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FM","link":"/"}},"mindshift_61606":{"type":"posts","id":"mindshift_61606","meta":{"index":"posts_1591205157","site":"mindshift","id":"61606","score":null,"sort":[1684144842000]},"guestAuthors":[],"slug":"inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","title":"Inside the perplexing study that’s inspired colleges to drop remedial math","publishDate":1684144842,"format":"standard","headTitle":"Inside the perplexing study that’s inspired colleges to drop remedial math | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation.","status":"publish","parent":0,"modified":1684275524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1964},"headData":{"title":"Inside the perplexing study that’s inspired colleges to drop remedial math | KQED","description":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61606/inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college students.\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>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61606/inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","authors":["byline_mindshift_61606"],"categories":["mindshift_21504"],"tags":["mindshift_276","mindshift_21261","mindshift_20966","mindshift_68","mindshift_392","mindshift_381","mindshift_47","mindshift_391"],"featImg":"mindshift_61626","label":"mindshift"},"mindshift_61319":{"type":"posts","id":"mindshift_61319","meta":{"index":"posts_1591205157","site":"mindshift","id":"61319","score":null,"sort":[1680602433000]},"guestAuthors":[],"slug":"a-tale-of-two-science-classrooms","title":"A tale of two science classrooms: How different approaches to participation shape learning","publishDate":1680602433,"format":"standard","headTitle":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"","status":"publish","parent":0,"modified":1682642172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1829},"headData":{"title":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","description":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61319/a-tale-of-two-science-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61319/a-tale-of-two-science-classrooms","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_20524","mindshift_193"],"tags":["mindshift_20786","mindshift_1028","mindshift_20701","mindshift_989","mindshift_20703","mindshift_551","mindshift_47","mindshift_21138","mindshift_391","mindshift_20616","mindshift_20852"],"featImg":"mindshift_61322","label":"mindshift"},"mindshift_60885":{"type":"posts","id":"mindshift_60885","meta":{"index":"posts_1591205157","site":"mindshift","id":"60885","score":null,"sort":[1674558024000]},"guestAuthors":[],"slug":"how-to-create-a-stem-dream-culture-for-all-students","title":"How to create a STEM dream culture for all students","publishDate":1674558024,"format":"audio","headTitle":"How to create a STEM dream culture for all students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make STEM education more inclusive and support students in reimagining their relationship to STEM subjects. ","status":"publish","parent":0,"modified":1700528850,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1173},"headData":{"title":"How to create a STEM dream culture for all students | KQED","description":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2735658390.mp3?updated=1674508083","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21250","mindshift_20684","mindshift_20980","mindshift_20967","mindshift_21223","mindshift_392","mindshift_551","mindshift_20683","mindshift_47","mindshift_21138","mindshift_391","mindshift_20759"],"featImg":"mindshift_60887","label":"mindshift_21847"},"mindshift_59420":{"type":"posts","id":"mindshift_59420","meta":{"index":"posts_1591205157","site":"mindshift","id":"59420","score":null,"sort":[1668996048000]},"guestAuthors":[],"slug":"why-students-say-stem-is-hard-and-what-educators-can-do-about-it","title":"Why students say STEM is hard and what educators can do about it","publishDate":1668996048,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"https://www.amazon.com/STEM-STEAM-Make-Dream-Reimagining/dp/1328034283/ref=sr_1_1?keywords=stem%2C+steam%2C+make%2C+dream&qid=1652797003&sprefix=STEM%2C+ST%2Caps%2C102&sr=8-1\">STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics\"\u003c/a> by Christopher Emdin, Ph.D. Copyright 2021 Houghton Mifflin Harcourt\u003c/em>\u003c/p>\n\u003cp>STEM ability is distributed evenly across the populace. STEM identity is created when that natural ability is fostered by human activity. We are at our very core scientific creatures, but we believe in our STEM selves when the world reinforces what we are. When you think about a baby being born, the very first set of knowledge they are using is scientific knowledge. They are smelling their environment and making observations in the world. They are not using English. They are not using history. They are using math and science. They are making observations, identifying patterns, testing hypotheses, and drawing conclusions. Once they start associating language with what they are seeing, they start expressing what is unfolding before them. There is magic in that unleashing, that revealing. This process is the foundation of STEM. This is what we need to build on in classrooms. Unfortunately, it is not what contemporary STEM education focuses on.\u003c/p>\n\u003cp>Today, if we ask young people, STEM is not about giving voice or language to observations and questions. The only thing it unleashes or reveals is that it is hard and not for everybody. Hundreds of interviews I have held with young people from urban classrooms about science reveal that many students simply believe that “science is hard.” Many of these students, particularly those who were not doing well in science or mathematics classrooms, also believe that the reason they are not doing well is that they are not “smart enough.” This idea of the “hardness” of science and, by proxy, STEM is important to deconstruct.\u003c/p>\n\u003cp>For many, the hardness of STEM is associated with it being academically challenging and with folks not being able to engage with it. In reality, the hardness is about the inflexibility of STEM and the fact that it does not bend to the needs of the person engaging with it. If I attempt to engage with a topic and find it hard, I blame myself without considering that there is something about the subject that is unapproachable. The perception is that the fault cannot possibly be with the academic subject or the methods used to teach it. This flawed approach to thinking about STEM does not consider the more expansive view of the concept of hardness and the notion that if the subject bends to me or my interests, I can forge a relationship to it that increases my desire to spend more time with it. Time spent equals familiarity. And familiarity eventually equals fluency in the language of the “hard” subject. What is hard becomes malleable enough to wrap around you once you are familiar with the language it speaks.\u003c/p>\n\u003cp>Make no mistake: this is not an argument for making subjects easier or less rigorous. Instead, it is an argument for making STEM subjects easier to embrace. It is about recognizing the traumas we create when we convince otherwise intelligent people that there are subjects too mentally challenging for them. This misstep overshadows the real issue, which is that the subject was likely presented poorly, spilling over with meanings attached to words like smart or hard.\u003c/p>\n\u003cfigure id=\"attachment_59421\" class=\"wp-caption alignleft\" style=\"max-width: 138px\">\u003cimg class=\" wp-image-59421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg\" alt=\"\" width=\"138\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-scaled.jpg 1707w\" sizes=\"(max-width: 138px) 100vw, 138px\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Houghton Mifflin Harcourt)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \"\u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a>\" and \"\u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>.\" You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"In his new book \"STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics,\" author Christopher Emdin explains how teachers can renew students' interest in science and math subjects.","status":"publish","parent":0,"modified":1669033770,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":660},"headData":{"title":"Why students say STEM is hard and what educators can do about it - MindShift","description":"How can teachers renew students' interest in science and math? Author Christopher Emdin explains in his new book "STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59420 https://ww2.kqed.org/mindshift/?p=59420","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/20/why-students-say-stem-is-hard-and-what-educators-can-do-about-it/","disqusTitle":"Why students say STEM is hard and what educators can do about it","excludeFromSiteSearch":"Include","path":"/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"https://www.amazon.com/STEM-STEAM-Make-Dream-Reimagining/dp/1328034283/ref=sr_1_1?keywords=stem%2C+steam%2C+make%2C+dream&qid=1652797003&sprefix=STEM%2C+ST%2Caps%2C102&sr=8-1\">STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics\"\u003c/a> by Christopher Emdin, Ph.D. Copyright 2021 Houghton Mifflin Harcourt\u003c/em>\u003c/p>\n\u003cp>STEM ability is distributed evenly across the populace. STEM identity is created when that natural ability is fostered by human activity. We are at our very core scientific creatures, but we believe in our STEM selves when the world reinforces what we are. When you think about a baby being born, the very first set of knowledge they are using is scientific knowledge. They are smelling their environment and making observations in the world. They are not using English. They are not using history. They are using math and science. They are making observations, identifying patterns, testing hypotheses, and drawing conclusions. Once they start associating language with what they are seeing, they start expressing what is unfolding before them. There is magic in that unleashing, that revealing. This process is the foundation of STEM. This is what we need to build on in classrooms. Unfortunately, it is not what contemporary STEM education focuses on.\u003c/p>\n\u003cp>Today, if we ask young people, STEM is not about giving voice or language to observations and questions. The only thing it unleashes or reveals is that it is hard and not for everybody. Hundreds of interviews I have held with young people from urban classrooms about science reveal that many students simply believe that “science is hard.” Many of these students, particularly those who were not doing well in science or mathematics classrooms, also believe that the reason they are not doing well is that they are not “smart enough.” This idea of the “hardness” of science and, by proxy, STEM is important to deconstruct.\u003c/p>\n\u003cp>For many, the hardness of STEM is associated with it being academically challenging and with folks not being able to engage with it. In reality, the hardness is about the inflexibility of STEM and the fact that it does not bend to the needs of the person engaging with it. If I attempt to engage with a topic and find it hard, I blame myself without considering that there is something about the subject that is unapproachable. The perception is that the fault cannot possibly be with the academic subject or the methods used to teach it. This flawed approach to thinking about STEM does not consider the more expansive view of the concept of hardness and the notion that if the subject bends to me or my interests, I can forge a relationship to it that increases my desire to spend more time with it. Time spent equals familiarity. And familiarity eventually equals fluency in the language of the “hard” subject. What is hard becomes malleable enough to wrap around you once you are familiar with the language it speaks.