Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding
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She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. 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In a new study, cognitive scientist \u003ca id=\"E200\" href=\"https://www.gse.harvard.edu/faculty/tina-grotzer\" target=\"_blank\" rel=\"noopener noreferrer\">Tina Grotzer\u003c/a> and her research partners found further evidence of the \u003ca id=\"E206\" href=\"https://eric.ed.gov/?id=EJ732415\" target=\"_blank\" rel=\"noopener noreferrer\">effectiveness\u003c/a> of structured problem-based learning, in which educators can support students in moving from novice toward expert-level understanding.\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp id=\"E218\">Grotzer and a team (Nancy Oriol, Stephanie Kang, Colby Moore Reilly, and Julie Joyal) looked at the \u003ca id=\"E229\" href=\"http://hmsmedscience.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard Medical School MEDscience\u003c/a> curriculum, founded by Oriol, that uses technology-mediated, problem-based learning simulations to enrich the experience of high school biology students.\u003c/p>\n\u003cp id=\"E248\">\u003ca id=\"E249\" href=\"https://www.gse.harvard.edu/news/everyday-heroes-julie-joyal-mowschenson-edm08\" target=\"_blank\" rel=\"noopener noreferrer\">Joyal\u003c/a> — executive director for MEDscience — and the team noticed that as their problem-based curriculum progressed, students changed the way they approached problems. Rather than waiting for the teacher to give them answers, they made hypotheses based on existing knowledge, discussed their thoughts with their teams, and took risks — all signs of deeper-level \u003ca id=\"E264\" href=\"https://www.gse.harvard.edu/news/uk/19/04/teaching-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">learning\u003c/a>.\u003c/p>\n\u003cp id=\"E267\">To study this shift in classroom behavior, Joyal, \u003ca href=\"http://hmsmedscience.org/our-team\">Moore Reilly\u003c/a>, and Grotzer used a sample of 21 students from a range of public and private schools in the Boston. The research team \u003ca id=\"E277\" href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12843\" target=\"_blank\" rel=\"noopener noreferrer\">found\u003c/a> that the thinking scaffolds — the prompts and support instructors used to guide students through the curriculum and activities — were instrumental in generating a shift towards more expert-level reasoning.\u003c/p>\n\u003cp id=\"E291\">“We know that experts pay attention to a very different set of patterns than novices often do. Novices get caught up in the surface features and can’t necessarily see the deep principles,” Grotzer says. “It’s really important to think what kind of scaffolding helps people take steps towards greater expertise in their thinking and reasoning.”\u003c/p>\n\u003ch3>Taking Students from Novice to Expert\u003c/h3>\n\u003cp>Here are some takeaways from the study that can be used by educators to help move their students from novice to expert level:\u003c/p>\n\u003cp>\u003cstrong>Prompt students to include context: \u003c/strong>Ask questions that prompt students to include what they know already and emphasize the need to seek out further information or clarification. Get them to take a step back from the problem at hand and make connections. “Having students pause to think about the context of the problem — what they already know about it, what questions they have, and with humility, to consider what they don’t know — helps them to be open to other patterns and possibilities,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: What information led you to that conclusion? Is there anything that you don’t know yet or that you can wonder about?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ask open-ended questions: \u003c/strong>Guide students to reconsider an idea without explicitly correcting them. Generic probes work well but more targeted questions also work. “Students are solving [open-ended] problems the moment they come in [to the MedScience simulation space], and I will say that can be a little uncomfortable at first. It’s stressful being in this situation. But there’s research that [essentially] says if you keep kids on their toes, the information becomes sticky and much more retainable,” Joyal says.\u003c/p>\n\u003cp>\u003cem>Try: What do you mean? Can you say more about that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Help students transfer knowledge and experience: \u003c/strong>Have students think back to past experiences and information sources like classroom learning. Also encourage them to consider what is happening in the present moment. “[This is a] pedagogical move that says all of the information and experience you have is useful and you can bring it bear,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: Is there anything that you already understand that might help you here? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leave room for student ownership:\u003c/strong> Signal that the choices students make are up to them — the role of the teacher is not to make decisions about what to do next or execute. “Instructors model for students what an expert does but not in a way that takes over,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: That’s up to you. I don’t know the patient. How are you going to handle that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Invite and manage risk: \u003c/strong>Allow students to take risks by not immediately dismissing “wrong” answers. This fosters a strong classroom culture where students are willing to try new methods. “When the kids walk in, we tell them ‘This is Harvard Medical School and we have rules. The rules are there are no wrong answers, there’s no raising your hand, and if you have a thought, you’re going to say it out loud,’” Joyal says, noting that these rules set the tone for the learning environment.\u003c/p>\n\u003cp>\u003cem>Try: That’s a good idea worthy of further discussion.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Encourage reflection:\u003c/strong> Students need to be reminded that they are not just participants but also learners in this process. “Leaving time for a debrief at the end of each class allows the group to circle back to questions from the class introduction and go deeper,” Says Moore Reilly. Instructors can ask students about their performance, thought process, the outcomes, and their feelings.\u003c/p>\n\u003cp>\u003cem>Try: How did it go for your team? How are you managing your learning?\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A change in a prompt can influence how a student responds thinks. A study found that using a problem-based curriculum can help students develop their own hypotheses and take risks — all signs of deeper-level learning.","status":"publish","parent":0,"modified":1576481265,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":884},"headData":{"title":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding | KQED","description":"A change in a prompt can influence how a student responds thinks. A study found that using a problem-based curriculum can help students develop their own hypotheses and take risks — all signs of deeper-level learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding","datePublished":"2019-12-16T07:27:45.000Z","dateModified":"2019-12-16T07:27:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55052 https://ww2.kqed.org/mindshift/?p=55052","disqusUrl":"https://ww2.kqed.org/mindshift/2019/12/15/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding/","disqusTitle":"Six Thinking Scaffolds That Can Move Students Toward Deeper Levels of Understanding","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/news/uk/19/12/novice-expert-shift\">Emily Boudreau, Usable Knowledge\u003c/a>","path":"/mindshift/55052/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field field-name-field-sub-headline field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>In the field of instructional design, experts have \u003ca id=\"E191\" href=\"https://stanfordreview.org/the-debate-within-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">debated\u003c/a> whether student-led, problem-based approaches — what researchers call “constructivist” approaches — work. In a new study, cognitive scientist \u003ca id=\"E200\" href=\"https://www.gse.harvard.edu/faculty/tina-grotzer\" target=\"_blank\" rel=\"noopener noreferrer\">Tina Grotzer\u003c/a> and her research partners found further evidence of the \u003ca id=\"E206\" href=\"https://eric.ed.gov/?id=EJ732415\" target=\"_blank\" rel=\"noopener noreferrer\">effectiveness\u003c/a> of structured problem-based learning, in which educators can support students in moving from novice toward expert-level understanding.