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FM","link":"/"}},"mindshift_61888":{"type":"posts","id":"mindshift_61888","meta":{"index":"posts_1591205157","site":"mindshift","id":"61888","score":null,"sort":[1687744821000]},"guestAuthors":[],"slug":"4-parenting-priorities-to-prevent-mental-health-summer-slide","title":"4 parenting priorities to prevent mental health 'summer slide'","publishDate":1687744821,"format":"standard","headTitle":"4 parenting priorities to prevent mental health ‘summer slide’ | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"While many kids look forward to summer break, it can also be a time when signs of anxiety and depression go unnoticed. Screen time limits and open communication can help.","status":"publish","parent":0,"modified":1687663688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1327},"headData":{"title":"4 parenting priorities to prevent mental health 'summer slide' | KQED","description":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","schema":{"@context":"http://schema.org","@type":"Article","headline":"4 parenting priorities to prevent mental health 'summer slide'","datePublished":"2023-06-26T02:00:21.000Z","dateModified":"2023-06-25T03:28:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \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>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\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\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","authors":["11721"],"categories":["mindshift_21445","mindshift_20729","mindshift_21280","mindshift_21385","mindshift_20697"],"tags":["mindshift_21093","mindshift_20811","mindshift_20589","mindshift_21070","mindshift_21100","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20816","mindshift_634","mindshift_21083","mindshift_514","mindshift_21159","mindshift_1038"],"featImg":"mindshift_61890","label":"mindshift"},"mindshift_53194":{"type":"posts","id":"mindshift_53194","meta":{"index":"posts_1591205157","site":"mindshift","id":"53194","score":null,"sort":[1557294092000]},"guestAuthors":[],"slug":"how-schools-can-use-life-transitions-to-help-students-feel-they-belong","title":"How Schools Can Use Life Transitions To Help Students Feel They Belong","publishDate":1557294092,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s not that we’re saying you’ve made mistakes, it’s OK,” De La Cruz said. “It’s more like, you’ve made a mistake and we’re not going to kick you out of the school. That’s where real learning happens.”\u003c/p>\n\n","blocks":[],"excerpt":"In order to help ease the transition into ninth grade, South Bronx Community Charter has developed a summer program that focuses on helping students bond with one another. That relationship-building work helped students better resolve conflicts and feel a sense of belonging once school started. ","status":"publish","parent":0,"modified":1557347064,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/mvsw-kze3QU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2412},"headData":{"title":"How Schools Can Use Life Transitions To Help Students Feel They Belong | KQED","description":"In order to help ease the transition into ninth grade, South Bronx Community Charter has developed a summer program that focuses on helping students bond with one another. That relationship-building work helped students better resolve conflicts and feel a sense of belonging once school started. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Use Life Transitions To Help Students Feel They Belong","datePublished":"2019-05-08T05:41:32.000Z","dateModified":"2019-05-08T20:24:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53194 https://ww2.kqed.org/mindshift/?p=53194","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/07/how-schools-can-use-life-transitions-to-help-students-feel-they-belong/","disqusTitle":"How Schools Can Use Life Transitions To Help Students Feel They Belong","path":"/mindshift/53194/how-schools-can-use-life-transitions-to-help-students-feel-they-belong","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not that we’re saying you’ve made mistakes, it’s OK,” De La Cruz said. “It’s more like, you’ve made a mistake and we’re not going to kick you out of the school. That’s where real learning happens.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53194/how-schools-can-use-life-transitions-to-help-students-feel-they-belong","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_146","mindshift_20877","mindshift_256","mindshift_20793","mindshift_634"],"featImg":"mindshift_53631","label":"mindshift"},"mindshift_51458":{"type":"posts","id":"mindshift_51458","meta":{"index":"posts_1591205157","site":"mindshift","id":"51458","score":null,"sort":[1530509995000]},"guestAuthors":[],"slug":"8-fun-ways-to-keep-math-learning-alive-through-the-summer","title":"8 Fun Ways To Keep Math Learning Alive Through the Summer","publishDate":1530509995,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Summer is a time for play and rest, family time and adventures. But there’s \u003ca href=\"https://www.ewa.org/sites/main/files/file-attachments/summer_learning_gap-2.pdf\" target=\"_blank\" rel=\"noopener\">compelling research\u003c/a> to show that kids forget a lot of what they learned during the school year if they don’t have opportunities to continue reading, using their mathematical thinking skills and exploring the world around them.