\u003c/p>\n\u003cp>Make no mistake: this is not an argument for making subjects easier or less rigorous. Instead, it is an argument for making STEM subjects easier to embrace. It is about recognizing the traumas we create when we convince otherwise intelligent people that there are subjects too mentally challenging for them. This misstep overshadows the real issue, which is that the subject was likely presented poorly, spilling over with meanings attached to words like smart or hard.\u003c/p>\n\u003cfigure id=\"attachment_59421\" class=\"wp-caption alignleft\" style=\"max-width: 138px\">\u003cimg class=\" wp-image-59421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg\" alt=\"\" width=\"138\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-scaled.jpg 1707w\" sizes=\"(max-width: 138px) 100vw, 138px\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Houghton Mifflin Harcourt)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \"\u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a>\" and \"\u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>.\" You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it","authors":["11721"],"categories":["mindshift_21491"],"tags":["mindshift_21341","mindshift_392","mindshift_20893","mindshift_551","mindshift_47","mindshift_391"],"featImg":"mindshift_59422","label":"mindshift"},"mindshift_58326":{"type":"posts","id":"mindshift_58326","meta":{"index":"posts_1591205157","site":"mindshift","id":"58326","score":null,"sort":[1629191378000]},"guestAuthors":[],"slug":"could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students","title":"Could Data Science Diversify the STEM Field? Why Courses Designed This Century Feel so Relevant to All Students","publishDate":1629191378,"format":"audio","headTitle":"Could Data Science Diversify the STEM Field? Why Courses Designed This Century Feel so Relevant to All Students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/could-data-science-diversify-the-stem-field/id1078765985?i=1000532256214\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/NjA5YWUxMDAtMTRkNS0xMWVjLTkyZGQtZmJmZThkOWZiZGY5?sa=X&ved=0CAcQkfYCahcKEwigsp2Qp__yAhUAAAAAHQAAAAAQcQ&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/2HCGMMmYrXNYHTl0Hro7DW?si=VTdbD-qCSZmoHdSJ0IFcUw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/could-data-science-diversify-the-stem-field-86155696\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons students don’t like math: stressful timed tests, right and wrong answers, \u003ca href=\"https://www.kqed.org/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart\">isolated work\u003c/a>, math \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety\u003c/a> learned from adults around you.\u003c/span>\u003cspan style=\"font-weight: 400\"> A 2012 PISA \u003c/span>\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that one third of high school students feel helpless and emotionally stressed when doing math. And if you don’t see people who look like you succeeding in a subject or a field, it can be isolating, especially for young people. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Something that’s really important, particularly for adolescents and high school students, is that they feel a sense of belonging inside STEM,” said Stanford maths education professor Jo Boaler. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003c/a>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">esearchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that a sense of belonging helps students succeed, in part because feeling like you’re a part of a community of learners is a powerful motivator to do well. “And unfortunately, a lot of students do not feel that they belong inside traditional high school maths classes,” said Boaler.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there is one subject that students, including those who are math confident, enjoy learning: data science. As of 2020, \u003c/span>\u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\">\u003cspan style=\"font-weight: 400\">data science is accepted math coursework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for University of California and Cal State University’s A-G requirements, so students might see it offered in more schools.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last decade, teams of teachers, researchers and academics have been developing data science curriculum and tools for the classroom, and having a modern approach to teaching is resonating with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of a unique opportunity because there wasn’t a high school data science course before,” said Suyen Machado, director of the \u003c/span>\u003ca href=\"https://www.idsucla.org/\">\u003cspan style=\"font-weight: 400\">Introduction to Data Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program, which was started as a partnership between UCLA and the Los Angeles Unified School District nearly ten years ago. The program was funded with a National Science Foundation grant to increase the amount of students going into STEM careers and to bring computational and statistical thinking to underrepresented high school students, according to Machado. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Engaging lessons that are inquiry driven, student driven and collaborative are really well suited for underrepresented groups, and you will find all of that in our \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And they’re good for students in general,” Machado said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>REAL WORLD USES\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The data science curriculum gives students opportunities to look at real data instead of abstract formulas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so much fun,” said \u003c/span>\u003cspan style=\"font-weight: 400\">James Molyneux, a professor at Oregon State University who was involved in the development of IDS. For example, students can collect their data and compare themselves to larger government data sets, like the American \u003c/span>\u003ca href=\"https://www.bls.gov/news.release/pdf/atus.pdf\">\u003cspan style=\"font-weight: 400\">Time Use Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Bureau of Labor Statistics. Students can measure how much time they spend grooming, eating, being with family and consuming social media, according to Molyneux. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58333\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg\" alt=\"\" width=\"1024\" height=\"629\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-1020x627.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-768x472.jpg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A snapshot of students in Ding-ay Tadena’s class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students, there’s a growing interest in data sets, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home\">\u003cspan style=\"font-weight: 400\">pollution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://iase-web.org/documents/papers/rt2016/Gould.pdf\">\u003cspan style=\"font-weight: 400\">school communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/unit2/lab2e/\">\u003cspan style=\"font-weight: 400\">gender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> character is most likely to survive a horror film. For IDS participants, the most popular data project involves \u003ca href=\"https://curriculum.idsucla.org/unit1/lesson6/\">snacks\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It honestly made me more aware of what I was taking in and putting in my body,” said student Linda Solares of Leuzinger High School of the snack project. Not to worry, the unit is not about encouraging weight loss or anything. Students used the IDS app to track information like the amount of salt, sugar content, cost, number of ingredients or their reasons for eating.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“We’re in quarantine, \u003c/span>\u003cspan style=\"font-weight: 400\">we’re eating a lot more out of boredom and stuff. So honestly, it really helped me,” said Solares. “After I finished the survey, I was like, whoa,” she said, “I was really eating not so healthy.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B1Nho2Ty0ZnYbE5wT1FCU2RtZExSN290WVJsM0htc0NqbzFn/view?resourcekey=0-VL7HSox62czWW_XB9gGXYw\">\u003cspan style=\"font-weight: 400\">Surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of IDS students in LAUSD found that coding was the most challenging part of the course, but also, the most important skill students learned. Using programming tools, like RStudio, they persisted by trying over and over again to get their code right. And that helped boost confidence in their ability to problem solve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The lab is a lesson for us to learn about the codes and how we can implement them in certain situations,” said Leuzinger student Peter Tran, who would \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/table/\">\u003cspan style=\"font-weight: 400\">test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> different variables against one another, like finding the most common time of day students ate unhealthy snacks. \u003c/span>\u003c/p>\n\u003cp>An important part of the data science curriculum is understanding privacy matters, and knowing how data is collected about people and used against them. This knowledge can help develop a person’s media literacy.\u003c/p>\n\u003cp>“There’s a lot of misinformation out there,” said Boaler. “Having students develop a critical perspective – that’s one of the things we can teach in data science. Be skeptical of data that’s put in front of you, ask questions of it, think about who put that data together, what purpose did they have for it.”\u003c/p>\n\u003ch2>\u003cb>LEARNING GETS MESSY\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The messiness of the data sets is part of the appeal for students; it’s what engages them in learning and not shying away from unknown outcomes, according to \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a>’s Chad Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s almost sort of pre-chewed and preordained,” said Dorsey of traditional curriculum that doesn’t engage students. “And when we do that, we take a lot of the discovery away. We’re finding the value in putting students into the place of needing to ask and answer questions with data that might be ambiguous or that might have a missing value,” said Dorsey. As part of an NSF grant, the group developed the free CODAP tool so teachers can integrate data skills into their classes, such as science. The group also provides teachers with professional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re finding the value of putting students in the driver’s seat to do the exploration themselves, to uncover new things in the data that maybe the teachers didn’t understand was there in the first place and where students are finding something different than their neighbors,” said Dorsey.