific expectations for students (as opposed to of students), which operate as our guiding action theories, are important to establishing a culture of thinking. You’ll notice that I’ve framed each of these belief sets as a natural tension. I’ve done this because forming a powerful theory of action for oneself is not a simple matter of merely adopting a nice-sounding platitude some author spouts off. Rather, the creation of a real-world \u003c/span>\u003cspan class=\"s1\">action theory demands that we acknowledge and try to reconcile for ourselves the pushes and pulls that exist in a given context. Only then can we know why we are coming down on one side or other. Furthermore, before any given belief is to fully exist as an action theory, we have to make the connection between actions and outcomes. Thus it is important to explore how a belief gives rise to a set of actions that then results in certain outcomes. Finally, we must recognize that there are other possible goals, beliefs, and expectations out there competing as possible action theories. Having clear expectations— that is, the kind of expectational beliefs that guide our own and students’ actions— requires a conviction on our part. We must first set and then calibrate our internal compass if we want it to act as a reliable guide.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://twitter.com/ronritchhart\">Ron Ritchhart\u003c/a> is the author of \u003cspan class=\"s1\"> \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118974603,descCd-buy.html\">Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools\u003c/a>. He is \u003c/span>a senior associate at \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a> at the Harvard Graduate School of Education and a fellow at the University of Melbourne. He is a former math teacher and co-author of \u003ca href=\"http://www.pz.harvard.edu/resources/making-thinking-visible-how-to-promote-engagement-understanding-and-independence\">Making Thinking Visible\u003c/a>. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Outlining exactly what students need to know to get a good grade can get in the way of genuine learning.","status":"publish","parent":0,"modified":1475154125,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":2169},"headData":{"title":"How Clear Expectations Can Inhibit Genuine Thinking in Students | KQED","description":"Outlining exactly what students need to know to get a good grade can get in the way of genuine learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Clear Expectations Can Inhibit Genuine Thinking in Students","datePublished":"2016-09-29T13:00:17.000Z","dateModified":"2016-09-29T13:02:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46442 http://ww2.kqed.org/mindshift/?p=46442","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/29/how-clear-expectations-can-inhibit-genuine-thinking-in-students/","disqusTitle":"How Clear Expectations Can Inhibit Genuine Thinking in Students","path":"/mindshift/46442/how-clear-expectations-can-inhibit-genuine-thinking-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted with permission of the publisher Jossey-Bass, a Wiley brand, from \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118974603,descCd-buy.html\">Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools\u003c/a> by Ron Ritchhart. Copyright (c) 2015 by Ron Ritchhart. All rights reserved. This book is available at all booksellers.\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>By Ron Ritchhart\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Sitting in the back of Karen White’s algebra classroom in suburban Colorado, I found myself growing increasingly uncomfortable. When I had interviewed Karen the year before about the possibility of observing in her classroom, she shared with me how important thinking was to her in her teaching. She had been through several professional development seminars about promoting “habits of mind” and enthusiastically rattled off the lingo associated with that program as she talked about her goals for students. She stressed the importance of metacognition to learning and discussed how she integrated writing and problem solving in mathematics. On the basis of these conversations, I was excited to see how these elements would play out in her classroom. However, observing in her class that first morning, I had a hard time finding moments when students actually were engaged in any thinking. Karen was extremely well organized, greeting each student at the door and getting the class started quickly and efficiently. She was firm but pleasant to all students, and managed the classroom with the efficiency of a seasoned teacher. But for all this order and efficiency, there was something missing. Why didn’t this feel like a thoughtful place? Like a culture of thinking? \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">As I observed class period after class period that first day, Karen communicated very clear guidelines and standards to every set of students. Each homework question was worth a point if it was attempted. You could still get some points for homework even if it were late, so you should always do it. Scores were collected each day and point accumulations were publicly posted at the end of each week so that every student would know exactly where he or she stood in terms of a final grade. If you didn’t understand a concept, ask. Karen assured the class that she was “the best explainer in the West” and would be happy to supply a second or third explanation until a procedure was clear. In the end, doing the work and trying would guarantee that a student would pass the course—and not have to repeat it next year—even if one wasn’t any good at mathematics. Thinking was mentioned, but not in a way directly connected to the learning at hand. For instance, there were reflection journals to encourage “metacognition,” but these were used to record how students were feeling about their performance on tests and assignments rather than a careful analysis of their learning. There were “problems of the week” that students would do independently outside of class, but these problems were opportunities to gain more points rather than a well-integrated part of students’ learning. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118974603,descCd-buy.html\">\u003cimg class=\"alignright wp-image-46482\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/CCoT_cover-400x529.jpg\" alt=\"CCoT_cover\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/CCoT_cover-400x529.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/CCoT_cover.jpg 681w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Throughout that first week of school and on into the school year, Karen was reliably consistent with her students. Still, the thinking remained largely elusive, and the culture seemed never to approach a true culture of thinking. Classes started promptly with a review of homework. New procedures were cheerfully explained, questions answered, and new practice sets given for homework. True to her word, scores were posted on the bulletin board beside the door each week, and students were informed at the beginning of class if any assignments were missing or late. At times it seemed like each student in the class had made an internal calculation regarding how much attention needed to be paid to complete the homework successfully or prepare for the looming test. Each student operated just slightly below this threshold and rarely stretched beyond it, creating an atmosphere of compliance and passivity. \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 class=\"p1\">\u003cspan class=\"s1\">“Order.” “Clarity.” “Predictability.” These were the words students and colleagues used to describe Karen’s classroom and teaching style. The other word that kept coming up was “expectations.” Karen had clear expectations of students. Students knew what to expect in her class. Indeed, these