\u003c/p>\n\u003cp>It’s also been well-documented that the gaps between kids from high and low socioeconomic statuses \u003ca href=\"http://hechingerreport.org/money-makes-the-difference-for-kindergarteners-in-the-summer/\" target=\"_blank\" rel=\"noopener\">grow over the summer\u003c/a>. Affluent kids often have access to enriching experiences like travel, summer camp and visits to museums. Summer may be one of the \u003ca href=\"http://content.time.com/time/magazine/article/0,9171,2005863,00.html\" target=\"_blank\" rel=\"noopener\">most unequal times of the year\u003c/a>, and that makes it hard on teachers in the fall. But there are plenty of low-cost ways to keep kids learning through the summer without sitting them down to do worksheets or drilling them on a math app.\u003c/p>\n\u003cp>Valorie Salimpoor is a trained neuroscientist who consults for the educational gaming company \u003ca href=\"https://cignition.com/\" target=\"_blank\" rel=\"noopener\">Cignition\u003c/a> and has insight into helping kids who struggle with \u003ca href=\"https://www.kqed.org/mindshift/46865/what-neuroscience-can-tell-us-about-making-fractions-stick\">fractions\u003c/a>. She also has two young kids of her own. She has been using her knowledge of the learning brain and her fascination with brain development to infuse her kids’ play time with math that’s fun and that sticks. Based on what she has seen work with her own kids, she's pulled out some basic principles of fun activities parents can do with kids of many ages after school, on weekends, and during the summer.\u003c/p>\n\u003cp>“We know from a lot of research that there is a summer loss, and it seems to be more significant for math than it is for reading,” Salimpoor said. She thinks that could be because many adults are \u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\" target=\"_blank\" rel=\"noopener\">math anxious\u003c/a> themselves, so when they imagine math activities for their kids they think about counting activities or doing math facts, while they enjoy reading to their children. Those activities are boring and don’t leverage what scientists have discovered about “sticky” learning.\u003c/p>\n\u003cp>Salimpoor has found good results utilizing eight traits of the learning brain to her advantage.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. Engage intrinsic motivation\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/40556/could-autonomy-mastery-and-purpose-be-the-keys-to-motivating-students\" target=\"_blank\" rel=\"noopener\">Intrinsic motivation\u003c/a> is a powerful force for learning. People are most often intrinsically motivated when they have control over what they’re learning and have a sense of competence while engaging in the learning. The activity isn’t too hard or too easy; it’s just the right amount of challenging to keep the mind engaged.\u003c/p>\n\u003cp>“If you do a task when you have intrinsic motivation it significantly increases your performance and what you learn,” Salimpoor said. Because the activity itself is highly engaging to the learner, he pays more attention and the brain records the information better. “Any time there is more dopamine flowing in your reward systems, you are much more likely to consolidate the information better,” Salimpoor said.\u003c/p>\n\u003cp>She has found the easiest way to recreate that sense of “flow” with her children is to infuse math into activities they already love. For examples, her son loves Legos, so in addition to letting him build whatever he wants, she sometimes encourages him to make blueprints of what he’s planning to build. She asks him to predict how many blocks he’ll need and to think about scale, perimeter and area. She’s essentially infusing \u003ca href=\"https://www.kqed.org/mindshift/47301/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children\" target=\"_blank\" rel=\"noopener\">spatial awareness\u003c/a> into an activity he’s already excited to do.\u003c/p>\n\u003cp>“This only works for people who are big fans of Lego. That’s sort of the whole point of this,” Salimpoor said.\u003c/p>\n\u003cp>Another example might work for kids who are passionate about Minecraft. With just a few small tweaks like planning what to build ahead of time, playing \u003ca href=\"https://www.kqed.org/mindshift/41988/for-the-hesitant-teacher-leveraging-the-power-of-minecraft\" target=\"_blank\" rel=\"noopener\">Minecraft can be mathematical\u003c/a>. And Salimpoor said practicing a little math every day is all it takes to keep skills sharp.