\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp id=\"E218\">Grotzer and a team (Nancy Oriol, Stephanie Kang, Colby Moore Reilly, and Julie Joyal) looked at the \u003ca id=\"E229\" href=\"http://hmsmedscience.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard Medical School MEDscience\u003c/a> curriculum, founded by Oriol, that uses technology-mediated, problem-based learning simulations to enrich the experience of high school biology students.\u003c/p>\n\u003cp id=\"E248\">\u003ca id=\"E249\" href=\"https://www.gse.harvard.edu/news/everyday-heroes-julie-joyal-mowschenson-edm08\" target=\"_blank\" rel=\"noopener noreferrer\">Joyal\u003c/a> — executive director for MEDscience — and the team noticed that as their problem-based curriculum progressed, students changed the way they approached problems. Rather than waiting for the teacher to give them answers, they made hypotheses based on existing knowledge, discussed their thoughts with their teams, and took risks — all signs of deeper-level \u003ca id=\"E264\" href=\"https://www.gse.harvard.edu/news/uk/19/04/teaching-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">learning\u003c/a>.\u003c/p>\n\u003cp id=\"E267\">To study this shift in classroom behavior, Joyal, \u003ca href=\"http://hmsmedscience.org/our-team\">Moore Reilly\u003c/a>, and Grotzer used a sample of 21 students from a range of public and private schools in the Boston. The research team \u003ca id=\"E277\" href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12843\" target=\"_blank\" rel=\"noopener noreferrer\">found\u003c/a> that the thinking scaffolds — the prompts and support instructors used to guide students through the curriculum and activities — were instrumental in generating a shift towards more expert-level reasoning.\u003c/p>\n\u003cp id=\"E291\">“We know that experts pay attention to a very different set of patterns than novices often do. Novices get caught up in the surface features and can’t necessarily see the deep principles,” Grotzer says. “It’s really important to think what kind of scaffolding helps people take steps towards greater expertise in their thinking and reasoning.”\u003c/p>\n\u003ch3>Taking Students from Novice to Expert\u003c/h3>\n\u003cp>Here are some takeaways from the study that can be used by educators to help move their students from novice to expert level:\u003c/p>\n\u003cp>\u003cstrong>Prompt students to include context: \u003c/strong>Ask questions that prompt students to include what they know already and emphasize the need to seek out further information or clarification. Get them to take a step back from the problem at hand and make connections. “Having students pause to think about the context of the problem — what they already know about it, what questions they have, and with humility, to consider what they don’t know — helps them to be open to other patterns and possibilities,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: What information led you to that conclusion? Is there anything that you don’t know yet or that you can wonder about?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ask open-ended questions: \u003c/strong>Guide students to reconsider an idea without explicitly correcting them. Generic probes work well but more targeted questions also work. “Students are solving [open-ended] problems the moment they come in [to the MedScience simulation space], and I will say that can be a little uncomfortable at first. It’s stressful being in this situation. But there’s research that [essentially] says if you keep kids on their toes, the information becomes sticky and much more retainable,” Joyal says.\u003c/p>\n\u003cp>\u003cem>Try: What do you mean? Can you say more about that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Help students transfer knowledge and experience: \u003c/strong>Have students think back to past experiences and information sources like classroom learning. Also encourage them to consider what is happening in the present moment. “[This is a] pedagogical move that says all of the information and experience you have is useful and you can bring it bear,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: Is there anything that you already understand that might help you here? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leave room for student ownership:\u003c/strong> Signal that the choices students make are up to them — the role of the teacher is not to make decisions about what to do next or execute. “Instructors model for students what an expert does but not in a way that takes over,” Grotzer says.\u003c/p>\n\u003cp>\u003cem>Try: That’s up to you. I don’t know the patient. How are you going to handle that?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Invite and manage risk: \u003c/strong>Allow students to take risks by not immediately dismissing “wrong” answers. This fosters a strong classroom culture where students are willing to try new methods. “When the kids walk in, we tell them ‘This is Harvard Medical School and we have rules. The rules are there are no wrong answers, there’s no raising your hand, and if you have a thought, you’re going to say it out loud,’” Joyal says, noting that these rules set the tone for the learning environment.\u003c/p>\n\u003cp>\u003cem>Try: That’s a good idea worthy of further discussion.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Encourage reflection:\u003c/strong> Students need to be reminded that they are not just participants but also learners in this process. “Leaving time for a debrief at the end of each class allows the group to circle back to questions from the class introduction and go deeper,” Says Moore Reilly. Instructors can ask students about their performance, thought process, the outcomes, and their feelings.\u003c/p>\n\u003cp>\u003cem>Try: How did it go for your team? How are you managing your learning?\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55052/six-thinking-scaffolds-that-can-move-students-toward-deeper-levels-of-understanding","authors":["byline_mindshift_55052"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20703","mindshift_21320","mindshift_20690"],"featImg":"mindshift_55056","label":"mindshift"},"mindshift_47254":{"type":"posts","id":"mindshift_47254","meta":{"index":"posts_1591205157","site":"mindshift","id":"47254","score":null,"sort":[1483559317000]},"guestAuthors":[],"slug":"they-still-need-you-how-adults-help-young-kids-learn-with-technology","title":"They Still Need You: How Adults Help Young Kids Learn With Technology","publishDate":1483559317,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There are more than 80,000 educational apps in Apple's app store. It seems like a great way to encourage brain development and make your little one the smartest baby genius. But just sticking a tablet in your kid's hands might not be as helpful.\u003c/p>\n\u003cp>Sure, use the app. But it's not a babysitter — you've got to help them use it, too.