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=nAwu2x6HPNg\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Leuzinger High School IDS t\u003c/span>\u003cspan style=\"font-weight: 400\">eacher Ding-ay Tadena, that has meant giving students agency over the topics they want to investigate, such as sports. “They learn how to think deeper and then use these math skills and eventually they love it,” says Tadena, who has seen students of all math levels succeed in data science. She says that in data science class, students see themselves as more than the math track they’re in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It taught them how to dream bigger rather than just being profiled as lower performing in terms of math,” she said. “And that is the beauty of it because you teach them how to code, how to do this data, how to scrape data from the internet and push it in R in the field that interests them.” Tadena, who has been teaching math for about two decades, says data science is in many ways a re\u003c/span>\u003cspan style=\"font-weight: 400\">spite for math teachers like herself who are looking for ways to engage their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are so interested,” Tadena said. “They’re so into it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For science teacher \u003c/span>\u003ca href=\"https://concord.org/blog/never-stop-learning/\">\u003cspan style=\"font-weight: 400\">Emerlyn Gatchalian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, having Concord Consortium’s CODAP tool makes understanding the periodic table easier for some of her students. “They’re looking at the different properties of elements in the periodic table using data like the atomic size, ionic size,” she said. “Because they’re using data using CODAP, it’s so easy for them to look for patterns and trends and make them feel that they can actually understand and interpret data instead of using all the equations that they’re learning in math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For high school special education teacher \u003c/span>\u003ca href=\"https://concord.org/blog/the-science-teacher-accessible-physics-for-all/\">\u003cspan style=\"font-weight: 400\">Michelle Murtha\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to graph their data using digital tools helped them understand it. “Sometimes, graphing itself is so hard for the students. But because the program helps them through it,” she said, “they’re able to actually see the graph. And for us, that’s more important, so they can actually analyze the data versus, ‘can you plot this point?’”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>REDEFINING HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Emilio Jaime was a student at Phineas Banning High School, he was on track to take AP Calculus his senior year. He had been confident about math throughout school, but decided to take IDS based on a teacher’s suggestion. Plus, one less AP class would help ease his senior year course load. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>“I decided to let go of calculus and took on IDS, which I’m so glad I did, because I guess I was just scared because it wasn’t the norm that students were doing,\u003cem>” \u003c/em>said Jaime, who graduated from UC Berkeley last spring.\u003c/p>\n\u003cfigure id=\"attachment_58348\" class=\"wp-caption alignnone\" style=\"max-width: 1136px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58348\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png\" alt=\"\" width=\"1136\" height=\"1702\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png 1136w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-800x1199.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-1020x1528.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-768x1151.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-1025x1536.png 1025w\" sizes=\"(max-width: 1136px) 100vw, 1136px\">\u003cfigcaption class=\"wp-caption-text\">Emilio Jaime \u003ccite>(Courtesy of Emilio Jaime)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">What he liked about data science was the ability to play with formulas and not feel limited by right and wrong answers that were the hallmark of his math education. “This is how the formula is, and this is the answer, and there is a wrong answer,” he said of his earlier relationship to math. But data science was more fluid. “On our projects, I tried so many different graphs and so many different solutions to try to create so many different conclusions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think IDS and data science really allows students to try different things without being scared to fail,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">IDS trains teachers across the country and abroad on how to teach data science as a course. It’s one of several programs, including ones operated by the \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a> and Boaler’s \u003ca href=\"https://www.youcubed.org/resource/data-literacy/\">YouCubed\u003c/a>. The outcome of getting more underrepresented students in the STEM field has yet to be seen. But for now, these educators are shifting students’ experiences with STEM to increase the odds that they’ll stay. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58330\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812-768x576.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in Ding-ay Tadena’s data science class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these skills will hopefully help students become better informed members of society. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s the biggest gift that we can give students right now – no matter how we’re doing it – is to help them understand that there are data all around them, that those data have answers, that they come from people, and that the things that they are doing are generating data all over, and to give them the ability to start to feel empowered to work with this data themselves,” said Dorsey. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"There’s a growing movement to teach data science in schools and students are enjoying it. Some experts hope data science will disrupt maths education and lead to more diversity in STEM. ","status":"publish","parent":0,"modified":1700528733,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1913},"headData":{"title":"Could Data Science Diversify the STEM Field? Why Courses Designed This Century Feel so Relevant to All Students | KQED","description":"There’s a growing movement to teach data science in schools and students are enjoying it. Some experts hope data science will disrupt maths education and lead to more diversity in STEM. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC1092079008.mp3?updated=1628203037","path":"/mindshift/58326/could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/could-data-science-diversify-the-stem-field/id1078765985?i=1000532256214\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/NjA5YWUxMDAtMTRkNS0xMWVjLTkyZGQtZmJmZThkOWZiZGY5?sa=X&ved=0CAcQkfYCahcKEwigsp2Qp__yAhUAAAAAHQAAAAAQcQ&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/2HCGMMmYrXNYHTl0Hro7DW?si=VTdbD-qCSZmoHdSJ0IFcUw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/could-data-science-diversify-the-stem-field-86155696\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons students don’t like math: stressful timed tests, right and wrong answers, \u003ca href=\"https://www.kqed.org/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart\">isolated work\u003c/a>, math \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety\u003c/a> learned from adults around you.\u003c/span>\u003cspan style=\"font-weight: 400\"> A 2012 PISA \u003c/span>\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that one third of high school students feel helpless and emotionally stressed when doing math. And if you don’t see people who look like you succeeding in a subject or a field, it can be isolating, especially for young people. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Something that’s really important, particularly for adolescents and high school students, is that they feel a sense of belonging inside STEM,” said Stanford maths education professor Jo Boaler. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003c/a>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">esearchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that a sense of belonging helps students succeed, in part because feeling like you’re a part of a community of learners is a powerful motivator to do well. “And unfortunately, a lot of students do not feel that they belong inside traditional high school maths classes,” said Boaler.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there is one subject that students, including those who are math confident, enjoy learning: data science. As of 2020, \u003c/span>\u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\">\u003cspan style=\"font-weight: 400\">data science is accepted math coursework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for University of California and Cal State University’s A-G requirements, so students might see it offered in more schools.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last decade, teams of teachers, researchers and academics have been developing data science curriculum and tools for the classroom, and having a modern approach to teaching is resonating with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of a unique opportunity because there wasn’t a high school data science course before,” said Suyen Machado, director of the \u003c/span>\u003ca href=\"https://www.idsucla.org/\">\u003cspan style=\"font-weight: 400\">Introduction to Data Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program, which was started as a partnership between UCLA and the Los Angeles Unified School District nearly ten years ago. The program was funded with a National Science Foundation grant to increase the amount of students going into STEM careers and to bring computational and statistical thinking to underrepresented high school students, according to Machado. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Engaging lessons that are inquiry driven, student driven and collaborative are really well suited for underrepresented groups, and you will find all of that in our \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And they’re good for students in general,” Machado said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>REAL WORLD USES\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The data science curriculum gives students opportunities to look at real data instead of abstract formulas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so much fun,” said \u003c/span>\u003cspan style=\"font-weight: 400\">James Molyneux, a professor at Oregon State University who was involved in the development of IDS. For example, students can collect their data and compare themselves to larger government data sets, like the American \u003c/span>\u003ca href=\"https://www.bls.gov/news.release/pdf/atus.pdf\">\u003cspan style=\"font-weight: 400\">Time Use Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Bureau of Labor Statistics. Students can measure how much time they spend grooming, eating, being with family and consuming social media, according to Molyneux. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58333\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg\" alt=\"\" width=\"1024\" height=\"629\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-1020x627.