\u003c/p>\n\u003cp>\u003cstrong>2. Engage emotional arousal\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">Emotion is an incredibly powerful part of learning\u003c/a> that can easily get overlooked. “We can do a boring task over and over and not remember it, but you can experience an emotional moment once and remember it forever,” Salimpoor said. Emotion centers are tightly tied to memory centers, so when possible try to build emotion into summer activities.\u003c/p>\n\u003cp>It can be relatively simple to do. Even a project like building a kite together involves some climactic moments of heightened suspense that will be memorable. Making a stellar kite will require research, planning, measuring, sketches and probably some trial and error. The first time the child throws the kite in the air to see if it flies will be an emotional moment filled with suspense. And it’s more than likely the design will require more tinkering, and hence more math.\u003c/p>\n\u003cp>“The whole idea here is you’re thinking about it and revising your strategy,” Salimpoor said.\u003c/p>\n\u003cp>It could take all summer to build the perfect kite, but along the way will be several climactic moments, along with more learning, revising and planning. The math is embedded in a fun activity that has an emotional payoff.\u003cbr>\n\u003cstrong>\u003cbr>\n3. Use extrinsic rewards wisely\u003c/strong>\u003c/p>\n\u003cp>Using \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\" target=\"_blank\" rel=\"noopener\">extrinsic rewards to get kids to do things is a controversial\u003c/a>, though common, practice. Some research indicates that when kids are rewarded for doing things they already like, they lose interest in the activity. That’s one reason \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">some experts don’t recommend rewards for reading\u003c/a> -- it implies that reading is work, not fun, and must be rewarded.\u003c/p>\n\u003cp>However, Salimpoor points out that there are some parts of math that just aren’t as fun as others. Practice is an important part of math and is perhaps the best candidate for \u003ca href=\"https://www.kqed.org/mindshift/23220/whats-the-difference-between-games-and-gamification\" target=\"_blank\" rel=\"noopener\">gamification\u003c/a> and careful use of extrinsic rewards. This is where understanding how the brain responds to different reward schedules is important.\u003c/p>\n\u003cp>“Knowing that a desirable reward is coming, but not knowing when it will come or what it will be is the highest output,” Salimpoor said.\u003c/p>\n\u003cp>She compares this kind of reward to the dopamine rush adults experience when playing the slot machines. The player knows it’s possible to win, but has no idea whether the win will come on the first try or 100th try. And, the size of the reward is also unknown. That makes winning even sweeter.\u003c/p>\n\u003cp>“Releasing dopamine is really good because it makes you want to continue and has the double effect of helping you consolidate the information,” Salimpoor said. “Knowing what situations are likely to release dopamine might be all you need” to make a dull task more exciting.\u003c/p>\n\u003cp>She has found that if she can build excitement and unpredictability into an activity, it creates a fertile ground for learning. She might reward her kids with tokens that can be exchanged for something they want after they’ve completed some number of problems or tasks. But the key, she says, is to vary when she gives them out and how many. It may seem counterintuitive, but this variability actually makes kids want to continue because they don’t know how much they’ll get.\u003c/p>\n\u003cp>Salimpoor said often parents try to be consistent with extrinsic rewards because that’s what they’ve learned works for moderating a child’s behavior. But the opposite is true with learning; variability primes the brain.\u003c/p>\n\u003cp>Salimpoor emphasizes that extrinsic rewards should be used sparingly and only for the kinds of tasks kids don’t really want to do. Gamifying them makes it more fun, and thus more memorable.\u003cbr>\n\u003cstrong>\u003cbr>\n4. Engage the brain's predictive power\u003c/strong>\u003c/p>\n\u003cp>Part of being human is making predictions based on the schema we hold in our brains. And when the prediction leads to an exciting result the brain releases dopamine, which helps cement learning. Parents can harness this tendency by encouraging kids to \u003ca href=\"https://www.kqed.org/mindshift/19124/whats-your-best-guess-predicting-answers-leads-to-deeper-learning\" target=\"_blank\" rel=\"noopener\">predict things\u003c/a> that have some significance to them.\u003c/p>\n\u003cp>Salimpoor says these strategies work well with things that regularly update and that a child can check daily. A parent might give the child a hundred imaginary dollars to buy stocks, for example. It takes some calculating and watching patterns to pick investments, and then together parent and child can check the stock prices every day.