evaluations seemed to hold with my own observations. Karen did have very clear expectations, communicated effectively and upheld relentlessly in an admirable fashion. But somehow these expectations, the clearest manifestation of what Karen’s classroom was like, seemed to be standing in the way of creating a culture of thinking. How could that be? Why would having such clear expectations for students’ behavior and performance inhibit their development as thinkers? \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">To understand how this could happen and to understand better how expectations operate as a cultural force in learning groups, we have to make a distinction between two types of expectations: directives and beliefs. In schools and classrooms, we often talk of expectations in terms of the behavioral actions and performance outcomes adults want from students. Our expectations of students. Such standards, expressed to anyone in a subordinate position, have the nature of a strong request or even an order. Think about these as top-down directives whose aim is to clearly define what the person in charge desires with respect to another’s performance. To be clear, there is nothing inherently wrong with communicating such behavioral standards or criteria for assignments to students or subordinates. Effective teachers and leaders do this all the time and with consistency, as did Karen. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_46483\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-46483\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Ritchhart_Ron-400x519.jpg\" alt=\"Ron Ritchhart\" width=\"250\" height=\"324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-400x519.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-800x1038.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-768x996.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-1440x1868.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-1180x1531.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron-960x1245.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Ritchhart_Ron.jpg 1480w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Ron Ritchhart\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">The second kind of expectations operates on a deeper, more systemic, and ultimately more powerful level. These are the expectations that are rooted in our beliefs about the nature of things and how the world operates. In the context of a learning group, they are working theories about the nature of teaching, learning, thinking, schools, or the organization itself. Our expectations for students. These beliefs focus our attention, direct our action, and define our understanding of how things work. These beliefs form the basis for what my colleague David Perkins calls “action theories”—that is, theories about how our actions relate to obtaining desired results. Perkins (1999, p. 19) explains the utility of such theories: “We try to cope with the complexity and uncertainty of the mission of life through such action theories,” and explains that their power comes from their compactness, simplicity, and efficiency. They are the “rules of thumb” and the “internal compass” with which we operate. This second layer of expectations is a constant influence on the actions of a teacher or leader, providing the underpinning for the more explicit, surface-level directives he or she might express. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">After decades of research into how to create a theoretical model that would explain teaching behavior, Alan Schoenfeld and his colleagues at the Teacher Model Group in Berkeley developed a goal-oriented decision-making model of teaching (Schoenfeld, 2010). In this model, knowledge of a teacher’s goals and beliefs provides the basis for understanding much, if not all, of a teacher’s behavior. Indeed, Schoenfeld claims that “if enough is known, in detail, about a person’s orientations, goals, and resources, that person’s actions can be explained at both macro and micro levels. That is, they can be explained not only in broad terms, but also on a moment-by-moment basis” (p. iv). \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Schoenfeld’s model suggests that teachers do not so much work from a set of practices, either prescribed or ingrained, as they are guided profoundly and implicitly by their belief sets (what he calls“orientations”) about teaching, learning, and the meaning and purpose of school. The power of these expectational belief sets helps explain why changing teaching is much more than giving teachers a new set of practices to deploy. In fact, teachers may employ a new method of instruction, only to find that it falls flat and doesn’t achieve the kind of lift its proponents had promised. They then discount the method, ignoring completely how their expectational beliefs may have undermined the new instructional practices. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Back to Karen White’s classroom: Why were her directives inhibiting the creation of a culture of thinking? Why should her clarity regarding behavioral standards and outcomes impede her efforts to create a culture of thinking, given that thinking was something she expressly valued? It wasn’t that her directives were necessarily “bad” or “wrong”; it was that the action theories and beliefs that gave rise to them tended to be more inhibiting than facilitating of an agenda of thinking. Consequently, the deeper-level expectations, her action theories, on which she based her directives were not supportive of an agenda of thinking. Peeling back Karen’s surface directives to uncover the beliefs and action theories that lie beneath them, we can see why this is the case. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In Karen’s very clear standards for students about points, grades, and keeping score, one sees a belief that school is about work and that students must be coerced or bribed into learning through the use of grades. You may recall that this was a recurring theme emerging from many people’s stories of learning shared in chapter 1. In the way Karen planned and focused her classes, one sees the belief that learning algebra is primarily about acquiring knowledge of procedures rather than developing understanding, and that memorization and practice are the most effective tools for that job. This theory of action, “One learns through memorization and practice,” made it hard for Karen to bring out and facilitate students’ thinking. Instead, thinking existed as an add-on to the regular rhythm of the class, something she did as an “extra” to the regular work of the class. Through her strong focus on grades and passing the course, even if one is “no good at mathematics,” Karen sent the message that our abilities are largely fixed and that “getting by” was all that some could hope to accomplish. One might not understand algebra, but with effort one could at least pass the course. Finally, in her efforts to promote order and control, certainly worthwhile and important goals in any classroom, Karen tilted the balance toward students’ becoming passive learners who were dependent on her. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In this chapter, I’ll explore five belief sets that act as action theories and lay a foundation for our expectations in learning groups. They can either facilitate a culture of thinking, though they can never fully ensure it, or act as an inhibiting challenge to that development. The five belief sets are as follows: \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">• Focusing students on the learning vs. the work\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Teaching for understanding vs. knowledge\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Encouraging deep vs. surface learning strategies\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Promoting independence vs. dependence\u003cbr>\n\u003c/span>\u003cspan class=\"s1\">• Developing a growth vs. a fixed mindset \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">By way of introducing these, we’ve taken a brief look at how each of these sets of beliefs played out in Karen White’s teaching. We’ll now explore them more fully to understand how these specific expectations for students (as opposed to of students), which operate as our guiding action theories, are important to establishing a culture of thinking. You’ll notice that I’ve framed each of these belief sets as a natural tension. I’ve done this because forming a powerful theory of action for oneself is not a simple matter of merely adopting a nice-sounding platitude some author spouts off. Rather, the creation of a real-world \u003c/span>\u003cspan class=\"s1\">action theory demands that we acknowledge and try to reconcile for ourselves the pushes and pulls that exist in a given context. Only then can we know why we are coming down on one side or other. Furthermore, before any given belief is to fully exist as an action theory, we have to make the connection between actions and outcomes. Thus it is important to explore how a belief gives rise to a set of actions that then results in certain outcomes. Finally, we must recognize that there are other possible goals, beliefs, and expectations out there competing as possible action theories. Having clear expectations— that is, the kind of expectational beliefs that guide our own and students’ actions— requires a conviction on our part. We must first set and then calibrate our internal compass if we want it to act as a reliable guide.\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 class=\"p1\">\u003cem>\u003ca href=\"https://twitter.com/ronritchhart\">Ron Ritchhart\u003c/a> is the author of \u003cspan class=\"s1\"> \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118974603,descCd-buy.html\">Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools\u003c/a>. He is \u003c/span>a senior associate at \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a> at the Harvard Graduate School of Education and a fellow at the University of Melbourne. He is a former math teacher and co-author of \u003ca href=\"http://www.pz.harvard.edu/resources/making-thinking-visible-how-to-promote-engagement-understanding-and-independence\">Making Thinking Visible\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46442/how-clear-expectations-can-inhibit-genuine-thinking-in-students","authors":["4354"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20790","mindshift_967"],"featImg":"mindshift_46506","label":"mindshift"},"mindshift_44227":{"type":"posts","id":"mindshift_44227","meta":{"index":"posts_1591205157","site":"mindshift","id":"44227","score":null,"sort":[1459408600000]},"guestAuthors":[],"slug":"when-kids-have-structure-for-thinking-better-learning-emerges","title":"When Kids Have Structure for Thinking, Better Learning Emerges","publishDate":1459408600,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Amidst the discussions about content standards, curriculum and teaching strategies, it's easy to lose sight of the big goals behind education, like giving students tools to deepen their quantitative and qualitative understanding of the world. Teaching for understanding has always been a challenge, which is why \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard’s Project Zero \u003c/a>has been trying to figure out how great teachers do it.\u003c/p>\n\u003cp>Some teachers discuss metacognition with students, but they often simplify the concept by describing only one of its parts -- thinking about thinking. Teachers are trying to get students to slow down and take note of how and why they are thinking and to see thinking as an action they are taking. But two other core components of metacognition often get left out of these discussions -- monitoring thinking and directing thinking. When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are trying to demystify the process of thinking by making it visible.'\u003c/aside>\n\u003cp>“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate \u003ca href=\"http://www.pz.harvard.edu/who-we-are/people/ron-ritchhart\" target=\"_blank\" rel=\"noopener noreferrer\">Ron Ritchhart\u003c/a> at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain \u003c/a>conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”\u003c/p>\n\u003cp>Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.\u003c/p>\n\u003cp>His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By sixth grade a few students are starting to include some strategies for thinking in their maps, such as “concentrate” or “don’t get caught up in things that aren’t relevant.” But by ninth grade many students include specific strategies for thinking on their concept maps, including “making connections,” “comparing” and “breaking things down.”\u003c/p>\n\u003caside class=\"left long\">\n\u003ch3>Resources\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/6Principles%20of%20COT_V2.pdf\">Six Key Principles\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Self%20Assessing%20CoT.pdf\">Teacher Self Assessment\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Thinking%20map%20assess%2006_V4.pdf\">Thinking Map\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/In%20this%20class%20V3.pdf\">Student Evaluation of Thinking\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Ritchhart studied 400 students at a school focusing on cultivating a \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/10%20Ideas%20to%20Start%20Building%20a%20Culture%20of%20Thinking%20at%20Your%20School.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">culture of thinking\u003c/a>. The study had no control group, but Ritchhart could chart development of metacognition from 4th-11th grades.\u003c/p>\n\u003cp>“Students basically made a two-and-a-half year gain from what would be expected just from teachers trying to create that culture of thinking,” Ritchhart said. He admits that the study isn’t definitive, but to him it’s proof that when teachers focus on these ideas they do see improvement.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/43219548\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HOW CAN EDUCATORS HELP?\u003c/strong>\u003c/p>\n\u003cp>In a culture of thinking, students recognize that collective and individual thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members. This type of culture can exist in any place where learning is part of the experience including school, after school programming or museum programs.\u003c/p>\n\u003cp>To help make these ideas more concrete, Ritchhart and his colleagues have been working to hone in on a short list of “thinking moves” related to understanding. To test whether these moves were really crucial, researchers asked themselves: could a student say she really understood something if she hadn’t engaged in these activities? They believe the important “thinking moves” that \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Understanding%20map%20circle.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">lead to understanding are\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Naming: being able to identify the parts and pieces of a thing\u003c/li>\n\u003cli>Inquiry: questioning should drive the process throughout\u003c/li>\n\u003cli>Looking at different perspectives and viewpoints\u003c/li>\n\u003cli>Reasoning with evidence\u003c/li>\n\u003cli>Making connections to prior knowledge, across subject areas, even into personal lives\u003c/li>\n\u003cli>Uncovering complexity\u003c/li>\n\u003cli>Capture the heart and make firm conclusions\u003c/li>\n\u003cli>Building explanations, interpretations and theories.\u003c/li>\n\u003c/ul>\n\u003cp>These thinking moves all point to the conclusion that learning doesn’t happen through the mere delivery of information. “Learning only occurs when the learner does something with that information,” Ritchhart said. “So as teachers we need to think not only about how we will deliver that content, but also what we will have students do with that content.”