\u003c/p>\n\u003cp>Several recent studies have looked at how young children learn from touchscreens. One study, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12683/full\">published in Child Development\u003c/a>, compared how 2- and 3-year-olds learned to build a three-piece puzzle. Some children learned how to assemble the puzzle from a \"ghost demonstration\" — meaning that, initially, the pieces moved by themselves on the tablet to show how it works. A lot of apps that are intended for young children often have some element of this ghost demonstration: Pieces move on their own or objects will move them.\u003c/p>\n\u003cp>Other children had a person sitting next to them to move the puzzle pieces on the tablet.\u003c/p>\n\u003cp>After they watched the demonstration, both groups of children were asked to complete the task on either a touchscreen tablet or a real puzzle that looked identical to the one they saw.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 2- and 3-year-olds who saw the ghost demonstration had a hard time replicating the task — but did well after they saw the human hand. Researchers concluded that having a human guide — often referred to as having social scaffolding — helped these young children learn.\u003c/p>\n\u003cp>\"Simply having someone show them how to put that puzzle together, rather than the app showing it to them, allowed them to put that puzzle together themselves\" explains Rachel Barr, a professor at Georgetown and one of the authors of the study. \"But taking away that person — taking away that scaffold — made their performance just look like they had never even seen it before.\"\u003c/p>\n\u003cp>Previous \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01264/full\">research from Barr found that\u003c/a> the presence of a parent — more social scaffolding — increased a child's ability to transfer knowledge from the tablet to a real object.\u003c/p>\n\u003cp>I spoke with Barr and Laura Zimmermann, the study's lead author who is now at the University of Delaware, about the takeaways for parents, teachers and app developers.\u003c/p>\n\u003cp>\u003cstrong>Should we be surprised that 2- and 3-year-olds learn better from a real person than from a screen? \u003c/strong>\u003c/p>\n\u003cp>Rachel Barr: Learning from apps and connecting it to the real world is challenging for a really young child. When we watch children play with touchscreens, it seems so intuitive to them. It's very easy for us to forget that they are just like any other tool. And just like any other tool, children are going to need to learn how to learn from them.\u003c/p>\n\u003cp>The ease with which we use technology makes us forget that this is really a fairly complex tool. If we think about how many hours each of us as adults spend with technology each day, and if you just add that up over at least 10 years, this is thousands of hours that we spent learning how to use this technology. These babies are only 2 years old, so their amount of experience using the tools is relatively limited. The fact that they don't just learn everything like magic from these tools means that they require someone to help them with this experience.\u003c/p>\n\u003cp>\u003cstrong>Is this a plea to have adults interact with the apps their kids are using?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: In an ideal world, we would love for there to be joint media engagement. So: Having a scenario in which a parent or a teacher or a sibling or peer is co-viewing with the child, interacting, teaching and showing new things to each other. This is an optimal way to promote learning and that should not be downplayed at all.\u003c/p>\n\u003cp>Typically, having another person present during these interactions with touch screens or while viewing television is really beneficial. The parent or teacher can take into consideration what their child knows and build on that — something that's too complex for an app to be able to do. So rather than children interacting with a touch screen on their own, parents can provide support, to then boost their learning or help them transfer what they learned to the real world. They could also connect that information to something else that they have in their home.\u003c/p>\n\u003cp>Barr: With puzzle-building, [it's] giving the child a little bit of support. That can really help them to process. It's no different than other learning situations. Technology seems to be able to do everything. But for a very young child, it's just a tool just like any other. And they need to learn how to do it and the best person to help them may be a parent or older siblings.\u003c/p>\n\u003cp>\u003cstrong>Can you give me a concrete example? What would this look like? \u003c/strong>\u003c/p>\n\u003cp>Barr: Let's say there's a show or an app game about a cat and you have a cat living in your house. When that image of the cat is on the screen, the parent can simply say, \"Oh that's a cat just like ours.\" So it's not sort of 24/7 and guiding every single piece of the experience, but it's providing that information at the key point. \"Here's the cat. It's like the cat in our real world.\"\u003c/p>\n\u003cp>Or, if they're playing a game putting together pieces of a puzzle on an app, then afterward, the parent can say, \"Oh let's get out a real puzzle and switch that out.\" Or if they're building a block tower on an app program, building it with them. And now, \"Let's build some real blocks.\"\u003c/p>\n\u003cp>So it's just really helping them make those connections that seem obvious to us, but really are more difficult for young children. It doesn't have to be a whole lot, but the trick is to think about apps and the television more like you think about picture books.\u003c/p>\n\u003cp>\u003cstrong>That's the ideal world. But that doesn't always happen.\u003c/strong>\u003c/p>\n\u003cp>Barr: Right. We want to be realistic.\u003c/p>\n\u003cp>Zimmermann: There is going to be interaction without humans. That's just the nature of our world. Kids are spending time using touchscreens. And if we want to promote the best possible learning, then we have to think about ways that we can provide this social scaffolding in some other form. That's the way I approach it. I definitely agree that having a parent show a child something would be the gold standard. Very early in life, infants are capable of imitating different facial expressions or sounds, just by observing their parents.\u003c/p>\n\u003cp>\u003cstrong>This isn't a new idea, right? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: We know, from decades of work looking at social learning, that kids learn best from a human. Compared to a touch screen, compared to video. There's real importance in terms of the social scaffolding.\u003c/p>\n\u003cp>Barr: Exactly. It's the same with books. There's been a number of studies where we find the same thing. Parental support around book-reading is highly beneficial for later literacy. Around television: Some support around the content, helping them bridge that gap between the 2D world and the 3D world is really helpful. And now these latest findings suggesting the same thing is happening with apps.\u003c/p>\n\u003cp>\u003cstrong>So, if there's not a human around, are there things that app developers can incorporate into tablet games to help replace or mimic the social scaffolding? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: App developers could provide information in the app that teaches children or gives them feedback if they're right or wrong to help improve their learning.\u003c/p>\n\u003cp>Maybe a special sound or other haptic feedback — which is a form of touch information, such as vibration. This addition is something that would allow kids to learn, \"Oh I'm doing something right, or I'm doing something wrong,\" to help them achieve some type of goal. In our study we did not provide this feedback in the app.\u003c/p>\n\u003cp>We also know from previous work that different factors like repetition can help facilitate learning and encoding of information. So building in things like repetition can be useful for young children.\u003c/p>\n\u003cp>Barr: The really nice thing about technology is that it will repeat. So we know that if babies are able to see the same show again, or the same task, this does help them learn.