\u003c/p>\n\u003cp>“The idea is you’re getting excited to check this every day,” Salimpoor said. “You want to do the math to see how much you won or lost. And because you’re thinking about it every day, you’re calculating percentages and decimals.”\u003c/p>\n\u003cp>Maybe parents even give kids the interest on their stocks in real money, once they’ve calculated it. Another, less financially focused option, is to do the same thing with sports statistics -- updating and calculating averages and percentages.\u003cbr>\n\u003cstrong>\u003cbr>\n5. Provide a larger goal\u003c/strong>\u003c/p>\n\u003cp>Stories and books inherently come with the bigger picture of a narrative, making them attractive to many kinds of learners. Often math isn’t taught with that bigger goal is mind, but it could be.\u003c/p>\n\u003cp>“Take math and make it more like reading a storybook,” Salimpoor said. She does projects with her sons that have a beginning, middle and end. Kitchen projects are often good for this type of longer-term project. For example, she and her sons did an experiment where they left different kinds of fruit in the sun and weighed them each day to calculate the water loss.\u003c/p>\n\u003cp>“It’s also great for the brain because you’re starting out by planning a framework of what you want to do, and how you’re going to do it, and that establishes a storyboard in your head,” Salimpoor said. Then every day of the project, the child has to review the information learned and add more to it. “This is the best method of learning because you're taking synapses that you’ve already formed and strengthening them.”\u003c/p>\n\u003cp>She even had her sons graph the fruit’s water loss as another way of adding math to this project. Another time they set up an experiment to see which kitchen containers preserved food the best. Each day they checked for mold, graphing the percentage of mold each day.\u003c/p>\n\u003cp>“It’s kind of fun to see and you look forward to seeing it because you want to see how your experiment has changed on a daily basis.”\u003c/p>\n\u003cp>\u003cstrong>6. Use math as a secondary element of a project\u003c/strong>\u003c/p>\n\u003cp>There are tons of ways to involve math in a project where the main purpose isn't mathematical, like baking. The point is the cookies (obviously), but it doesn’t hurt to figure out the fractions and ratios together along the way. This method has the added advantage of taking math anxiety -- a real phenomenon for many kids -- out of the picture.\u003c/p>\n\u003cp>“The reason this is my favorite is it helps you realize how math applies in the real world,” Salimpoor said. She has watched her sons begin to notice math throughout their lives and become more interested in it.\u003c/p>\n\u003cp>Other ideas Salimpoor has tried in order to infuse math into other activities :\u003c/p>\n\u003cul>\n\u003cli>Make a spectrum of color using different ratios of color dyes and water.\u003c/li>\n\u003cli>Calculate density with different solutions of water, sugar and dye. Try to get different densities for different colors.\u003c/li>\n\u003cli>Calculate a summer budget. Have kids think about how much money they’ll need for summer expenses daily, weekly and monthly.\u003c/li>\n\u003cli>When driving somewhere, ask kids to calculate the best route based on gas consumption, distance and time.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>7. Use visual-spatial tasks\u003c/strong>\u003c/p>\n\u003cp>One of the difficult things about math is that it requires the ability to \u003ca href=\"https://www.kqed.org/mindshift/47269/why-spatial-reasoning-is-crucial-for-early-math-education\" target=\"_blank\" rel=\"noopener\">manipulate abstract concepts\u003c/a> in one’s mind. Adults have established pathways for this type of abstract thinking built up over time, so it’s easy to forget how complicated that is for someone learning a math concept for the first time.\u003c/p>\n\u003cp>“For someone just learning these, it’s very important to take abstract ideas and connect them to visual or spatial concepts,” Salimpoor said. “The more we can do this the stronger the foundations will become.”\u003c/p>\n\u003cp>That’s one reason early elementary classrooms are filled with math manipulatives. Salimpoor says this is crucial, especially when kids are young, because it helps develop a more complete neural network connected to different senses. The abstract becomes concrete when it’s connected to experiences kids can see and touch.\u003c/p>\n\u003cp>“If all the systems link together to form a concept, that’s a great situation to be in because activating any part of this system activates the rest of the system as well,” Salimpoor said.