\u003c/p>\n\u003cp>One easy way to start asking students to be more metacognitive is to build in reflection time about thinking. Ask students to think about the lesson and identify the kinds of thinking they used throughout. That not only builds vocabulary around thinking, but it often gives kids confidence to name specific thinking strategies they used. Taking this time to reflect also reminds students that they did real work during the lesson.\u003c/p>\n\u003cp>\u003cstrong>THINKING ROUTINES\u003c/strong>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/108000553?color=c75922&title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>To get at how teachers make thinking visible, Ritchhart studied teachers who were very effective at helping student dive below surface level retention of information into really understanding material as it connects to the rest of their studies and their lives. He noticed none of them taught a lesson on thinking.\u003c/p>\n\u003cp>“They had routines and structures that scaffolded and supported student thinking,” Ritchhart said. This discovery led him and colleagues at Project Zero to develop “thinking routines” that all teachers can use to help students develop the habits of mind that lead to more understanding.\u003c/p>\n\u003cp>One way to develop a culture of thinking is to pick one of the thinking routines Project Zero has designed and use it over and over in a variety of contexts. Rather than trying each routine once, applying one routine in multiple ways will help make thinking in that way habitual. It becomes almost an expectation in a classroom, like other class norms.\u003c/p>\n\u003cp>One example of this that goes beyond the K-12 classroom comes from Harvard Medical School, where instructors were struggling to train students to listen to patients and make strong diagnoses based on the symptoms they heard. As an experiment, the medical school offered an elective module to students, where once a week they would join a fine arts class using the “See, Think, Wonder” thinking routine to observe art. After 10 weeks, all the medical students were assessed on clinical diagnosing and the students who had done “See, Think, Wonder” had improved much more than those who had not participated.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“One of the reasons we call them thinking routines is that through their use it is the thinking that becomes routine,” Ritchhart said. Project Zero is working with teachers around the country to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">apply thinking routines\u003c/a> in the classroom and many have reported that after doing the routines in a structured way several times students naturally start using the protocols for everything.\u003c/p>\n\n","blocks":[],"excerpt":"By identifying thinking routines for students, teachers can help deepen metacognitive skills that are applicable to all areas of life. ","status":"publish","parent":0,"modified":1595852694,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1264},"headData":{"title":"When Kids Have Structure for Thinking, Better Learning Emerges - MindShift","description":"By identifying thinking routines for students, teachers can help deepen metacognitive skills that are applicable to all areas of life. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Kids Have Structure for Thinking, Better Learning Emerges","datePublished":"2016-03-31T07:16:40.000Z","dateModified":"2020-07-27T12:24:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44227 http://ww2.kqed.org/mindshift/?p=44227","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/","disqusTitle":"When Kids Have Structure for Thinking, Better Learning Emerges","templateType":"standard","featuredImageType":"standard","path":"/mindshift/44227/when-kids-have-structure-for-thinking-better-learning-emerges","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amidst the discussions about content standards, curriculum and teaching strategies, it's easy to lose sight of the big goals behind education, like giving students tools to deepen their quantitative and qualitative understanding of the world. Teaching for understanding has always been a challenge, which is why \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard’s Project Zero \u003c/a>has been trying to figure out how great teachers do it.\u003c/p>\n\u003cp>Some teachers discuss metacognition with students, but they often simplify the concept by describing only one of its parts -- thinking about thinking. Teachers are trying to get students to slow down and take note of how and why they are thinking and to see thinking as an action they are taking. But two other core components of metacognition often get left out of these discussions -- monitoring thinking and directing thinking. When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are trying to demystify the process of thinking by making it visible.'\u003c/aside>\n\u003cp>“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate \u003ca href=\"http://www.pz.harvard.edu/who-we-are/people/ron-ritchhart\" target=\"_blank\" rel=\"noopener noreferrer\">Ron Ritchhart\u003c/a> at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain \u003c/a>conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”\u003c/p>\n\u003cp>Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.\u003c/p>\n\u003cp>His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.\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>By sixth grade a few students are starting to include some strategies for thinking in their maps, such as “concentrate” or “don’t get caught up in things that aren’t relevant.” But by ninth grade many students include specific strategies for thinking on their concept maps, including “making connections,” “comparing” and “breaking things down.”\u003c/p>\n\u003caside class=\"left long\">\n\u003ch3>Resources\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/6Principles%20of%20COT_V2.pdf\">Six Key Principles\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Self%20Assessing%20CoT.pdf\">Teacher Self Assessment\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Thinking%20map%20assess%2006_V4.pdf\">Thinking Map\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/In%20this%20class%20V3.pdf\">Student Evaluation of Thinking\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Ritchhart studied 400 students at a school focusing on cultivating a \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/10%20Ideas%20to%20Start%20Building%20a%20Culture%20of%20Thinking%20at%20Your%20School.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">culture of thinking\u003c/a>. The study had no control group, but Ritchhart could chart development of metacognition from 4th-11th grades.\u003c/p>\n\u003cp>“Students basically made a two-and-a-half year gain from what would be expected just from teachers trying to create that culture of thinking,” Ritchhart said. He admits that the study isn’t definitive, but to him it’s proof that when teachers focus on these ideas they do see improvement.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/43219548\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HOW CAN EDUCATORS HELP?\u003c/strong>\u003c/p>\n\u003cp>In a culture of thinking, students recognize that collective and individual thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members. This type of culture can exist in any place where learning is part of the experience including school, after school programming or museum programs.\u003c/p>\n\u003cp>To help make these ideas more concrete, Ritchhart and his colleagues have been working to hone in on a short list of “thinking moves” related to understanding. To test whether these moves were really crucial, researchers asked themselves: could a student say she really understood something if she hadn’t engaged in these activities? They believe the important “thinking moves” that \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Understanding%20map%20circle.