\u003c/p>\n\u003cp>Zimmermann: There could also be adaptive play — things like leveling and scaling. It may be the case that with the 2-and-a-half-year-olds in our study, this puzzle was pretty complex for them. So maybe we should have started with a two-piece puzzle. And depending on either the age of the kids or their previous performance, the app could present information accordingly. So as the kid succeeds on a two-piece puzzle, the app could move on to a three-piece puzzle. The task could get increasingly more complex based on the kid's individual performance. I also want to be clear that this leveling is not something we manipulated in this particular study, but it's something that I think future work should look at.\u003c/p>\n\u003cp>When making educational apps, we need to be careful, to go back to the basics. It should be the starting point for developers to ask: \"What do we know about learning and early childhood?\" and then use that information to design new technologies.\u003c/p>\n\u003cp>All this is not to say that there aren't exceptional educational apps out there, but there's a lot for parents and teachers to sift through.\u003c/p>\n\u003cp>\u003cstrong>How could this apply to the classroom?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: Early educators often require children to transfer knowledge from a task that they learned in one context to another. One example of transfer learning is a teacher showing their students something online or in a video, and then asking them to do an activity in real life or with some hands-on test. Another example, in a preschool or an early elementary school classroom, is children learning basic addition and subtraction with blocks from their teacher. Then later, being asked to transfer their learning to a math activity on a touchscreen for a follow-up assessment.\u003c/p>\n\u003cp>Touchscreen assessments can be very useful tools, but it may be important to consider how their children learn a new skill — on a touchscreen or with concrete toys — as it may influence how they demonstrate what they have learned.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Worried+About+Screen+Time%3F+Don%27t+Let+Kids+Go+It+Alone&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"New research reinforces the role of a human -- such as a parent or older child -- when young kids learn from technology.","status":"publish","parent":0,"modified":1483559317,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1790},"headData":{"title":"They Still Need You: How Adults Help Young Kids Learn With Technology | KQED","description":"New research reinforces the role of a human -- such as a parent or older child -- when young kids learn from technology.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"They Still Need You: How Adults Help Young Kids Learn With Technology","datePublished":"2017-01-04T19:48:37.000Z","dateModified":"2017-01-04T19:48:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47254 http://ww2.kqed.org/mindshift/?p=47254","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/04/they-still-need-you-how-adults-help-young-kids-learn-with-technology/","disqusTitle":"They Still Need You: How Adults Help Young Kids Learn With Technology","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny ","nprImageAgency":"NPR","nprStoryId":"505468990","nprApiLink":"http://api.npr.org/query?id=505468990&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone?ft=nprml&f=505468990","nprRetrievedStory":"1","nprPubDate":"Wed, 04 Jan 2017 04:30:00 -0500","nprStoryDate":"Wed, 04 Jan 2017 04:30:04 -0500","nprLastModifiedDate":"Wed, 04 Jan 2017 04:30:04 -0500","path":"/mindshift/47254/they-still-need-you-how-adults-help-young-kids-learn-with-technology","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are more than 80,000 educational apps in Apple's app store. It seems like a great way to encourage brain development and make your little one the smartest baby genius. But just sticking a tablet in your kid's hands might not be as helpful.\u003c/p>\n\u003cp>Sure, use the app. But it's not a babysitter — you've got to help them use it, too.\u003c/p>\n\u003cp>Several recent studies have looked at how young children learn from touchscreens. One study, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12683/full\">published in Child Development\u003c/a>, compared how 2- and 3-year-olds learned to build a three-piece puzzle. Some children learned how to assemble the puzzle from a \"ghost demonstration\" — meaning that, initially, the pieces moved by themselves on the tablet to show how it works. A lot of apps that are intended for young children often have some element of this ghost demonstration: Pieces move on their own or objects will move them.\u003c/p>\n\u003cp>Other children had a person sitting next to them to move the puzzle pieces on the tablet.\u003c/p>\n\u003cp>After they watched the demonstration, both groups of children were asked to complete the task on either a touchscreen tablet or a real puzzle that looked identical to the one they saw.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 2- and 3-year-olds who saw the ghost demonstration had a hard time replicating the task — but did well after they saw the human hand. Researchers concluded that having a human guide — often referred to as having social scaffolding — helped these young children learn.\u003c/p>\n\u003cp>\"Simply having someone show them how to put that puzzle together, rather than the app showing it to them, allowed them to put that puzzle together themselves\" explains Rachel Barr, a professor at Georgetown and one of the authors of the study. \"But taking away that person — taking away that scaffold — made their performance just look like they had never even seen it before.\"\u003c/p>\n\u003cp>Previous \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01264/full\">research from Barr found that\u003c/a> the presence of a parent — more social scaffolding — increased a child's ability to transfer knowledge from the tablet to a real object.\u003c/p>\n\u003cp>I spoke with Barr and Laura Zimmermann, the study's lead author who is now at the University of Delaware, about the takeaways for parents, teachers and app developers.\u003c/p>\n\u003cp>\u003cstrong>Should we be surprised that 2- and 3-year-olds learn better from a real person than from a screen? \u003c/strong>\u003c/p>\n\u003cp>Rachel Barr: Learning from apps and connecting it to the real world is challenging for a really young child. When we watch children play with touchscreens, it seems so intuitive to them. It's very easy for us to forget that they are just like any other tool. And just like any other tool, children are going to need to learn how to learn from them.\u003c/p>\n\u003cp>The ease with which we use technology makes us forget that this is really a fairly complex tool. If we think about how many hours each of us as adults spend with technology each day, and if you just add that up over at least 10 years, this is thousands of hours that we spent learning how to use this technology. These babies are only 2 years old, so their amount of experience using the tools is relatively limited. The fact that they don't just learn everything like magic from these tools means that they require someone to help them with this experience.\u003c/p>\n\u003cp>\u003cstrong>Is this a plea to have adults interact with the apps their kids are using?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: In an ideal world, we would love for there to be joint media engagement. So: Having a scenario in which a parent or a teacher or a sibling or peer is co-viewing with the child, interacting, teaching and showing new things to each other. This is an optimal way to promote learning and that should not be downplayed at all.