\u003c/p>\n\u003cp>Once again Legos are a great toy to make abstract math concepts concrete. Salimpoor has also tried geometric bubble makers, encouraging her kids to play around with different shapes to see what kind of bubbles they make.\u003c/p>\n\u003cp>She has also had a lot of fun playing with music and math -- filling cups with different ratios of water, banging on them and talking about patterns in the sounds.\u003c/p>\n\u003cp>“Give them the activity to play around with,” she said. It’s tempting to tell kids how the ratios relate to sounds, or how different wand shapes affect bubbles, but kids will learn more if they discover it on their own.\u003cbr>\n\u003cstrong>\u003cbr>\n8. Consider the cognitive load\u003c/strong>\u003c/p>\n\u003cp>Cognitive load refers to the amount of information one can keep in one’s head, manipulate and process at any given time. It’s often related to \u003ca href=\"https://www.kqed.org/mindshift/39677/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn\" target=\"_blank\" rel=\"noopener\">working memory\u003c/a>, and is easy to overtax and is often overlooked. Sometimes kids experience math anxiety because they don’t have good working memory, not because they don’t understand the concepts.\u003c/p>\n\u003cp>“There’s a large difference in children's working memory even if they’re the same age,” Salimpoor said. “If their working memory is overloaded they can’t process new information as well.”\u003c/p>\n\u003cp>Taking detailed notes or using manipulatives are ways to free up working memory as a child is learning something new. Parents can spot cognitive overload if a child was engaged, but suddenly starts staring blankly. It’s also helpful to make new concepts as concrete as possible so they doesn’t require so much working memory.\u003c/p>\n\u003cp>Neuroscientists are still trying to understand working memory better. There’s consensus that it’s very difficult to \u003ca href=\"https://www.kqed.org/futureofyou/256129/little-evidence-for-effectiveness-of-brain-training-programs-study\" target=\"_blank\" rel=\"noopener\">generalize working memory\u003c/a>, but why and how to improve it is less well understood. If the goal is to improve working memory on math tasks, the practice has to be on math tasks. Doing “brain games” will improve working memory only on those specific tasks, not all tasks.\u003c/p>\n\u003cp>“All of these things are very established things about how the brain works in humans and animals,” Salimpoor said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It takes a little extra work to think about how math could fit into an activity a child is already excited about, but the more seamlessly it can be infused, the more kids will begin to see mathematical thinking as an integral part of life and play. Salimpoor intentionally tries to use to her advantage what she knows about how her sons’ brains work, but she has also reaped the benefit of spending fun quality time with them.\u003c/p>\n\n","blocks":[],"excerpt":"Fun ways to help kids keep their mathematical skills sharp through the summer.","status":"publish","parent":0,"modified":1530509995,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":2583},"headData":{"title":"8 Fun Ways To Keep Math Learning Alive Through the Summer | KQED","description":"Fun ways to help kids keep their mathematical skills sharp through the summer.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 Fun Ways To Keep Math Learning Alive Through the Summer","datePublished":"2018-07-02T05:39:55.000Z","dateModified":"2018-07-02T05:39:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51458 https://ww2.kqed.org/mindshift/?p=51458","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/01/8-fun-ways-to-keep-math-learning-alive-through-the-summer/","disqusTitle":"8 Fun Ways To Keep Math Learning Alive Through the Summer","path":"/mindshift/51458/8-fun-ways-to-keep-math-learning-alive-through-the-summer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Summer is a time for play and rest, family time and adventures. But there’s \u003ca href=\"https://www.ewa.org/sites/main/files/file-attachments/summer_learning_gap-2.pdf\" target=\"_blank\" rel=\"noopener\">compelling research\u003c/a> to show that kids forget a lot of what they learned during the school year if they don’t have opportunities to continue reading, using their mathematical thinking skills and exploring the world around them.\u003c/p>\n\u003cp>It’s also been well-documented that the gaps between kids from high and low socioeconomic statuses \u003ca href=\"http://hechingerreport.org/money-makes-the-difference-for-kindergarteners-in-the-summer/\" target=\"_blank\" rel=\"noopener\">grow over the summer\u003c/a>. Affluent kids often have access to enriching experiences like travel, summer camp and visits to museums. Summer may be one of the \u003ca href=\"http://content.time.com/time/magazine/article/0,9171,2005863,00.html\" target=\"_blank\" rel=\"noopener\">most unequal times of the year\u003c/a>, and that makes it hard on teachers in the fall. But there are plenty of low-cost ways to keep kids learning through the summer without sitting them down to do worksheets or drilling them on a math app.