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">lead to understanding are\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Naming: being able to identify the parts and pieces of a thing\u003c/li>\n\u003cli>Inquiry: questioning should drive the process throughout\u003c/li>\n\u003cli>Looking at different perspectives and viewpoints\u003c/li>\n\u003cli>Reasoning with evidence\u003c/li>\n\u003cli>Making connections to prior knowledge, across subject areas, even into personal lives\u003c/li>\n\u003cli>Uncovering complexity\u003c/li>\n\u003cli>Capture the heart and make firm conclusions\u003c/li>\n\u003cli>Building explanations, interpretations and theories.\u003c/li>\n\u003c/ul>\n\u003cp>These thinking moves all point to the conclusion that learning doesn’t happen through the mere delivery of information. “Learning only occurs when the learner does something with that information,” Ritchhart said. “So as teachers we need to think not only about how we will deliver that content, but also what we will have students do with that content.”\u003c/p>\n\u003cp>One easy way to start asking students to be more metacognitive is to build in reflection time about thinking. Ask students to think about the lesson and identify the kinds of thinking they used throughout. That not only builds vocabulary around thinking, but it often gives kids confidence to name specific thinking strategies they used. Taking this time to reflect also reminds students that they did real work during the lesson.\u003c/p>\n\u003cp>\u003cstrong>THINKING ROUTINES\u003c/strong>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/108000553?color=c75922&title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>To get at how teachers make thinking visible, Ritchhart studied teachers who were very effective at helping student dive below surface level retention of information into really understanding material as it connects to the rest of their studies and their lives. He noticed none of them taught a lesson on thinking.\u003c/p>\n\u003cp>“They had routines and structures that scaffolded and supported student thinking,” Ritchhart said. This discovery led him and colleagues at Project Zero to develop “thinking routines” that all teachers can use to help students develop the habits of mind that lead to more understanding.\u003c/p>\n\u003cp>One way to develop a culture of thinking is to pick one of the thinking routines Project Zero has designed and use it over and over in a variety of contexts. Rather than trying each routine once, applying one routine in multiple ways will help make thinking in that way habitual. It becomes almost an expectation in a classroom, like other class norms.\u003c/p>\n\u003cp>One example of this that goes beyond the K-12 classroom comes from Harvard Medical School, where instructors were struggling to train students to listen to patients and make strong diagnoses based on the symptoms they heard. As an experiment, the medical school offered an elective module to students, where once a week they would join a fine arts class using the “See, Think, Wonder” thinking routine to observe art. After 10 weeks, all the medical students were assessed on clinical diagnosing and the students who had done “See, Think, Wonder” had improved much more than those who had not participated.\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>“One of the reasons we call them thinking routines is that through their use it is the thinking that becomes routine,” Ritchhart said. Project Zero is working with teachers around the country to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">apply thinking routines\u003c/a> in the classroom and many have reported that after doing the routines in a structured way several times students naturally start using the protocols for everything.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44227/when-kids-have-structure-for-thinking-better-learning-emerges","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20790","mindshift_967"],"featImg":"mindshift_44238","label":"mindshift"},"mindshift_38640":{"type":"posts","id":"mindshift_38640","meta":{"index":"posts_1591205157","site":"mindshift","id":"38640","score":null,"sort":[1418048136000]},"guestAuthors":[],"slug":"how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment","title":"How Dissecting a Pencil Can Ignite Curiosity and Wonderment","publishDate":1418048136,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38645\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/dcosand/4328886363\">\u003cimg class=\"wp-image-38645 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/4328886363_99bb6cae82_o-e1417821558283-640x393.jpg\" alt=\"4328886363_99bb6cae82_o\" width=\"640\" height=\"393\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">David Cosand/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Can the act of making or designing something help kids feel like they have agency over the objects and systems in their lives? That’s the main question a group of researchers at \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\">Project Zero\u003c/a>, a research group out of the Harvard Graduate School of Education, are tackling alongside classroom-based teachers in Oakland, California. In an evolving process, researchers are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\" target=\"_blank\">testing out activities they’ve designed \u003c/a>to help students to look more closely, explain more deeply and take on opportunities to change things they see around them.\u003c/p>\n\u003cp>The program is called \u003ca href=\"http://www.pz.gse.harvard.edu/agency_by_design.php\" target=\"_blank\">Agency By Design \u003c/a>and it relies on nimble, malleable activities Project Zero researchers call “thinking routines” that slow down the pace of the classroom to make space for deep observation and wonderment. That happens by talking and discussing objects or systems in the everyday world to help kids develop words to describe their thinking. It’s more a framework than a specific step-by-step process. The Oakland educators experimenting with thinking routines teach a range of ages across public, private and charter schools. They each adapted the exercises to fit their purposes.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I'm moving them in a direction to question things around them and be really curious about the world around them.'\u003c/aside>\n\u003cp>\"The main focus we’re looking at is an idea about how students might gain an alertness to their designed world, the designed objects and systems in their world,” said Jessica Ross, a senior practitioner specialist at Project Zero. “If you have multiple opportunities to engage with the designed world and notice the complexities of the design, will those repeated activities allow you to see that you might change that design?” Ross queried.\u003c/p>\n\u003cp>One big emphasis in the project so far has been on looking deeply at even the simplest of objects. In a thinking routine called “parts, purpose, complexity” students are asked to carefully observe the individual parts that make up an object. When each part has been thoroughly explored they start discussing and wondering about the purpose of each part. Then they think about how even a simple object can be complicated when broken down into its component parts.\u003c/p>\n\u003cp>A public school kindergarten teacher at Emerson Elementary found that this thinking routine needed to be broken down further for her young students. She first thought she’d try the “parts, purpose, and complexity” routine to toy cars. “What we found was that students didn’t have the language for them to go really deep,” said Carla Aiello, “so we started looking at a pencil because it’s an everyday object they use all the time and that they have language for.