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804-768x472.jpg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A snapshot of students in Ding-ay Tadena’s class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students, there’s a growing interest in data sets, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home\">\u003cspan style=\"font-weight: 400\">pollution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://iase-web.org/documents/papers/rt2016/Gould.pdf\">\u003cspan style=\"font-weight: 400\">school communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/unit2/lab2e/\">\u003cspan style=\"font-weight: 400\">gender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> character is most likely to survive a horror film. For IDS participants, the most popular data project involves \u003ca href=\"https://curriculum.idsucla.org/unit1/lesson6/\">snacks\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It honestly made me more aware of what I was taking in and putting in my body,” said student Linda Solares of Leuzinger High School of the snack project. Not to worry, the unit is not about encouraging weight loss or anything. Students used the IDS app to track information like the amount of salt, sugar content, cost, number of ingredients or their reasons for eating.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“We’re in quarantine, \u003c/span>\u003cspan style=\"font-weight: 400\">we’re eating a lot more out of boredom and stuff. So honestly, it really helped me,” said Solares. “After I finished the survey, I was like, whoa,” she said, “I was really eating not so healthy.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B1Nho2Ty0ZnYbE5wT1FCU2RtZExSN290WVJsM0htc0NqbzFn/view?resourcekey=0-VL7HSox62czWW_XB9gGXYw\">\u003cspan style=\"font-weight: 400\">Surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of IDS students in LAUSD found that coding was the most challenging part of the course, but also, the most important skill students learned. Using programming tools, like RStudio, they persisted by trying over and over again to get their code right. And that helped boost confidence in their ability to problem solve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The lab is a lesson for us to learn about the codes and how we can implement them in certain situations,” said Leuzinger student Peter Tran, who would \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/table/\">\u003cspan style=\"font-weight: 400\">test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> different variables against one another, like finding the most common time of day students ate unhealthy snacks. \u003c/span>\u003c/p>\n\u003cp>An important part of the data science curriculum is understanding privacy matters, and knowing how data is collected about people and used against them. This knowledge can help develop a person’s media literacy.\u003c/p>\n\u003cp>“There’s a lot of misinformation out there,” said Boaler. “Having students develop a critical perspective – that’s one of the things we can teach in data science. Be skeptical of data that’s put in front of you, ask questions of it, think about who put that data together, what purpose did they have for it.”\u003c/p>\n\u003ch2>\u003cb>LEARNING GETS MESSY\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The messiness of the data sets is part of the appeal for students; it’s what engages them in learning and not shying away from unknown outcomes, according to \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a>’s Chad Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s almost sort of pre-chewed and preordained,” said Dorsey of traditional curriculum that doesn’t engage students. “And when we do that, we take a lot of the discovery away. We’re finding the value in putting students into the place of needing to ask and answer questions with data that might be ambiguous or that might have a missing value,” said Dorsey. As part of an NSF grant, the group developed the free CODAP tool so teachers can integrate data skills into their classes, such as science. The group also provides teachers with professional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re finding the value of putting students in the driver’s seat to do the exploration themselves, to uncover new things in the data that maybe the teachers didn’t understand was there in the first place and where students are finding something different than their neighbors,” said Dorsey.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nAwu2x6HPNg'\n title='//www.youtube.com/embed/nAwu2x6HPNg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For Leuzinger High School IDS t\u003c/span>\u003cspan style=\"font-weight: 400\">eacher Ding-ay Tadena, that has meant giving students agency over the topics they want to investigate, such as sports. “They learn how to think deeper and then use these math skills and eventually they love it,” says Tadena, who has seen students of all math levels succeed in data science. She says that in data science class, students see themselves as more than the math track they’re in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It taught them how to dream bigger rather than just being profiled as lower performing in terms of math,” she said. “And that is the beauty of it because you teach them how to code, how to do this data, how to scrape data from the internet and push it in R in the field that interests them.” Tadena, who has been teaching math for about two decades, says data science is in many ways a re\u003c/span>\u003cspan style=\"font-weight: 400\">spite for math teachers like herself who are looking for ways to engage their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are so interested,” Tadena said. “They’re so into it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For science teacher \u003c/span>\u003ca href=\"https://concord.org/blog/never-stop-learning/\">\u003cspan style=\"font-weight: 400\">Emerlyn Gatchalian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, having Concord Consortium’s CODAP tool makes understanding the periodic table easier for some of her students. “They’re looking at the different properties of elements in the periodic table using data like the atomic size, ionic size,” she said. “Because they’re using data using CODAP, it’s so easy for them to look for patterns and trends and make them feel that they can actually understand and interpret data instead of using all the equations that they’re learning in math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For high school special education teacher \u003c/span>\u003ca href=\"https://concord.org/blog/the-science-teacher-accessible-physics-for-all/\">\u003cspan style=\"font-weight: 400\">Michelle Murtha\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to graph their data using digital tools helped them understand it. “Sometimes, graphing itself is so hard for the students. But because the program helps them through it,” she said, “they’re able to actually see the graph. And for us, that’s more important, so they can actually analyze the data versus, ‘can you plot this point?’”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>REDEFINING HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Emilio Jaime was a student at Phineas Banning High School, he was on track to take AP Calculus his senior year. He had been confident about math throughout school, but decided to take IDS based on a teacher’s suggestion. Plus, one less AP class would help ease his senior year course load. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>“I decided to let go of calculus and took on IDS, which I’m so glad I did, because I guess I was just scared because it wasn’t the norm that students were doing,\u003cem>” \u003c/em>said Jaime, who graduated from UC Berkeley last spring.\u003c/p>\n\u003cfigure id=\"attachment_58348\" class=\"wp-caption alignnone\" style=\"max-width: 1136px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58348\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png\" alt=\"\" width=\"1136\" height=\"1702\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png 1136w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-800x1199.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-1020x1528.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-768x1151.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2-1025x1536.png 1025w\" sizes=\"(max-width: 1136px) 100vw, 1136px\">\u003cfigcaption class=\"wp-caption-text\">Emilio Jaime \u003ccite>(Courtesy of Emilio Jaime)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">What he liked about data science was the ability to play with formulas and not feel limited by right and wrong answers that were the hallmark of his math education. “This is how the formula is, and this is the answer, and there is a wrong answer,” he said of his earlier relationship to math. But data science was more fluid. “On our projects, I tried so many different graphs and so many different solutions to try to create so many different conclusions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think IDS and data science really allows students to try different things without being scared to fail,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">IDS trains teachers across the country and abroad on how to teach data science as a course. It’s one of several programs, including ones operated by the \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a> and Boaler’s \u003ca href=\"https://www.youcubed.org/resource/data-literacy/\">YouCubed\u003c/a>. The outcome of getting more underrepresented students in the STEM field has yet to be seen. But for now, these educators are shifting students’ experiences with STEM to increase the odds that they’ll stay. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58330\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812-768x576.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in Ding-ay Tadena’s data science class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these skills will hopefully help students become better informed members of society. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s the biggest gift that we can give students right now – no matter how we’re doing it – is to help them understand that there are data all around them, that those data have answers, that they come from people, and that the things that they are doing are generating data all over, and to give them the ability to start to feel empowered to work with this data themselves,” said Dorsey. \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>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58326/could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21446","mindshift_20701","mindshift_392","mindshift_20893","mindshift_21132","mindshift_391"],"featImg":"mindshift_58329","label":"mindshift_21847"},"mindshift_58090":{"type":"posts","id":"mindshift_58090","meta":{"index":"posts_1591205157","site":"mindshift","id":"58090","score":null,"sort":[1626163814000]},"guestAuthors":[],"slug":"how-to-help-students-succeed-in-algebra-1-this-year","title":"How to Help Students Succeed in Algebra 1 This Year","publishDate":1626163814,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Algebra 1 carries a lot consequences – making the difference between a STEM career and dropping out of high school – and this year the warning signs are everywhere that students have fallen behind. ","status":"publish","parent":0,"modified":1626453745,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2485},"headData":{"title":"How to Help Students Succeed in Algebra 1 This Year - MindShift","description":"Algebra 1 carries a lot consequences – making the difference between a STEM career and dropping out of high school – and this year the warning signs are everywhere that students have fallen behind. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58090 https://ww2.kqed.org/mindshift/?p=58090","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/13/how-to-help-students-succeed-in-algebra-1-this-year/","disqusTitle":"How to Help Students Succeed in Algebra 1 This Year","nprByline":"Steven Yoder, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/58090/how-to-help-students-succeed-in-algebra-1-this-year","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\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>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58090/how-to-help-students-succeed-in-algebra-1-this-year","authors":["byline_mindshift_58090"],"categories":["mindshift_193"],"tags":["mindshift_21440","mindshift_276","mindshift_21343","mindshift_358","mindshift_20701","mindshift_20893","mindshift_21347","mindshift_391","mindshift_21413"],"featImg":"mindshift_58091","label":"mindshift"},"mindshift_58033":{"type":"posts","id":"mindshift_58033","meta":{"index":"posts_1591205157","site":"mindshift","id":"58033","score":null,"sort":[1624441586000]},"guestAuthors":[],"slug":"three-strategies-for-advancing-antiracist-practices","title":"Three Strategies for Advancing Antiracist Practices","publishDate":1624441586,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“The water we’re swimming in” or “The smoggy air we’re breathing” are two well-known metaphors for talking about racism. They describe how racism is both everywhere and constant, which means it’s also present in classrooms, even when teachers have the best of intentions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s Dismantling White Supremacy Culture in Schools (DWSC) \u003ca href=\"https://culturallyresponsiveleadership.com/\">Conference\u003c/a> focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56241/effective-anti-racist-education-requires-more-diverse-teachers-more-training\">\u003cspan style=\"font-weight: 400\">how teachers can work towards antiracist practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring about policy changes and create positive outcomes for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do we create more anti-racist schools? That’s the question we've been looking at,” said \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/about/\">\u003cspan style=\"font-weight: 400\">educator and conference founder Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The conference spotlights a whole lot of people's work that have been iterating and innovating in their own sphere.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss has a legacy of supporting teachers and school leaders in challenging white supremacy culture in their schools through workshops, monthly check-ins and large gatherings. This year marks the first formal DWSC Conference with keynote speakers Dr. Bettina Love, Dr. Ibram X. Kendi and Dr. Ghol\u003c/span>\u003cspan style=\"font-weight: 400\">dy Muhammad.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58035\" class=\"wp-caption alignleft\" style=\"max-width: 184px\">\u003cimg class=\" wp-image-58035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg\" alt=\"\" width=\"184\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1020x1193.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-160x187.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-768x898.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1313x1536.jpg 1313w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss.jpg 1690w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">Joe Truss\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joe's conference really helped us center that schools can be \u003c/span>\u003cspan style=\"font-weight: 400\">liberatory spaces, but it definitely has been historically a space that has been violent towards kids,” said Nguyen Huynh, a teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">DeJean Middle School in California. At the conference, educators are able to reflect, connect with one another and develop plans for better serving the needs of their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Grading Quality Over Quantity\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading \u003c/span>\u003ca href=\"https://www.dismantlingracism.org/uploads/4/3/5/7/43579015/okun_-_white_sup_culture.pdf\">\u003cspan style=\"font-weight: 400\">Tema Okun’s characteristics of white supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the recommended pre-readings for the conference, Huynh re-examined his grading. This past year, he stopped grading regular assignments because he felt students were doing the assignments in order to get a good grade, not deepen their understanding. He gave them the space to practice self-reviewing skills and gave them all the answers with the assignments. “It helps them build their own skills of checking themselves and also self-reviewing,” he said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also prioritized \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">\u003cspan style=\"font-weight: 400\">developing students’ mastery of content and skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He took the pressure off students of having just one shot at demonstrating what they learned in tests and used a variety of assessments instead. For example, if he assigned a quiz, students were able to have unlimited retakes. For one assessment, he had students draw from their personal experience and use their advocacy skills to write a letter to the district superintendent about whether they wanted the school building to open or stay closed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students preferred having the opportunity to demonstrate their mastery with the letter and show authentic learning. Huynh has received positive feedback about scaling back on grading assignments on the quarterly surveys he gives students. “My kids are saying, ‘I enjoy learning in this class’ or saying that it's much less stressful now that I don't grade everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huynh has faced a few issues getting parents on board with nontraditional assessment. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores\">\u003cspan style=\"font-weight: 400\">alternative ways to measure student learning \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">are increasing in popularity, they are not widespread, so it’s hard to get buy-in. There was pushback about the emphasis on reflection and whether students were continuing to build important skills. “I think it definitely highlighted what we need to do next year about how to communicate these new things with grading, especially because it's normally not what people are used to.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58037\" class=\"wp-caption alignnone\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-58037\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png\" alt=\"\" width=\"737\" height=\"345\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM-160x75.png 160w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\">Part of a letter written by one of Huynh's students (Nguyen Huynh)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Students Seeing Themselves in STEM\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calvin Nellum is a physics and math teacher at Jalen Rose Leadership Academy in Detroit. His work with Joe Truss focused his attention on how STEM education can be more antiracist by bringing in math tools from Black, Indigenous and POC cultures. “\u003c/span>\u003ca href=\"https://www.nsf.gov/news/special_reports/announcements/081920.jsp\">\u003cspan style=\"font-weight: 400\">Allowing scholars to see themselves in science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that was my task,” said Nellum of bringing culturally responsive lesson plans into his predominantly Black classroom. “Just teaching scholars that science is them. It’s more than just using it to make things. It’s in you. It’s in your culture.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a site called \u003c/span>\u003ca href=\"https://csdt.org/about/\">\u003cspan style=\"font-weight: 400\">Culturally Situated Design Tools, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Nellum shifted his curriculum to include coding the curves of Adinkra symbols created by the Ashanti people of Ghana using Scratch programs and calculating the arcs found in Anishinaabe Native American architecture. Students were able to examine visuals from these cultures and use math as a way to explore intricate designs. “These patterns and symbols and circles – all of these things that they use to represent nature, represent honor – represent where they come from. They have embedded mathematics in them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s seen growth in his students’ confidence in STEM subjects and he presented the success of his lessons at the DWSC conference during the Anti-Racist Teachers and Leaders Symposium. “We got a lot of growth and I wanted to share the results,” said Nellum. “There are culturally responsive lesson plans for science and math teachers.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Oz2DuI39qxQ\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Community-centered Classwork for Deeper Learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beth Vallarino, a humanities teacher at Tahoe Expedition Academy in Truckee, California, has been involved in Truss’s monthly check-ins for educators trying to become more justice-oriented in their teaching practice. She gravitated towards his educator-centered rubrics on anti-racist teachings. “Rubrics allow us to have a shared understanding and shared language about what quality or proficiency or success looks like,” said Truss. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rubric to reflect on her teaching practice has helped her identify priorities and gaps in the assignments and projects that she assigns students. Additionally, the rubrics provide questions that guide teachers to develop classwork that explores historical and current events in their community. She said rubric questions like “Was there a recent event that was either controversial or celebratory?” and “What's the official history of your area?” are instrumental in helping students learn more about significant local history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids were able to find out a lot about Truckee that's not necessarily on a plaque,” she said. Using the rubrics as a guide, Vallarino’s class examined \u003c/span>\u003ca href=\"https://www.squawalpine.com/name-change#tab=history-&-etymology\">\u003cspan style=\"font-weight: 400\">Squaw Valley Ski Resort’s decision to change their name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it contains an offensive slur against Native Americans. Students discussed the historical context that might have contributed to the naming and why the name should or shouldn’t be changed. “It's interesting to present information in varied ways about what's going on in our community and have them come up with their own ideas and opinions about what's going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a conference presentation, Vallarino shared how her students have been identifying and speaking with experts, college students and organizations implementing justice, equity, diversity and inclusion work – also known as “JEDI” work. Students presented what they learned to their school administration alongside recommendations for how their school can be improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vallarino plans to identify ways that antiracist teaching can extend even further beyond classroom walls. “I want to be more involved in developing opportunities for parents and families because it can be really challenging if your kids are learning something that you personally don't know about or aren't aware of,” she said. “One thing I've learned is that it's really critical for schools to provide opportunities to educate communities.” She’s exploring ways to develop a shared vocabulary about antiracism and its role in improving humanity with students, caregivers and communities to build deeper understanding and energy around social justice work. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building Capacity and Sharing the Work\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vallarino is hoping to build more collective capacity in her community, Huynh is hoping to \u003c/span>\u003cspan style=\"font-weight: 400\">build capacity to take on more antiracism work within his school’s staff. After attending Truss’s workshops last year, he brought five colleagues to the conference\u003c/span>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> “A lot of the work has to involve getting enough people on your side and moving forward together. And so for me, I made the decision to try to get many staff members to go just so there's more sustainability,” he said. “We just need to keep building capacity because I think it's really hard on our staff of color and myself.” Sharing the work helps \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">reduce burnout among POC educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and gives co-conspirators an opportunity to help.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Truss agrees that one of the merits of the conference is getting everyone together to immerse themselves in a topic. He’s hoping that people not only learn from the sessions, but also are able to learn from the model of how the conference handles conversations about challenging and disrupting the status quo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing what quality professional learning looks like allows them to go back and lead it,” said Truss.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For educators looking to root their curricula in antiracism, these three teachers from Joe Truss's Dismantling White Supremacy in Schools Conference share their journeys, reflections and lesson plans.","status":"publish","parent":0,"modified":1664480202,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1566},"headData":{"title":"Three Strategies for Advancing Antiracist Practices - MindShift","description":"For educators looking to root their curricula in antiracism, these three teachers from Joe Truss' Dismantling White Supremacy in Schools Conference share learning journeys, reflections, and lesson plans from their classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58033 https://ww2.kqed.org/mindshift/?p=58033","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/23/three-strategies-for-advancing-antiracist-practices/","disqusTitle":"Three Strategies for Advancing Antiracist Practices","excludeFromSiteSearch":"Include","path":"/mindshift/58033/three-strategies-for-advancing-antiracist-practices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“The water we’re swimming in” or “The smoggy air we’re breathing” are two well-known metaphors for talking about racism. They describe how racism is both everywhere and constant, which means it’s also present in classrooms, even when teachers have the best of intentions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s Dismantling White Supremacy Culture in Schools (DWSC) \u003ca href=\"https://culturallyresponsiveleadership.com/\">Conference\u003c/a> focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56241/effective-anti-racist-education-requires-more-diverse-teachers-more-training\">\u003cspan style=\"font-weight: 400\">how teachers can work towards antiracist practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring about policy changes and create positive outcomes for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do we create more anti-racist schools? That’s the question we've been looking at,” said \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/about/\">\u003cspan style=\"font-weight: 400\">educator and conference founder Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The conference spotlights a whole lot of people's work that have been iterating and innovating in their own sphere.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss has a legacy of supporting teachers and school leaders in challenging white supremacy culture in their schools through workshops, monthly check-ins and large gatherings. This year marks the first formal DWSC Conference with keynote speakers Dr. Bettina Love, Dr. Ibram X. Kendi and Dr. Ghol\u003c/span>\u003cspan style=\"font-weight: 400\">dy Muhammad.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58035\" class=\"wp-caption alignleft\" style=\"max-width: 184px\">\u003cimg class=\" wp-image-58035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg\" alt=\"\" width=\"184\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1020x1193.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-160x187.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-768x898.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1313x1536.jpg 1313w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss.jpg 1690w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">Joe Truss\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joe's conference really helped us center that schools can be \u003c/span>\u003cspan style=\"font-weight: 400\">liberatory spaces, but it definitely has been historically a space that has been violent towards kids,” said Nguyen Huynh, a teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">DeJean Middle School in California. At the conference, educators are able to reflect, connect with one another and develop plans for better serving the needs of their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Grading Quality Over Quantity\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading \u003c/span>\u003ca href=\"https://www.dismantlingracism.org/uploads/4/3/5/7/43579015/okun_-_white_sup_culture.pdf\">\u003cspan style=\"font-weight: 400\">Tema Okun’s characteristics of white supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the recommended pre-readings for the conference, Huynh re-examined his grading. This past year, he stopped grading regular assignments because he felt students were doing the assignments in order to get a good grade, not deepen their understanding. He gave them the space to practice self-reviewing skills and gave them all the answers with the assignments. “It helps them build their own skills of checking themselves and also self-reviewing,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also prioritized \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">\u003cspan style=\"font-weight: 400\">developing students’ mastery of content and skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He took the pressure off students of having just one shot at demonstrating what they learned in tests and used a variety of assessments instead. For example, if he assigned a quiz, students were able to have unlimited retakes. For one assessment, he had students draw from their personal experience and use their advocacy skills to write a letter to the district superintendent about whether they wanted the school building to open or stay closed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students preferred having the opportunity to demonstrate their mastery with the letter and show authentic learning. Huynh has received positive feedback about scaling back on grading assignments on the quarterly surveys he gives students. “My kids are saying, ‘I enjoy learning in this class’ or saying that it's much less stressful now that I don't grade everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huynh has faced a few issues getting parents on board with nontraditional assessment. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores\">\u003cspan style=\"font-weight: 400\">alternative ways to measure student learning \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">are increasing in popularity, they are not widespread, so it’s hard to get buy-in. There was pushback about the emphasis on reflection and whether students were continuing to build important skills. “I think it definitely highlighted what we need to do next year about how to communicate these new things with grading, especially because it's normally not what people are used to.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58037\" class=\"wp-caption alignnone\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-58037\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png\" alt=\"\" width=\"737\" height=\"345\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM-160x75.png 160w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\">Part of a letter written by one of Huynh's students (Nguyen Huynh)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Students Seeing Themselves in STEM\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calvin Nellum is a physics and math teacher at Jalen Rose Leadership Academy in Detroit. His work with Joe Truss focused his attention on how STEM education can be more antiracist by bringing in math tools from Black, Indigenous and POC cultures. “\u003c/span>\u003ca href=\"https://www.nsf.gov/news/special_reports/announcements/081920.jsp\">\u003cspan style=\"font-weight: 400\">Allowing scholars to see themselves in science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that was my task,” said Nellum of bringing culturally responsive lesson plans into his predominantly Black classroom. “Just teaching scholars that science is them. It’s more than just using it to make things. It’s in you. It’s in your culture.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a site called \u003c/span>\u003ca href=\"https://csdt.org/about/\">\u003cspan style=\"font-weight: 400\">Culturally Situated Design Tools, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Nellum shifted his curriculum to include coding the curves of Adinkra symbols created by the Ashanti people of Ghana using Scratch programs and calculating the arcs found in Anishinaabe Native American architecture. Students were able to examine visuals from these cultures and use math as a way to explore intricate designs. “These patterns and symbols and circles – all of these things that they use to represent nature, represent honor – represent where they come from. They have embedded mathematics in them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s seen growth in his students’ confidence in STEM subjects and he presented the success of his lessons at the DWSC conference during the Anti-Racist Teachers and Leaders Symposium. “We got a lot of growth and I wanted to share the results,” said Nellum. “There are culturally responsive lesson plans for science and math teachers.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Oz2DuI39qxQ'\n title='//www.youtube.com/embed/Oz2DuI39qxQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cspan style=\"font-weight: 400\">Community-centered Classwork for Deeper Learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beth Vallarino, a humanities teacher at Tahoe Expedition Academy in Truckee, California, has been involved in Truss’s monthly check-ins for educators trying to become more justice-oriented in their teaching practice. She gravitated towards his educator-centered rubrics on anti-racist teachings. “Rubrics allow us to have a shared understanding and shared language about what quality or proficiency or success looks like,” said Truss. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rubric to reflect on her teaching practice has helped her identify priorities and gaps in the assignments and projects that she assigns students. Additionally, the rubrics provide questions that guide teachers to develop classwork that explores historical and current events in their community. She said rubric questions like “Was there a recent event that was either controversial or celebratory?” and “What's the official history of your area?” are instrumental in helping students learn more about significant local history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids were able to find out a lot about Truckee that's not necessarily on a plaque,” she said. Using the rubrics as a guide, Vallarino’s class examined \u003c/span>\u003ca href=\"https://www.squawalpine.com/name-change#tab=history-&-etymology\">\u003cspan style=\"font-weight: 400\">Squaw Valley Ski Resort’s decision to change their name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it contains an offensive slur against Native Americans. Students discussed the historical context that might have contributed to the naming and why the name should or shouldn’t be changed. “It's interesting to present information in varied ways about what's going on in our community and have them come up with their own ideas and opinions about what's going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a conference presentation, Vallarino shared how her students have been identifying and speaking with experts, college students and organizations implementing justice, equity, diversity and inclusion work – also known as “JEDI” work. Students presented what they learned to their school administration alongside recommendations for how their school can be improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vallarino plans to identify ways that antiracist teaching can extend even further beyond classroom walls. “I want to be more involved in developing opportunities for parents and families because it can be really challenging if your kids are learning something that you personally don't know about or aren't aware of,” she said. “One thing I've learned is that it's really critical for schools to provide opportunities to educate communities.” She’s exploring ways to develop a shared vocabulary about antiracism and its role in improving humanity with students, caregivers and communities to build deeper understanding and energy around social justice work. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building Capacity and Sharing the Work\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vallarino is hoping to build more collective capacity in her community, Huynh is hoping to \u003c/span>\u003cspan style=\"font-weight: 400\">build capacity to take on more antiracism work within his school’s staff. After attending Truss’s workshops last year, he brought five colleagues to the conference\u003c/span>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> “A lot of the work has to involve getting enough people on your side and moving forward together. And so for me, I made the decision to try to get many staff members to go just so there's more sustainability,” he said. “We just need to keep building capacity because I think it's really hard on our staff of color and myself.” Sharing the work helps \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">reduce burnout among POC educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and gives co-conspirators an opportunity to help.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Truss agrees that one of the merits of the conference is getting everyone together to immerse themselves in a topic. He’s hoping that people not only learn from the sessions, but also are able to learn from the model of how the conference handles conversations about challenging and disrupting the status quo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing what quality professional learning looks like allows them to go back and lead it,” said Truss.\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>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58033/three-strategies-for-advancing-antiracist-practices","authors":["11721"],"categories":["mindshift_21357"],"tags":["mindshift_21322","mindshift_21126","mindshift_21107","mindshift_231","mindshift_96","mindshift_391"],"featImg":"mindshift_58041","label":"mindshift"},"mindshift_57354":{"type":"posts","id":"mindshift_57354","meta":{"index":"posts_1591205157","site":"mindshift","id":"57354","score":null,"sort":[1612546623000]},"guestAuthors":[],"slug":"africas-hit-science-show-for-kids-is-coming-to-the-u-s","title":"Africa's Hit Science Show For Kids Is Coming To The U.S.","publishDate":1612546623,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Lorraine Ololia is 10. She lives in Kampala, Uganda. And she recently came up with a new career goal.\u003c/p>\n\u003cp>A TV show about science, produced by teachers from her junior high school, has inspired her. She's watched an episode on computer programming, another where two young explorers visit her country's Lake Victoria to talk about wetlands and learned how to make a model of a digestive tract at home using bowls, crackers, water, food coloring, bananas and oranges.\u003c/p>\n\u003cp>She's even appeared on the show, making and launching a rocket with her friend Samantha.\u003c/p>\n\u003cp>And now she wants to pursue a career in science.\u003c/p>\n\u003cp>\"It's boys who do all the fun stuff and sometimes a girl like me gets a little left out,\" she says. \"But girls can be scientists and go to the moon.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The show is called \u003cem>N*Gen\u003c/em> (pronounced \"engine), or \u003ca href=\"https://urldefense.com/v3/__https:/www.pvinternational.org/projects/next-generation-tv/__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mDobmgmJ%24\">\u003cem>Next Generation Television\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003cem>N*Gen\u003c/em> first aired on Ugandan TV in September — and since then, the show, which features a dozen 35-minute episodes, has been picked up by TV networks in more than half a dozen African countries.\u003c/p>\n\u003cp>On Feb. 6, it will debut in North America and the Caribbean on \u003ca href=\"https://theafricachannel.com/\">The Africa Channel\u003c/a>, airing every Saturday and Sunday at 6 a.m. and 9 a.m. ET.\u003c/p>\n\u003cp>\u003cem>N*Gen\u003c/em> is the brainchild of six teachers from Clarke Junior School in Kampala and East African nonprofit \u003ca href=\"https://urldefense.com/v3/__https:/www.pvinternational.org/__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mFodseH5%24\">Peripheral Vision International\u003c/a>, which funds and produces it.\u003c/p>\n\u003cp>\"Choosing a science focus for \u003cem>N*Gen\u003c/em> is an absolute necessity because not only is it a neglected area, it is considered one of the hard subjects [for many students],\" says \u003ca href=\"https://urldefense.com/v3/__https:/ke.linkedin.com/in/joy-kiano-7580a475__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mCvme7P8%24\">Joy Kiano\u003c/a>, a teacher who has a Ph.D. in both biochemistry and molecular biology and is a consultant with Peripheral Vision International.\u003c/p>\n\u003cp>The show, targeting children ages 8 to 12, looks at science through an African lens. Weekly episodes are filmed in a studio in Kampala and sometimes on location (visiting a chocolate factory for an episode about food, for example).\u003c/p>\n\u003cp>https://youtu.be/0X7lCOOrc-0\u003c/p>\n\u003cp>Kiano says it was important to feature African women in science. Some male teachers appear but guest scientists are mainly female. And the two main presenters, Irene Nyangoma Mugadu and Annah Komushana, are women as well: Ugandan teachers from Clarke Junior School in Kampala.\u003c/p>\n\u003cp>\"Society expects little from girls and women,\" says Mugadu. \"Girls need to be empowered to reach their full potential academically and explore disciplines that are mainly pursued by boys.\"\u003c/p>\n\u003cp>A team of teachers and producers in Uganda as well as Nigeria and Kenya – where some segments are also filmed – brainstorm ideas for episodes. For many of them, it was their first time working in TV.\u003c/p>\n\u003cp>The goal is to \"tackle topics which are all around us\" but may be unfamiliar to the audience, says Komushana. \"It has also given them a chance to explore and carry out different experiments.\"\u003c/p>\n\u003cp>Episode subjects range from astrophysics to biology to the natural sciences. Presenters give short lessons on topics such as bees, robots, sounds, water and paleontology. They conduct science experiments – how to make a model of an X-ray of their hand using paper and flour, for example. The instructions: Sprinkle flour over the hand on a black piece of paper to create an outline, then place 27 sticks on the paper to represent the 27 bones in the hand.\u003c/p>\n\u003cp>For a segment called \"The Africa Teacher Challenge,\" teachers send in video clips of their science lessons. In one, a teacher from Tanzania gives a lesson on eating insects as a delicacy across Africa. \"You may think it's strange to eat worms, but worms and insects in general are a staple for many people and they are very nutritious,\" says Seamê Rampling Ongala from Dar es Salaam. \"They contain more protein than meat and a rich source of minerals such as iron and calcium.\"\u003c/p>\n\u003cp>Educators have praised the show for prominently featuring women. \u003ca href=\"https://urldefense.com/v3/__https:/ke.linkedin.com/in/christine-kathurima-310a20196__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mAbarCUA%24\">Christine Kathurima\u003c/a>, principal of Nova Pioneer Schools, an independent school network spanning preschool to secondary grades in Kenya and South Africa, describes \u003cem>N*Gen\u003c/em> as \"absolutely ground-breaking in the quality and the African female presenters.\" She is not affiliated with the show.\u003c/p>\n\u003cp>\"I absolutely love seeing women presenters,\" she adds. \"When I watched the show I realized that many of the educational videos that we use do not intentionally seek female hosts. Kids' singing shows and storytelling shows have a good amount of representation across the board, however when it comes to science this is a first for me.\"\u003c/p>\n\u003cp>The show's focus on African perspectives, locations and scientific discoveries has also impressed broadcasters, who say it's unlike any other science show that's appeared on African TV.\u003c/p>\n\u003cp>\"Most often we broadcast foreign content from Western countries. However, we hope more African productions will be made for African broadcasters,\" says Kalumbu Lumpa, a content acquisition manager from Zambian TV network ZNBC.\u003c/p>\n\u003cp>Jeff Schon, CEO and co-founder of \u003ca href=\"https://urldefense.com/v3/__https:/akilikids.co.ke/__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mC9RAfHl%24\">Akili Kids!\u003c/a>, a children's learning channel based in Kenya, said the network had been screening programs such as U.S. program \u003cem>SciGirls\u003c/em>, which showcases STEM-related content.\u003c/p>\n\u003cp>\"[It is] a lovely program, but it's certainly not shot here,\" he says. \"It is in some cases dealing with subjects that are not going to resonate here.\" \u003cem>SciGirls\u003c/em>, he says, had a segment on shoes designed for safely walking on Minnesota's icy winter streets, for example.\u003c/p>\n\u003cp>\u003cem>N*Gen\u003c/em>, on the other hand, puts the spotlight on Africa. \"I enjoyed a recent episode we broadcast, titled 'Bones,' that had a segment on [the fossil] Turkana Boy whose bones are housed at the Kenya National Museum,\" he says. \"The segment featured a paleontologist from the museum and the program did a great job of presenting him as a role model and inspiration for future generations of scientists.\"\u003c/p>\n\u003cp>Schon is proud to share that in Kenya, where it's been broadcast twice on weekends since Oct. 10, each episode is watched on average by 658,000 children under 14 and 642,000 adults.