\u003c/p>\n\u003cp>Valorie Salimpoor is a trained neuroscientist who consults for the educational gaming company \u003ca href=\"https://cignition.com/\" target=\"_blank\" rel=\"noopener\">Cignition\u003c/a> and has insight into helping kids who struggle with \u003ca href=\"https://www.kqed.org/mindshift/46865/what-neuroscience-can-tell-us-about-making-fractions-stick\">fractions\u003c/a>. She also has two young kids of her own. She has been using her knowledge of the learning brain and her fascination with brain development to infuse her kids’ play time with math that’s fun and that sticks. Based on what she has seen work with her own kids, she's pulled out some basic principles of fun activities parents can do with kids of many ages after school, on weekends, and during the summer.\u003c/p>\n\u003cp>“We know from a lot of research that there is a summer loss, and it seems to be more significant for math than it is for reading,” Salimpoor said. She thinks that could be because many adults are \u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\" target=\"_blank\" rel=\"noopener\">math anxious\u003c/a> themselves, so when they imagine math activities for their kids they think about counting activities or doing math facts, while they enjoy reading to their children. Those activities are boring and don’t leverage what scientists have discovered about “sticky” learning.\u003c/p>\n\u003cp>Salimpoor has found good results utilizing eight traits of the learning brain to her advantage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. Engage intrinsic motivation\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/40556/could-autonomy-mastery-and-purpose-be-the-keys-to-motivating-students\" target=\"_blank\" rel=\"noopener\">Intrinsic motivation\u003c/a> is a powerful force for learning. People are most often intrinsically motivated when they have control over what they’re learning and have a sense of competence while engaging in the learning. The activity isn’t too hard or too easy; it’s just the right amount of challenging to keep the mind engaged.\u003c/p>\n\u003cp>“If you do a task when you have intrinsic motivation it significantly increases your performance and what you learn,” Salimpoor said. Because the activity itself is highly engaging to the learner, he pays more attention and the brain records the information better. “Any time there is more dopamine flowing in your reward systems, you are much more likely to consolidate the information better,” Salimpoor said.\u003c/p>\n\u003cp>She has found the easiest way to recreate that sense of “flow” with her children is to infuse math into activities they already love. For examples, her son loves Legos, so in addition to letting him build whatever he wants, she sometimes encourages him to make blueprints of what he’s planning to build. She asks him to predict how many blocks he’ll need and to think about scale, perimeter and area. She’s essentially infusing \u003ca href=\"https://www.kqed.org/mindshift/47301/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children\" target=\"_blank\" rel=\"noopener\">spatial awareness\u003c/a> into an activity he’s already excited to do.\u003c/p>\n\u003cp>“This only works for people who are big fans of Lego. That’s sort of the whole point of this,” Salimpoor said.\u003c/p>\n\u003cp>Another example might work for kids who are passionate about Minecraft. With just a few small tweaks like planning what to build ahead of time, playing \u003ca href=\"https://www.kqed.org/mindshift/41988/for-the-hesitant-teacher-leveraging-the-power-of-minecraft\" target=\"_blank\" rel=\"noopener\">Minecraft can be mathematical\u003c/a>. And Salimpoor said practicing a little math every day is all it takes to keep skills sharp.\u003c/p>\n\u003cp>\u003cstrong>2. Engage emotional arousal\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">Emotion is an incredibly powerful part of learning\u003c/a> that can easily get overlooked. “We can do a boring task over and over and not remember it, but you can experience an emotional moment once and remember it forever,” Salimpoor said. Emotion centers are tightly tied to memory centers, so when possible try to build emotion into summer activities.\u003c/p>\n\u003cp>It can be relatively simple to do. Even a project like building a kite together involves some climactic moments of heightened suspense that will be memorable. Making a stellar kite will require research, planning, measuring, sketches and probably some trial and error. The first time the child throws the kite in the air to see if it flies will be an emotional moment filled with suspense. And it’s more than likely the design will require more tinkering, and hence more math.