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because students were looking at something completely ordinary, they were able to describe very specifically what they were noticing, dissect its simple parts and talk about how those parts work together. Students even designed their own pencils and looked at mechanical pencils as a design innovation. “That could lead into thinking about not just objects, but systems, and are they working for you, and if not why, and what would you do differently,” Aiello said.\u003c/p>\n\u003cp>Now, Aiello says she sees students approaching all their work in a different way. A thinking routine called “see, think, wonder” has opened up her students’ ability to question. In the routine students look closely at something, take note of their thinking and then ask questions about what they can't see.\u003c/p>\n\u003cp>After introducing this thinking routine, Aiello moved onto a science unit on snails where she didn’t intend to introduce any Agency By Design material. But her students approached the snails with a depth of observation she’d never seen them use before. They started talking about the parts of snail, what they do, how they work together. She and the kids charted what they noticed visually (making thinking visible), which helped each child see how his or her classmates were thinking and helped spark new ideas that pushed their thinking a little deeper. They ended up talking about what they could design to make life easier for the snail, including the ideal habitat and conditions for it to live.\u003c/p>\n\u003cp>[contextly_sidebar id=\"26zSmLGBXNKxa1PfONamX6yUJFdjBlPj\"]\u003c/p>\n\u003cp>“I’m moving them in a direction to question things around them and be really curious about the world around them,” Aiello said. She sees the routines building critical thinking skills and reigniting wonder in her students, something she hardly saw before, even in kindergarteners. The open-ended quality to wondering, and lack of a right or wrong answer, has also inspired her students to start wondering about more the stories they read in class. That was a new experience for many of them, who don’t often read at home and aren’t accustomed to questioning stories they’re told.\u003c/p>\n\u003cp>“It’s already changing how I approach science, and even art; I definitely think more about how to get students to question and problem solve,” Aiello said. She thinks it has been helpful as she tries to teach the Common Core too. “They’re going to have to defend their thinking and so practicing this kind of thinking is going to set them up for the real critical thinking they’ll do later.”\u003c/p>\n\u003cp>The routines have also given kids who struggle with academics like handwriting, math or English Language Arts to show their creativity and success in school. “[Some] really excelled at looking closely and defending why they were creating something a certain way, and had really thought through why they were doing something,” Aiello said.\u003c/p>\n\u003cp>\u003cstrong>APPLYING THE METHOD TO HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>When Brooke Toczylowski, a high school art teacher at Oakland International High School first heard about Agency By Design, she wasn’t sure its focus on Maker Education fit the art classroom. She thought of it as something technical, for engineers and programmers. “My thinking has shifted,” she said because the project emphasizes the crossover between designing and making.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education.'\u003c/aside>\n\u003cp>In many ways Toczylowski was already practicing skills like close looking and iteration in her classroom because art has always required prototyping, changing course and incorporating critique. But she sees Agency By Design as a great way to bridge the gap between the arts integration work she does and the subject area teaching of many of her colleagues.\u003c/p>\n\u003cp>“Teachers are designers; they design lessons every single day,” Toczylowski said. “They are trying to meet the needs of their students all the time. It’s a natural fit for teachers, their brains work that way.” So giving her colleagues actual tools like “parts, purpose and complexity” or “see, think, wonder” has been a helpful to all the teachers at her school who are beginning to build those models into their subject areas.\u003c/p>\n\u003cp>Oakland International teachers have found the thinking routines especially helpful because all of their students are English Language Learners who have been in the country for a short time. Scaffolding language is a part of every teacher’s job, even in art, and giving kids thinking routines that they can do again and again, while developing their language skills is a natural fit.\u003c/p>\n\u003cp>“It’s just a great way of looking at the world in general, it’s a great way to build curiosity,” Toczylowski said. She’s found that the routines work well with her under-privileged students of color, so she uses them, but she’s troubled at how little diversity there is in the Maker-ed and design thinking movements. She’d like to see these kinds of professional development opportunities offered to more Title I teachers, to help inspire the kind of creative teaching that can ignite learning in all kids.\u003c/p>\n\u003cp>At the end of last year, Toczylowski worked with a small group of students for three weeks every day, all day on a design project. They redesigned and built new tables for the art room. “They’re these gorgeous wooden tables that students designed and built,” she said. Student conducted interviews to determine what needed changing, and ended up building tables of various heights built in storage space for binders and drawers for materials. They even repurposed some old district materials. At the end of the three weeks Toczylowski said they were much more comfortable with the idea of themselves as designers and builders.\u003c/p>\n\u003cp>In an after school design group Toczylowski and a group of students even took on a library redesign. They moved a wall, carved out a reading space, moved the mailboxes to somewhere more private and reconceptualized how the space could be used. “We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education,” Toczylowski said.\u003c/p>\n\u003cp>They ran into bureaucratic problems along the way, which led to a deeper realization about the way schools operate. “The structure of school is not necessarily set up for deep, hands on, mucky learning,” Toczylowski said.\u003c/p>\n\u003cp>\u003cstrong>A COMMUNITY OF LEARNERS\u003c/strong>\u003c/p>\n\u003cp>While the research and in-class experimentation with design thinking oriented routines has been eye opening to many teachers, even shifting how they think about their practice, one of Agency By Design’s biggest strengths has been to provide teachers with a community to come together and share ideas. Even better, Project Zero researchers valued teacher’s input, tweaking activities based on their feedback.\u003c/p>\n\u003cp>“These kinds of projects invest in teacher's personal learning, which has major impact in the classroom,” Toczylowski said. “An engaged, happy, curious teacher is going to inspire his or her students in that same way.” She especially grateful for the local focus of the project, which was funded by the \u003ca href=\"http://www.abundance.org/arts-education/agency-by-design/\" target=\"_blank\">Abundance Foundation\u003c/a>, an Oakland group that requested the research take place in schools in a specific neighborhood. “What’s really exciting is that it has built this network, which never happens,” Toczylowski said. “Some of us are within blocks of each other and we’re coming together to do research and try things.”