\u003c/p>\n\u003cp>Typically, having another person present during these interactions with touch screens or while viewing television is really beneficial. The parent or teacher can take into consideration what their child knows and build on that — something that's too complex for an app to be able to do. So rather than children interacting with a touch screen on their own, parents can provide support, to then boost their learning or help them transfer what they learned to the real world. They could also connect that information to something else that they have in their home.\u003c/p>\n\u003cp>Barr: With puzzle-building, [it's] giving the child a little bit of support. That can really help them to process. It's no different than other learning situations. Technology seems to be able to do everything. But for a very young child, it's just a tool just like any other. And they need to learn how to do it and the best person to help them may be a parent or older siblings.\u003c/p>\n\u003cp>\u003cstrong>Can you give me a concrete example? What would this look like? \u003c/strong>\u003c/p>\n\u003cp>Barr: Let's say there's a show or an app game about a cat and you have a cat living in your house. When that image of the cat is on the screen, the parent can simply say, \"Oh that's a cat just like ours.\" So it's not sort of 24/7 and guiding every single piece of the experience, but it's providing that information at the key point. \"Here's the cat. It's like the cat in our real world.\"\u003c/p>\n\u003cp>Or, if they're playing a game putting together pieces of a puzzle on an app, then afterward, the parent can say, \"Oh let's get out a real puzzle and switch that out.\" Or if they're building a block tower on an app program, building it with them. And now, \"Let's build some real blocks.\"\u003c/p>\n\u003cp>So it's just really helping them make those connections that seem obvious to us, but really are more difficult for young children. It doesn't have to be a whole lot, but the trick is to think about apps and the television more like you think about picture books.\u003c/p>\n\u003cp>\u003cstrong>That's the ideal world. But that doesn't always happen.\u003c/strong>\u003c/p>\n\u003cp>Barr: Right. We want to be realistic.\u003c/p>\n\u003cp>Zimmermann: There is going to be interaction without humans. That's just the nature of our world. Kids are spending time using touchscreens. And if we want to promote the best possible learning, then we have to think about ways that we can provide this social scaffolding in some other form. That's the way I approach it. I definitely agree that having a parent show a child something would be the gold standard. Very early in life, infants are capable of imitating different facial expressions or sounds, just by observing their parents.\u003c/p>\n\u003cp>\u003cstrong>This isn't a new idea, right? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: We know, from decades of work looking at social learning, that kids learn best from a human. Compared to a touch screen, compared to video. There's real importance in terms of the social scaffolding.\u003c/p>\n\u003cp>Barr: Exactly. It's the same with books. There's been a number of studies where we find the same thing. Parental support around book-reading is highly beneficial for later literacy. Around television: Some support around the content, helping them bridge that gap between the 2D world and the 3D world is really helpful. And now these latest findings suggesting the same thing is happening with apps.\u003c/p>\n\u003cp>\u003cstrong>So, if there's not a human around, are there things that app developers can incorporate into tablet games to help replace or mimic the social scaffolding? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: App developers could provide information in the app that teaches children or gives them feedback if they're right or wrong to help improve their learning.\u003c/p>\n\u003cp>Maybe a special sound or other haptic feedback — which is a form of touch information, such as vibration. This addition is something that would allow kids to learn, \"Oh I'm doing something right, or I'm doing something wrong,\" to help them achieve some type of goal. In our study we did not provide this feedback in the app.\u003c/p>\n\u003cp>We also know from previous work that different factors like repetition can help facilitate learning and encoding of information. So building in things like repetition can be useful for young children.\u003c/p>\n\u003cp>Barr: The really nice thing about technology is that it will repeat. So we know that if babies are able to see the same show again, or the same task, this does help them learn.\u003c/p>\n\u003cp>Zimmermann: There could also be adaptive play — things like leveling and scaling. It may be the case that with the 2-and-a-half-year-olds in our study, this puzzle was pretty complex for them. So maybe we should have started with a two-piece puzzle. And depending on either the age of the kids or their previous performance, the app could present information accordingly. So as the kid succeeds on a two-piece puzzle, the app could move on to a three-piece puzzle. The task could get increasingly more complex based on the kid's individual performance. I also want to be clear that this leveling is not something we manipulated in this particular study, but it's something that I think future work should look at.\u003c/p>\n\u003cp>When making educational apps, we need to be careful, to go back to the basics. It should be the starting point for developers to ask: \"What do we know about learning and early childhood?\" and then use that information to design new technologies.\u003c/p>\n\u003cp>All this is not to say that there aren't exceptional educational apps out there, but there's a lot for parents and teachers to sift through.\u003c/p>\n\u003cp>\u003cstrong>How could this apply to the classroom?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: Early educators often require children to transfer knowledge from a task that they learned in one context to another. One example of transfer learning is a teacher showing their students something online or in a video, and then asking them to do an activity in real life or with some hands-on test. Another example, in a preschool or an early elementary school classroom, is children learning basic addition and subtraction with blocks from their teacher. Then later, being asked to transfer their learning to a math activity on a touchscreen for a follow-up assessment.\u003c/p>\n\u003cp>Touchscreen assessments can be very useful tools, but it may be important to consider how their children learn a new skill — on a touchscreen or with concrete toys — as it may influence how they demonstrate what they have learned.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Worried+About+Screen+Time%3F+Don%27t+Let+Kids+Go+It+Alone&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47254/they-still-need-you-how-adults-help-young-kids-learn-with-technology","authors":["byline_mindshift_47254"],"categories":["mindshift_192"],"tags":["mindshift_20720","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_20690","mindshift_20816"],"featImg":"mindshift_47255","label":"mindshift"},"mindshift_40845":{"type":"posts","id":"mindshift_40845","meta":{"index":"posts_1591205157","site":"mindshift","id":"40845","score":null,"sort":[1435066280000]},"guestAuthors":[],"slug":"as-teens-push-away-what-can-parents-do-to-support-success","title":"As Teens Push Away, What Can Parents Do To Support Them?","publishDate":1435066280,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The teenage years are marked by paradoxes. Even as teens' cognitive and problem-solving capacities are expanding, many adolescents experience declines in academic performance, coupled with an increase in behavioral and mental health concerns. \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0022440598000089\">Research\u003c/a> \u003ca href=\"http://www.hfrp.org/publications-resources/publications-series/family-involvement-research-digests/family-involvement-in-school-and-low-income-children-s-literacy-performance\">shows\u003c/a> that parental involvement helps stave off these negative trends -- but it also reveals that parents’ school-related involvement \u003ca href=\"http://www.rcgd.isr.umich.edu/garp/articles/eccles96i.pdf\">drops\u003c/a> during these years as teens seek greater independence. To add to the challenge, parents may find that strategies that worked in elementary school are no longer effective.