\u003c/p>\n\u003cp>“The whole idea here is you’re thinking about it and revising your strategy,” Salimpoor said.\u003c/p>\n\u003cp>It could take all summer to build the perfect kite, but along the way will be several climactic moments, along with more learning, revising and planning. The math is embedded in a fun activity that has an emotional payoff.\u003cbr>\n\u003cstrong>\u003cbr>\n3. Use extrinsic rewards wisely\u003c/strong>\u003c/p>\n\u003cp>Using \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\" target=\"_blank\" rel=\"noopener\">extrinsic rewards to get kids to do things is a controversial\u003c/a>, though common, practice. Some research indicates that when kids are rewarded for doing things they already like, they lose interest in the activity. That’s one reason \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">some experts don’t recommend rewards for reading\u003c/a> -- it implies that reading is work, not fun, and must be rewarded.\u003c/p>\n\u003cp>However, Salimpoor points out that there are some parts of math that just aren’t as fun as others. Practice is an important part of math and is perhaps the best candidate for \u003ca href=\"https://www.kqed.org/mindshift/23220/whats-the-difference-between-games-and-gamification\" target=\"_blank\" rel=\"noopener\">gamification\u003c/a> and careful use of extrinsic rewards. This is where understanding how the brain responds to different reward schedules is important.\u003c/p>\n\u003cp>“Knowing that a desirable reward is coming, but not knowing when it will come or what it will be is the highest output,” Salimpoor said.\u003c/p>\n\u003cp>She compares this kind of reward to the dopamine rush adults experience when playing the slot machines. The player knows it’s possible to win, but has no idea whether the win will come on the first try or 100th try. And, the size of the reward is also unknown. That makes winning even sweeter.\u003c/p>\n\u003cp>“Releasing dopamine is really good because it makes you want to continue and has the double effect of helping you consolidate the information,” Salimpoor said. “Knowing what situations are likely to release dopamine might be all you need” to make a dull task more exciting.\u003c/p>\n\u003cp>She has found that if she can build excitement and unpredictability into an activity, it creates a fertile ground for learning. She might reward her kids with tokens that can be exchanged for something they want after they’ve completed some number of problems or tasks. But the key, she says, is to vary when she gives them out and how many. It may seem counterintuitive, but this variability actually makes kids want to continue because they don’t know how much they’ll get.\u003c/p>\n\u003cp>Salimpoor said often parents try to be consistent with extrinsic rewards because that’s what they’ve learned works for moderating a child’s behavior. But the opposite is true with learning; variability primes the brain.\u003c/p>\n\u003cp>Salimpoor emphasizes that extrinsic rewards should be used sparingly and only for the kinds of tasks kids don’t really want to do. Gamifying them makes it more fun, and thus more memorable.\u003cbr>\n\u003cstrong>\u003cbr>\n4. Engage the brain's predictive power\u003c/strong>\u003c/p>\n\u003cp>Part of being human is making predictions based on the schema we hold in our brains. And when the prediction leads to an exciting result the brain releases dopamine, which helps cement learning. Parents can harness this tendency by encouraging kids to \u003ca href=\"https://www.kqed.org/mindshift/19124/whats-your-best-guess-predicting-answers-leads-to-deeper-learning\" target=\"_blank\" rel=\"noopener\">predict things\u003c/a> that have some significance to them.\u003c/p>\n\u003cp>Salimpoor says these strategies work well with things that regularly update and that a child can check daily. A parent might give the child a hundred imaginary dollars to buy stocks, for example. It takes some calculating and watching patterns to pick investments, and then together parent and child can check the stock prices every day.\u003c/p>\n\u003cp>“The idea is you’re getting excited to check this every day,” Salimpoor said. “You want to do the math to see how much you won or lost. And because you’re thinking about it every day, you’re calculating percentages and decimals.”\u003c/p>\n\u003cp>Maybe parents even give kids the interest on their stocks in real money, once they’ve calculated it. Another, less financially focused option, is to do the same thing with sports statistics -- updating and calculating averages and percentages.\u003cbr>\n\u003cstrong>\u003cbr>\n5. Provide a larger goal\u003c/strong>\u003c/p>\n\u003cp>Stories and books inherently come with the bigger picture of a narrative, making them attractive to many kinds of learners. Often math isn’t taught with that bigger goal is mind, but it could be.