\u003c/p>\n\u003cp>Project Zero researchers also recognize that to change classroom practice the research must first make sense and resonate with the teacher. “With any of this kind of work you have to think about the teachers who are exploring this and having time to think about this,” Ross said. Thinking routines that spend a good amount of time just looking at an object might not automatically appeal to a harried teacher trying to get through a busy year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We expect teachers to be professionals, to know their learners and know the content they are introducing alongside it,” Ross said. That professional courtesy and the deep discussions around pedagogy and practice are why many teachers enjoyed participating in the program even though it took significant extra time and energy. For their part, researchers are tremendously grateful to teachers for helping them hone their research questions. The research hasn’t yet produced any definitive results, but now they know better where and how to look.\u003c/p>\n\n","blocks":[],"excerpt":"Researchers are studying how engaging in design thinking and tinkering can help kids feel they have agency over the lives and surroundings.","status":"publish","parent":0,"modified":1418048136,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1931},"headData":{"title":"How Dissecting a Pencil Can Ignite Curiosity and Wonderment | KQED","description":"Researchers are studying how engaging in design thinking and tinkering can help kids feel they have agency over the lives and surroundings.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Dissecting a Pencil Can Ignite Curiosity and Wonderment","datePublished":"2014-12-08T14:15:36.000Z","dateModified":"2014-12-08T14:15:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38640 http://blogs.kqed.org/mindshift/?p=38640","disqusUrl":"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/","disqusTitle":"How Dissecting a Pencil Can Ignite Curiosity and Wonderment","path":"/mindshift/38640/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38645\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/dcosand/4328886363\">\u003cimg class=\"wp-image-38645 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/4328886363_99bb6cae82_o-e1417821558283-640x393.jpg\" alt=\"4328886363_99bb6cae82_o\" width=\"640\" height=\"393\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">David Cosand/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Can the act of making or designing something help kids feel like they have agency over the objects and systems in their lives? That’s the main question a group of researchers at \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\">Project Zero\u003c/a>, a research group out of the Harvard Graduate School of Education, are tackling alongside classroom-based teachers in Oakland, California. In an evolving process, researchers are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\" target=\"_blank\">testing out activities they’ve designed \u003c/a>to help students to look more closely, explain more deeply and take on opportunities to change things they see around them.\u003c/p>\n\u003cp>The program is called \u003ca href=\"http://www.pz.gse.harvard.edu/agency_by_design.php\" target=\"_blank\">Agency By Design \u003c/a>and it relies on nimble, malleable activities Project Zero researchers call “thinking routines” that slow down the pace of the classroom to make space for deep observation and wonderment. That happens by talking and discussing objects or systems in the everyday world to help kids develop words to describe their thinking. It’s more a framework than a specific step-by-step process. The Oakland educators experimenting with thinking routines teach a range of ages across public, private and charter schools. They each adapted the exercises to fit their purposes.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I'm moving them in a direction to question things around them and be really curious about the world around them.'\u003c/aside>\n\u003cp>\"The main focus we’re looking at is an idea about how students might gain an alertness to their designed world, the designed objects and systems in their world,” said Jessica Ross, a senior practitioner specialist at Project Zero. “If you have multiple opportunities to engage with the designed world and notice the complexities of the design, will those repeated activities allow you to see that you might change that design?” Ross queried.\u003c/p>\n\u003cp>One big emphasis in the project so far has been on looking deeply at even the simplest of objects. In a thinking routine called “parts, purpose, complexity” students are asked to carefully observe the individual parts that make up an object. When each part has been thoroughly explored they start discussing and wondering about the purpose of each part. Then they think about how even a simple object can be complicated when broken down into its component parts.\u003c/p>\n\u003cp>A public school kindergarten teacher at Emerson Elementary found that this thinking routine needed to be broken down further for her young students. She first thought she’d try the “parts, purpose, and complexity” routine to toy cars. “What we found was that students didn’t have the language for them to go really deep,” said Carla Aiello, “so we started looking at a pencil because it’s an everyday object they use all the time and that they have language for.”\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>Because students were looking at something completely ordinary, they were able to describe very specifically what they were noticing, dissect its simple parts and talk about how those parts work together. Students even designed their own pencils and looked at mechanical pencils as a design innovation. “That could lead into thinking about not just objects, but systems, and are they working for you, and if not why, and what would you do differently,” Aiello said.\u003c/p>\n\u003cp>Now, Aiello says she sees students approaching all their work in a different way. A thinking routine called “see, think, wonder” has opened up her students’ ability to question. In the routine students look closely at something, take note of their thinking and then ask questions about what they can't see.\u003c/p>\n\u003cp>After introducing this thinking routine, Aiello moved onto a science unit on snails where she didn’t intend to introduce any Agency By Design material. But her students approached the snails with a depth of observation she’d never seen them use before. They started talking about the parts of snail, what they do, how they work together. She and the kids charted what they noticed visually (making thinking visible), which helped each child see how his or her classmates were thinking and helped spark new ideas that pushed their thinking a little deeper. They ended up talking about what they could design to make life easier for the snail, including the ideal habitat and conditions for it to live.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I’m moving them in a direction to question things around them and be really curious about the world around them,” Aiello said. She sees the routines building critical thinking skills and reigniting wonder in her students, something she hardly saw before, even in kindergarteners. The open-ended quality to wondering, and lack of a right or wrong answer, has also inspired her students to start wondering about more the stories they read in class. That was a new experience for many of them, who don’t often read at home and aren’t accustomed to questioning stories they’re told.\u003c/p>\n\u003cp>“It’s already changing how I approach science, and even art; I definitely think more about how to get students to question and problem solve,” Aiello said. She thinks it has been helpful as she tries to teach the Common Core too. “They’re going to have to defend their thinking and so practicing this kind of thinking is going to set them up for the real critical thinking they’ll do later.”