\u003c/p>\n\u003cp>Into this mix comes a\u003ca href=\"https://www.gse.harvard.edu/file/parental-involvementwang-hill-hofkens-2014pdf\"> recent study\u003c/a> of middle and high school students that highlights ways that parents can effectively adapt their involvement to meet the changing needs of adolescents. Teens and parents are on a “paired journey,” marked by shifting family dynamics. The key for parents? Engage teens in a way that honors their autonomy while also providing structure and support.\u003c/p>\n\u003cp>“The good news is that youth still want their parents to be involved,\" says Harvard University Professor \u003ca href=\"http://www.gse.harvard.edu/faculty/nancy-hill\">Nancy Hill,\u003c/a> one of the study’s co-authors. \"This involvement doesn’t have to be a power struggle. Parents need not be afraid to allow teens to try and succeed or try, fail and try again. Parents are in the single-best position to cultivate, encourage and affirm their teen’s development.”\u003c/p>\n\u003cp>Hill and her colleagues identified specific types of parental involvement that were associated with increased grade-point averages, decreased behavioral concerns and reduced depressive symptoms.\u003c/p>\n\u003cp>\u003cb>Scaffold Independence\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scaffolding, says Hill, “means letting teens try out things independently, with a ‘safety net.’ ” This includes giving them opportunities to try -- and fail at -- new endeavors, waiting for them to ask for help before rushing in to provide it, and talking through choices and potential outcomes and then allowing them to make their own informed decisions. Parents of younger adolescents can start this process by letting them choose between options that the parent thinks are equally good, and then increasing autonomy from there.\u003c/p>\n\u003cp>Of course, there will still be times when parents need to step in and provide extra support, but they should examine their motivation for doing so. “When parents jump in and micromanage homework because they are frustrated, it is probably not helpful and may be counterproductive,” Hill says. “If they are helping because the teen asks for it or agrees they need help, then it can be highly effective.”\u003c/p>\n\u003cp>\u003cb>Provide Structure at Home\u003c/b>\u003c/p>\n\u003cp>Parents can support academic achievement by providing time, space and materials for teens to manage their own schoolwork. This also includes establishing family expectations regarding homework and leisure activities and providing academically enriching family activities.\u003c/p>\n\u003cp>[contextly_sidebar id=\"oyXOpuGQZ2lKjEf102SXrGDnKe5gqvVd\"]\u003c/p>\n\u003cp>However, this structure should also honor teens’ growing autonomy. For example, Hill cautions against over-involvement in homework, even when students are struggling.\u003c/p>\n\u003cp>“It is not easy to watch -- or let -- your son or daughter fail to complete assignments or not earn grades that you know they are fully capable of earning,” says Hill. “If you can stomach it, let them wait until the last minute to do the big assignment and don’t jump in and rescue them until they ask. Yes, it is hard. But, in the process, they might learn the bigger lessons about the consequences of their actions and how to recognize when they need help.”\u003c/p>\n\u003cp>\u003cb>Link Education to Future Success\u003c/b>\u003c/p>\n\u003cp>Multiple \u003ca href=\"http://www.childtrends.org/?indicators=parental-expectations-for-their-childrens-academic-attainment\">studies\u003c/a> have observed that a parent’s expectation that his or her child will attend college is associated to academic achievement. Parents can help teens connect the dots between their current academic efforts and their future success. This requires ongoing conversation about their career goals and about how teens’ current schoolwork is relevant to these aspirations. Parents who engage in this dialogue \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/18/how-a-bigger-purpose-can-motivate-students-to-learn/\">help children find meaning\u003c/a> in their academic efforts, which is a key ingredient to internal \u003ca href=\"http://ww2.kqed.org/mindshift/category/motivation/\">motivation\u003c/a>.\u003c/p>\n\u003cp>\u003cb>Demonstrate Warmth\u003c/b>\u003c/p>\n\u003cp>Perhaps it’s no surprise that teens benefit from a supportive parent-child relationship that balances emotional closeness, structure and autonomy. But according to the Harvard study, parental warmth has an \u003ci>amplifying\u003c/i> effect on each of the other strategies. When parents demonstrate warmth and love, they provide a safe base from which students can “tackle the academic and psychological challenges of secondary school.”\u003c/p>\n\u003cp>And here’s one more silver lining for parents: These strategies remain effective even when teens distance themselves from parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>When teens push themselves away, says Hill, “it does not mean that they don’t want and crave their parents' acceptance of their identities and interests. One of my colleagues said parenting teens is like hugging a cactus. Even as the ‘warm fuzzies’ are not often reciprocated, teens still need them, still need to know they are loved unconditionally. Don’t miss the opportunity to say or show love, warmth and affection toward even your most prickly teen.”\u003c/p>\n\n","blocks":[],"excerpt":"A study outlines what parents can do to support their teens as they gain independence and test boundaries. ","status":"publish","parent":0,"modified":1443081243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":830},"headData":{"title":"As Teens Push Away, What Can Parents Do To Support Them? | KQED","description":"A study outlines what parents can do to support their teens as they gain independence and test boundaries. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"As Teens Push Away, What Can Parents Do To Support Them?","datePublished":"2015-06-23T13:31:20.000Z","dateModified":"2015-09-24T07:54:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40845 http://ww2.kqed.org/mindshift/?p=40845","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/23/as-teens-push-away-what-can-parents-do-to-support-success/","disqusTitle":"As Teens Push Away, What Can Parents Do To Support Them?","path":"/mindshift/40845/as-teens-push-away-what-can-parents-do-to-support-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The teenage years are marked by paradoxes. Even as teens' cognitive and problem-solving capacities are expanding, many adolescents experience declines in academic performance, coupled with an increase in behavioral and mental health concerns. \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0022440598000089\">Research\u003c/a> \u003ca href=\"http://www.hfrp.org/publications-resources/publications-series/family-involvement-research-digests/family-involvement-in-school-and-low-income-children-s-literacy-performance\">shows\u003c/a> that parental involvement helps stave off these negative trends -- but it also reveals that parents’ school-related involvement \u003ca href=\"http://www.rcgd.isr.umich.edu/garp/articles/eccles96i.pdf\">drops\u003c/a> during these years as teens seek greater independence. To add to the challenge, parents may find that strategies that worked in elementary school are no longer effective.