\u003c/p>\n\u003cp>The cast and producers began scripting a second \u003cem>N*Gen\u003c/em> series in January with a focus on climate change-related issues. And they plan to keep filming even if the pandemic keeps kids out of the classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Freelance journalist Amy Fallon has reported from Africa, Asia, Australia and the United Kingdom. She is on Twitter @amyfallon\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Africa%27s+Hit+Science+Show+For+Kids+Is+Coming+To+The+U.S.&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"African TV execs say it's unlike any show for kids that's been produced and broadcast on the continent — especially with its focus on women presenters and scientists.","status":"publish","parent":0,"modified":1612546623,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1082},"headData":{"title":"Africa's Hit Science Show For Kids Is Coming To The U.S. - MindShift","description":"African TV execs say it's unlike any show for kids that's been produced and broadcast on the continent — especially with its focus on women presenters and scientists.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57354 https://ww2.kqed.org/mindshift/?p=57354","disqusUrl":"https://ww2.kqed.org/mindshift/2021/02/05/africas-hit-science-show-for-kids-is-coming-to-the-u-s/","disqusTitle":"Africa's Hit Science Show For Kids Is Coming To The U.S.","nprByline":"Amy Fallon","nprImageAgency":"N*GEN Science TV Show/Screengrab by NPR","nprStoryId":"947587199","nprApiLink":"http://api.npr.org/query?id=947587199&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2021/02/05/947587199/africas-hit-science-show-for-kids-is-coming-to-the-u-s?ft=nprml&f=947587199","nprRetrievedStory":"1","nprPubDate":"Fri, 05 Feb 2021 10:48:00 -0500","nprStoryDate":"Fri, 05 Feb 2021 10:47:35 -0500","nprLastModifiedDate":"Fri, 05 Feb 2021 10:48:26 -0500","path":"/mindshift/57354/africas-hit-science-show-for-kids-is-coming-to-the-u-s","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lorraine Ololia is 10. She lives in Kampala, Uganda. And she recently came up with a new career goal.\u003c/p>\n\u003cp>A TV show about science, produced by teachers from her junior high school, has inspired her. She's watched an episode on computer programming, another where two young explorers visit her country's Lake Victoria to talk about wetlands and learned how to make a model of a digestive tract at home using bowls, crackers, water, food coloring, bananas and oranges.\u003c/p>\n\u003cp>She's even appeared on the show, making and launching a rocket with her friend Samantha.\u003c/p>\n\u003cp>And now she wants to pursue a career in science.\u003c/p>\n\u003cp>\"It's boys who do all the fun stuff and sometimes a girl like me gets a little left out,\" she says. \"But girls can be scientists and go to the moon.\"\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 show is called \u003cem>N*Gen\u003c/em> (pronounced \"engine), or \u003ca href=\"https://urldefense.com/v3/__https:/www.pvinternational.org/projects/next-generation-tv/__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mDobmgmJ%24\">\u003cem>Next Generation Television\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003cem>N*Gen\u003c/em> first aired on Ugandan TV in September — and since then, the show, which features a dozen 35-minute episodes, has been picked up by TV networks in more than half a dozen African countries.\u003c/p>\n\u003cp>On Feb. 6, it will debut in North America and the Caribbean on \u003ca href=\"https://theafricachannel.com/\">The Africa Channel\u003c/a>, airing every Saturday and Sunday at 6 a.m. and 9 a.m. ET.\u003c/p>\n\u003cp>\u003cem>N*Gen\u003c/em> is the brainchild of six teachers from Clarke Junior School in Kampala and East African nonprofit \u003ca href=\"https://urldefense.com/v3/__https:/www.pvinternational.org/__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mFodseH5%24\">Peripheral Vision International\u003c/a>, which funds and produces it.\u003c/p>\n\u003cp>\"Choosing a science focus for \u003cem>N*Gen\u003c/em> is an absolute necessity because not only is it a neglected area, it is considered one of the hard subjects [for many students],\" says \u003ca href=\"https://urldefense.com/v3/__https:/ke.linkedin.com/in/joy-kiano-7580a475__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mCvme7P8%24\">Joy Kiano\u003c/a>, a teacher who has a Ph.D. in both biochemistry and molecular biology and is a consultant with Peripheral Vision International.\u003c/p>\n\u003cp>The show, targeting children ages 8 to 12, looks at science through an African lens. Weekly episodes are filmed in a studio in Kampala and sometimes on location (visiting a chocolate factory for an episode about food, for example).\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/0X7lCOOrc-0'\n title='//www.youtube.com/embed/0X7lCOOrc-0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Kiano says it was important to feature African women in science. Some male teachers appear but guest scientists are mainly female. And the two main presenters, Irene Nyangoma Mugadu and Annah Komushana, are women as well: Ugandan teachers from Clarke Junior School in Kampala.\u003c/p>\n\u003cp>\"Society expects little from girls and women,\" says Mugadu. \"Girls need to be empowered to reach their full potential academically and explore disciplines that are mainly pursued by boys.\"\u003c/p>\n\u003cp>A team of teachers and producers in Uganda as well as Nigeria and Kenya – where some segments are also filmed – brainstorm ideas for episodes. For many of them, it was their first time working in TV.\u003c/p>\n\u003cp>The goal is to \"tackle topics which are all around us\" but may be unfamiliar to the audience, says Komushana. \"It has also given them a chance to explore and carry out different experiments.\"\u003c/p>\n\u003cp>Episode subjects range from astrophysics to biology to the natural sciences. Presenters give short lessons on topics such as bees, robots, sounds, water and paleontology. They conduct science experiments – how to make a model of an X-ray of their hand using paper and flour, for example. The instructions: Sprinkle flour over the hand on a black piece of paper to create an outline, then place 27 sticks on the paper to represent the 27 bones in the hand.\u003c/p>\n\u003cp>For a segment called \"The Africa Teacher Challenge,\" teachers send in video clips of their science lessons. In one, a teacher from Tanzania gives a lesson on eating insects as a delicacy across Africa. \"You may think it's strange to eat worms, but worms and insects in general are a staple for many people and they are very nutritious,\" says Seamê Rampling Ongala from Dar es Salaam. \"They contain more protein than meat and a rich source of minerals such as iron and calcium.\"\u003c/p>\n\u003cp>Educators have praised the show for prominently featuring women. \u003ca href=\"https://urldefense.com/v3/__https:/ke.linkedin.com/in/christine-kathurima-310a20196__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mAbarCUA%24\">Christine Kathurima\u003c/a>, principal of Nova Pioneer Schools, an independent school network spanning preschool to secondary grades in Kenya and South Africa, describes \u003cem>N*Gen\u003c/em> as \"absolutely ground-breaking in the quality and the African female presenters.\" She is not affiliated with the show.\u003c/p>\n\u003cp>\"I absolutely love seeing women presenters,\" she adds. \"When I watched the show I realized that many of the educational videos that we use do not intentionally seek female hosts. Kids' singing shows and storytelling shows have a good amount of representation across the board, however when it comes to science this is a first for me.\"\u003c/p>\n\u003cp>The show's focus on African perspectives, locations and scientific discoveries has also impressed broadcasters, who say it's unlike any other science show that's appeared on African TV.\u003c/p>\n\u003cp>\"Most often we broadcast foreign content from Western countries. However, we hope more African productions will be made for African broadcasters,\" says Kalumbu Lumpa, a content acquisition manager from Zambian TV network ZNBC.\u003c/p>\n\u003cp>Jeff Schon, CEO and co-founder of \u003ca href=\"https://urldefense.com/v3/__https:/akilikids.co.ke/__;!!Iwwt!F0lETtgeScN2nP0J_UGzZvpB86emqIZ8MceZ2XKndlJxBJhncM62mC9RAfHl%24\">Akili Kids!\u003c/a>, a children's learning channel based in Kenya, said the network had been screening programs such as U.S. program \u003cem>SciGirls\u003c/em>, which showcases STEM-related content.\u003c/p>\n\u003cp>\"[It is] a lovely program, but it's certainly not shot here,\" he says. \"It is in some cases dealing with subjects that are not going to resonate here.\" \u003cem>SciGirls\u003c/em>, he says, had a segment on shoes designed for safely walking on Minnesota's icy winter streets, for example.\u003c/p>\n\u003cp>\u003cem>N*Gen\u003c/em>, on the other hand, puts the spotlight on Africa. \"I enjoyed a recent episode we broadcast, titled 'Bones,' that had a segment on [the fossil] Turkana Boy whose bones are housed at the Kenya National Museum,\" he says. \"The segment featured a paleontologist from the museum and the program did a great job of presenting him as a role model and inspiration for future generations of scientists.\"\u003c/p>\n\u003cp>Schon is proud to share that in Kenya, where it's been broadcast twice on weekends since Oct. 10, each episode is watched on average by 658,000 children under 14 and 642,000 adults.\u003c/p>\n\u003cp>The cast and producers began scripting a second \u003cem>N*Gen\u003c/em> series in January with a focus on climate change-related issues. And they plan to keep filming even if the pandemic keeps kids out of the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Freelance journalist Amy Fallon has reported from Africa, Asia, Australia and the United Kingdom. She is on Twitter @amyfallon\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Africa%27s+Hit+Science+Show+For+Kids+Is+Coming+To+The+U.S.&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57354/africas-hit-science-show-for-kids-is-coming-to-the-u-s","authors":["byline_mindshift_57354"],"categories":["mindshift_192"],"tags":["mindshift_551","mindshift_391"],"featImg":"mindshift_57355","label":"mindshift"},"mindshift_55333":{"type":"posts","id":"mindshift_55333","meta":{"index":"posts_1591205157","site":"mindshift","id":"55333","score":null,"sort":[1582017101000]},"guestAuthors":[],"slug":"three-steps-for-strengthening-communication-and-resilience-in-science-class","title":"Three Steps for Strengthening Communication and Resilience in Science Class","publishDate":1582017101,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","status":"publish","parent":0,"modified":1582017101,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1042},"headData":{"title":"Three Steps for Strengthening Communication and Resilience in Science Class | KQED","description":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55333 https://ww2.kqed.org/mindshift/?p=55333","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/18/three-steps-for-strengthening-communication-and-resilience-in-science-class/","disqusTitle":"Three Steps for Strengthening Communication and Resilience in Science Class","path":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","authors":["11487"],"categories":["mindshift_194"],"tags":["mindshift_997","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_256","mindshift_21038","mindshift_956","mindshift_943","mindshift_391"],"featImg":"mindshift_55335","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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