\u003c/p>\n\u003cp>The routines have also given kids who struggle with academics like handwriting, math or English Language Arts to show their creativity and success in school. “[Some] really excelled at looking closely and defending why they were creating something a certain way, and had really thought through why they were doing something,” Aiello said.\u003c/p>\n\u003cp>\u003cstrong>APPLYING THE METHOD TO HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>When Brooke Toczylowski, a high school art teacher at Oakland International High School first heard about Agency By Design, she wasn’t sure its focus on Maker Education fit the art classroom. She thought of it as something technical, for engineers and programmers. “My thinking has shifted,” she said because the project emphasizes the crossover between designing and making.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education.'\u003c/aside>\n\u003cp>In many ways Toczylowski was already practicing skills like close looking and iteration in her classroom because art has always required prototyping, changing course and incorporating critique. But she sees Agency By Design as a great way to bridge the gap between the arts integration work she does and the subject area teaching of many of her colleagues.\u003c/p>\n\u003cp>“Teachers are designers; they design lessons every single day,” Toczylowski said. “They are trying to meet the needs of their students all the time. It’s a natural fit for teachers, their brains work that way.” So giving her colleagues actual tools like “parts, purpose and complexity” or “see, think, wonder” has been a helpful to all the teachers at her school who are beginning to build those models into their subject areas.\u003c/p>\n\u003cp>Oakland International teachers have found the thinking routines especially helpful because all of their students are English Language Learners who have been in the country for a short time. Scaffolding language is a part of every teacher’s job, even in art, and giving kids thinking routines that they can do again and again, while developing their language skills is a natural fit.\u003c/p>\n\u003cp>“It’s just a great way of looking at the world in general, it’s a great way to build curiosity,” Toczylowski said. She’s found that the routines work well with her under-privileged students of color, so she uses them, but she’s troubled at how little diversity there is in the Maker-ed and design thinking movements. She’d like to see these kinds of professional development opportunities offered to more Title I teachers, to help inspire the kind of creative teaching that can ignite learning in all kids.\u003c/p>\n\u003cp>At the end of last year, Toczylowski worked with a small group of students for three weeks every day, all day on a design project. They redesigned and built new tables for the art room. “They’re these gorgeous wooden tables that students designed and built,” she said. Student conducted interviews to determine what needed changing, and ended up building tables of various heights built in storage space for binders and drawers for materials. They even repurposed some old district materials. At the end of the three weeks Toczylowski said they were much more comfortable with the idea of themselves as designers and builders.\u003c/p>\n\u003cp>In an after school design group Toczylowski and a group of students even took on a library redesign. They moved a wall, carved out a reading space, moved the mailboxes to somewhere more private and reconceptualized how the space could be used. “We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education,” Toczylowski said.\u003c/p>\n\u003cp>They ran into bureaucratic problems along the way, which led to a deeper realization about the way schools operate. “The structure of school is not necessarily set up for deep, hands on, mucky learning,” Toczylowski said.\u003c/p>\n\u003cp>\u003cstrong>A COMMUNITY OF LEARNERS\u003c/strong>\u003c/p>\n\u003cp>While the research and in-class experimentation with design thinking oriented routines has been eye opening to many teachers, even shifting how they think about their practice, one of Agency By Design’s biggest strengths has been to provide teachers with a community to come together and share ideas. Even better, Project Zero researchers valued teacher’s input, tweaking activities based on their feedback.\u003c/p>\n\u003cp>“These kinds of projects invest in teacher's personal learning, which has major impact in the classroom,” Toczylowski said. “An engaged, happy, curious teacher is going to inspire his or her students in that same way.” She especially grateful for the local focus of the project, which was funded by the \u003ca href=\"http://www.abundance.org/arts-education/agency-by-design/\" target=\"_blank\">Abundance Foundation\u003c/a>, an Oakland group that requested the research take place in schools in a specific neighborhood. “What’s really exciting is that it has built this network, which never happens,” Toczylowski said. “Some of us are within blocks of each other and we’re coming together to do research and try things.”\u003c/p>\n\u003cp>Project Zero researchers also recognize that to change classroom practice the research must first make sense and resonate with the teacher. “With any of this kind of work you have to think about the teachers who are exploring this and having time to think about this,” Ross said. Thinking routines that spend a good amount of time just looking at an object might not automatically appeal to a harried teacher trying to get through a busy year.\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>“We expect teachers to be professionals, to know their learners and know the content they are introducing alongside it,” Ross said. That professional courtesy and the deep discussions around pedagogy and practice are why many teachers enjoyed participating in the program even though it took significant extra time and energy. For their part, researchers are tremendously grateful to teachers for helping them hone their research questions. The research hasn’t yet produced any definitive results, but now they know better where and how to look.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38640/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_980","mindshift_967"],"featImg":"mindshift_38645","label":"mindshift"},"mindshift_24747":{"type":"posts","id":"mindshift_24747","meta":{"index":"posts_1591205157","site":"mindshift","id":"24747","score":null,"sort":[1352319218000]},"guestAuthors":[],"slug":"harvard-wants-to-know-how-does-making-shape-kids-brains","title":"Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?","publishDate":1352319218,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392912307,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":708},"headData":{"title":"Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains? | KQED","description":"A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called Project Zero, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of design thinking","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?","datePublished":"2012-11-07T20:13:38.000Z","dateModified":"2014-02-20T16:05:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24747 http://blogs.kqed.org/mindshift/?p=24747","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/07/harvard-wants-to-know-how-does-making-shape-kids-brains/","disqusTitle":"Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?","path":"/mindshift/24747/harvard-wants-to-know-how-does-making-shape-kids-brains","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24747/harvard-wants-to-know-how-does-making-shape-kids-brains","authors":["234"],"categories":["mindshift_192","mindshift_194","mindshift_20523","mindshift_193"],"tags":["mindshift_167","mindshift_1040","mindshift_819","mindshift_967"],"featImg":"mindshift_24751","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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