\u003c/p>\n\u003cp>Into this mix comes a\u003ca href=\"https://www.gse.harvard.edu/file/parental-involvementwang-hill-hofkens-2014pdf\"> recent study\u003c/a> of middle and high school students that highlights ways that parents can effectively adapt their involvement to meet the changing needs of adolescents. Teens and parents are on a “paired journey,” marked by shifting family dynamics. The key for parents? Engage teens in a way that honors their autonomy while also providing structure and support.\u003c/p>\n\u003cp>“The good news is that youth still want their parents to be involved,\" says Harvard University Professor \u003ca href=\"http://www.gse.harvard.edu/faculty/nancy-hill\">Nancy Hill,\u003c/a> one of the study’s co-authors. \"This involvement doesn’t have to be a power struggle. Parents need not be afraid to allow teens to try and succeed or try, fail and try again. Parents are in the single-best position to cultivate, encourage and affirm their teen’s development.”\u003c/p>\n\u003cp>Hill and her colleagues identified specific types of parental involvement that were associated with increased grade-point averages, decreased behavioral concerns and reduced depressive symptoms.\u003c/p>\n\u003cp>\u003cb>Scaffold Independence\u003c/b>\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>Scaffolding, says Hill, “means letting teens try out things independently, with a ‘safety net.’ ” This includes giving them opportunities to try -- and fail at -- new endeavors, waiting for them to ask for help before rushing in to provide it, and talking through choices and potential outcomes and then allowing them to make their own informed decisions. Parents of younger adolescents can start this process by letting them choose between options that the parent thinks are equally good, and then increasing autonomy from there.\u003c/p>\n\u003cp>Of course, there will still be times when parents need to step in and provide extra support, but they should examine their motivation for doing so. “When parents jump in and micromanage homework because they are frustrated, it is probably not helpful and may be counterproductive,” Hill says. “If they are helping because the teen asks for it or agrees they need help, then it can be highly effective.”\u003c/p>\n\u003cp>\u003cb>Provide Structure at Home\u003c/b>\u003c/p>\n\u003cp>Parents can support academic achievement by providing time, space and materials for teens to manage their own schoolwork. This also includes establishing family expectations regarding homework and leisure activities and providing academically enriching family activities.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>However, this structure should also honor teens’ growing autonomy. For example, Hill cautions against over-involvement in homework, even when students are struggling.\u003c/p>\n\u003cp>“It is not easy to watch -- or let -- your son or daughter fail to complete assignments or not earn grades that you know they are fully capable of earning,” says Hill. “If you can stomach it, let them wait until the last minute to do the big assignment and don’t jump in and rescue them until they ask. Yes, it is hard. But, in the process, they might learn the bigger lessons about the consequences of their actions and how to recognize when they need help.”\u003c/p>\n\u003cp>\u003cb>Link Education to Future Success\u003c/b>\u003c/p>\n\u003cp>Multiple \u003ca href=\"http://www.childtrends.org/?indicators=parental-expectations-for-their-childrens-academic-attainment\">studies\u003c/a> have observed that a parent’s expectation that his or her child will attend college is associated to academic achievement. Parents can help teens connect the dots between their current academic efforts and their future success. This requires ongoing conversation about their career goals and about how teens’ current schoolwork is relevant to these aspirations. Parents who engage in this dialogue \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/18/how-a-bigger-purpose-can-motivate-students-to-learn/\">help children find meaning\u003c/a> in their academic efforts, which is a key ingredient to internal \u003ca href=\"http://ww2.kqed.org/mindshift/category/motivation/\">motivation\u003c/a>.\u003c/p>\n\u003cp>\u003cb>Demonstrate Warmth\u003c/b>\u003c/p>\n\u003cp>Perhaps it’s no surprise that teens benefit from a supportive parent-child relationship that balances emotional closeness, structure and autonomy. But according to the Harvard study, parental warmth has an \u003ci>amplifying\u003c/i> effect on each of the other strategies. When parents demonstrate warmth and love, they provide a safe base from which students can “tackle the academic and psychological challenges of secondary school.”\u003c/p>\n\u003cp>And here’s one more silver lining for parents: These strategies remain effective even when teens distance themselves from parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>When teens push themselves away, says Hill, “it does not mean that they don’t want and crave their parents' acceptance of their identities and interests. One of my colleagues said parenting teens is like hugging a cactus. Even as the ‘warm fuzzies’ are not often reciprocated, teens still need them, still need to know they are loved unconditionally. Don’t miss the opportunity to say or show love, warmth and affection toward even your most prickly teen.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40845/as-teens-push-away-what-can-parents-do-to-support-success","authors":["11087"],"categories":["mindshift_20874"],"tags":["mindshift_20784","mindshift_1040","mindshift_20690","mindshift_943","mindshift_1038"],"featImg":"mindshift_40914","label":"mindshift"},"mindshift_36047":{"type":"posts","id":"mindshift_36047","meta":{"index":"posts_1591205157","site":"mindshift","id":"36047","score":null,"sort":[1401809413000]},"guestAuthors":[],"slug":"how-students-make-progress-in-learning","title":"How Students Make Progress in Learning","publishDate":1401809413,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36053\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618.jpg\" alt=\"USDOE\" width=\"640\" height=\"329\" class=\"size-full wp-image-36053\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618-400x206.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618-320x165.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">USDOE\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we think and talk about learning, the metaphors we use matter. The language we employ when we describe how learning works can illuminate the process, allowing us to make accurate judgments and predictions—or it can lead us astray, setting up false expectations and giving us a misleading impression of what’s going on.\u003c/p>\n\u003cp>One of the most common analogies we apply to education is that of a staircase. As we learn, this model assumes, we steadily ascend in our knowledge and skills, leaving more elementary approaches behind. A child learning math, for example, will replace a simple strategy like counting on fingers with a more sophisticated strategy like retrieving math facts from memory. Under the long-lasting influence of psychologist Jean Piaget, staircase-like “stage theories” continue to dominate our mental images of how learning operates.\u003c/p>\n\u003cp>But in important ways, the staircase metaphor fails to capture the way cognitive change actually works. Research shows that children (and adults!) employ a variety of strategies to solve problems, not only the one “typical” of their stage of development. Around the time that learners begin to adopt a more advanced approach, they may return to earlier, more primitive approaches for a while.\u003c/p>\n\u003cp>\u003ca href=\"http://anniemurphypaul.com/wp-content/uploads/2014/06/20130219_091810.jpg\">\u003cimg class=\"alignright size-thumbnail wp-image-5249\" title=\"20130219_091810\" src=\"http://anniemurphypaul.com/wp-content/uploads/2014/06/20130219_091810-150x150.jpg\" alt=\"\" width=\"150\" height=\"150\">\u003c/a>This is not an orderly ascension up an ever-rising set of steps. It’s something more like waves on a beach, where one wave overtakes another and then pulls back, overtaken in turn by another advancing and then receding wave. “Overlapping waves” is, in fact, the name of a theory of intellectual development proposed by Robert Siegler, a professor of cognitive psychology at Carnegie Mellon University.\u003c/p>\n\u003cp>Here is Siegler writing about traditional notions of learning in his \u003ca href=\"http://global.oup.com/academic/product/emerging-minds-9780195126631;jsessionid=5962270C962AFA2B729C7642ECF04833?cc=us&lang=en&\" target=\"_blank\">book\u003c/a> \u003cem>Emerging Minds\u003c/em>: “Children are depicted as thinking in a given way for an extended period of time (a tread on the staircase); then their thinking undergoes a sudden, vertical shift (a riser on the staircase); then they think in a different, higher way for another extended period of time (the next tread), and so on.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And here is Siegler writing about another, more apt image: “Rather than development being seen as stepping up from Level 1 to Level 2 to Level 3, it is envisioned as a gradual ebbing and flowing of the frequencies of alternative ways of thinking, with new approaches being added and old ones being eliminated as well. To capture this perspective in a visual metaphor, think of a series of overlapping waves, with each wave corresponding to a different rule, strategy, theory, or way of thinking.”\u003c/p>\n\u003cp>Research by Siegler and others shows that the overlapping waves model applies to learners of all ages, in all manner of subjects. Its image of a series of surging and receding waves is not only a more accurate view of learning than the staircase image; it’s also a more humane and forgiving one. How many of us have felt distressed to see our children, or ourselves, “slipping back” into ways of thinking and acting we thought we had outgrown? What a difference it makes to see such episodes not as a failure to ascend to the next stage, but as part of the natural movement, the ebb and flow, of learning. “Slipping back” isn’t a shameful retreat from our goal—it’s part of the process of getting there.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"When we think and talk about learning, the metaphors we use matter. The language we employ when we describe how learning works can illuminate the process, allowing us to make accurate judgments and predictions—or it can lead us astray, setting up false expectations and giving us a misleading impression of what’s going on.","status":"publish","parent":0,"modified":1464996711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":591},"headData":{"title":"How Students Make Progress in Learning | KQED","description":"When we think and talk about learning, the metaphors we use matter. The language we employ when we describe how learning works can illuminate the process, allowing us to make accurate judgments and predictions—or it can lead us astray, setting up false expectations and giving us a misleading impression of what’s going on.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Students Make Progress in Learning","datePublished":"2014-06-03T15:30:13.000Z","dateModified":"2016-06-03T23:31:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36047 http://blogs.kqed.org/mindshift/?p=36047","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/03/how-students-make-progress-in-learning/","disqusTitle":"How Students Make Progress in Learning","path":"/mindshift/36047/how-students-make-progress-in-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36053\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618.jpg\" alt=\"USDOE\" width=\"640\" height=\"329\" class=\"size-full wp-image-36053\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618-400x206.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/9610022352_e056e19c70_z-e1401809360618-320x165.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">USDOE\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we think and talk about learning, the metaphors we use matter. The language we employ when we describe how learning works can illuminate the process, allowing us to make accurate judgments and predictions—or it can lead us astray, setting up false expectations and giving us a misleading impression of what’s going on.\u003c/p>\n\u003cp>One of the most common analogies we apply to education is that of a staircase. As we learn, this model assumes, we steadily ascend in our knowledge and skills, leaving more elementary approaches behind. A child learning math, for example, will replace a simple strategy like counting on fingers with a more sophisticated strategy like retrieving math facts from memory. Under the long-lasting influence of psychologist Jean Piaget, staircase-like “stage theories” continue to dominate our mental images of how learning operates.\u003c/p>\n\u003cp>But in important ways, the staircase metaphor fails to capture the way cognitive change actually works. Research shows that children (and adults!) employ a variety of strategies to solve problems, not only the one “typical” of their stage of development. Around the time that learners begin to adopt a more advanced approach, they may return to earlier, more primitive approaches for a while.\u003c/p>\n\u003cp>\u003ca href=\"http://anniemurphypaul.com/wp-content/uploads/2014/06/20130219_091810.jpg\">\u003cimg class=\"alignright size-thumbnail wp-image-5249\" title=\"20130219_091810\" src=\"http://anniemurphypaul.com/wp-content/uploads/2014/06/20130219_091810-150x150.jpg\" alt=\"\" width=\"150\" height=\"150\">\u003c/a>This is not an orderly ascension up an ever-rising set of steps. It’s something more like waves on a beach, where one wave overtakes another and then pulls back, overtaken in turn by another advancing and then receding wave. “Overlapping waves” is, in fact, the name of a theory of intellectual development proposed by Robert Siegler, a professor of cognitive psychology at Carnegie Mellon University.\u003c/p>\n\u003cp>Here is Siegler writing about traditional notions of learning in his \u003ca href=\"http://global.oup.com/academic/product/emerging-minds-9780195126631;jsessionid=5962270C962AFA2B729C7642ECF04833?cc=us&lang=en&\" target=\"_blank\">book\u003c/a> \u003cem>Emerging Minds\u003c/em>: “Children are depicted as thinking in a given way for an extended period of time (a tread on the staircase); then their thinking undergoes a sudden, vertical shift (a riser on the staircase); then they think in a different, higher way for another extended period of time (the next tread), and so on.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And here is Siegler writing about another, more apt image: “Rather than development being seen as stepping up from Level 1 to Level 2 to Level 3, it is envisioned as a gradual ebbing and flowing of the frequencies of alternative ways of thinking, with new approaches being added and old ones being eliminated as well. To capture this perspective in a visual metaphor, think of a series of overlapping waves, with each wave corresponding to a different rule, strategy, theory, or way of thinking.”\u003c/p>\n\u003cp>Research by Siegler and others shows that the overlapping waves model applies to learners of all ages, in all manner of subjects. Its image of a series of surging and receding waves is not only a more accurate view of learning than the staircase image; it’s also a more humane and forgiving one. How many of us have felt distressed to see our children, or ourselves, “slipping back” into ways of thinking and acting we thought we had outgrown? What a difference it makes to see such episodes not as a failure to ascend to the next stage, but as part of the natural movement, the ebb and flow, of learning. “Slipping back” isn’t a shameful retreat from our goal—it’s part of the process of getting there.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36047/how-students-make-progress-in-learning","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_20690"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. 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