\u003c/p>\n\u003cp>“Take math and make it more like reading a storybook,” Salimpoor said. She does projects with her sons that have a beginning, middle and end. Kitchen projects are often good for this type of longer-term project. For example, she and her sons did an experiment where they left different kinds of fruit in the sun and weighed them each day to calculate the water loss.\u003c/p>\n\u003cp>“It’s also great for the brain because you’re starting out by planning a framework of what you want to do, and how you’re going to do it, and that establishes a storyboard in your head,” Salimpoor said. Then every day of the project, the child has to review the information learned and add more to it. “This is the best method of learning because you're taking synapses that you’ve already formed and strengthening them.”\u003c/p>\n\u003cp>She even had her sons graph the fruit’s water loss as another way of adding math to this project. Another time they set up an experiment to see which kitchen containers preserved food the best. Each day they checked for mold, graphing the percentage of mold each day.\u003c/p>\n\u003cp>“It’s kind of fun to see and you look forward to seeing it because you want to see how your experiment has changed on a daily basis.”\u003c/p>\n\u003cp>\u003cstrong>6. Use math as a secondary element of a project\u003c/strong>\u003c/p>\n\u003cp>There are tons of ways to involve math in a project where the main purpose isn't mathematical, like baking. The point is the cookies (obviously), but it doesn’t hurt to figure out the fractions and ratios together along the way. This method has the added advantage of taking math anxiety -- a real phenomenon for many kids -- out of the picture.\u003c/p>\n\u003cp>“The reason this is my favorite is it helps you realize how math applies in the real world,” Salimpoor said. She has watched her sons begin to notice math throughout their lives and become more interested in it.\u003c/p>\n\u003cp>Other ideas Salimpoor has tried in order to infuse math into other activities :\u003c/p>\n\u003cul>\n\u003cli>Make a spectrum of color using different ratios of color dyes and water.\u003c/li>\n\u003cli>Calculate density with different solutions of water, sugar and dye. Try to get different densities for different colors.\u003c/li>\n\u003cli>Calculate a summer budget. Have kids think about how much money they’ll need for summer expenses daily, weekly and monthly.\u003c/li>\n\u003cli>When driving somewhere, ask kids to calculate the best route based on gas consumption, distance and time.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>7. Use visual-spatial tasks\u003c/strong>\u003c/p>\n\u003cp>One of the difficult things about math is that it requires the ability to \u003ca href=\"https://www.kqed.org/mindshift/47269/why-spatial-reasoning-is-crucial-for-early-math-education\" target=\"_blank\" rel=\"noopener\">manipulate abstract concepts\u003c/a> in one’s mind. Adults have established pathways for this type of abstract thinking built up over time, so it’s easy to forget how complicated that is for someone learning a math concept for the first time.\u003c/p>\n\u003cp>“For someone just learning these, it’s very important to take abstract ideas and connect them to visual or spatial concepts,” Salimpoor said. “The more we can do this the stronger the foundations will become.”\u003c/p>\n\u003cp>That’s one reason early elementary classrooms are filled with math manipulatives. Salimpoor says this is crucial, especially when kids are young, because it helps develop a more complete neural network connected to different senses. The abstract becomes concrete when it’s connected to experiences kids can see and touch.\u003c/p>\n\u003cp>“If all the systems link together to form a concept, that’s a great situation to be in because activating any part of this system activates the rest of the system as well,” Salimpoor said.\u003c/p>\n\u003cp>Once again Legos are a great toy to make abstract math concepts concrete. Salimpoor has also tried geometric bubble makers, encouraging her kids to play around with different shapes to see what kind of bubbles they make.\u003c/p>\n\u003cp>She has also had a lot of fun playing with music and math -- filling cups with different ratios of water, banging on them and talking about patterns in the sounds.\u003c/p>\n\u003cp>“Give them the activity to play around with,” she said. It’s tempting to tell kids how the ratios relate to sounds, or how different wand shapes affect bubbles, but kids will learn more if they discover it on their own.\u003cbr>\n\u003cstrong>\u003cbr>\n8. Consider the cognitive load\u003c/strong>\u003c/p>\n\u003cp>Cognitive load refers to the amount of information one can keep in one’s head, manipulate and process at any given time. It’s often related to \u003ca href=\"https://www.kqed.org/mindshift/39677/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn\" target=\"_blank\" rel=\"noopener\">working memory\u003c/a>, and is easy to overtax and is often overlooked. Sometimes kids experience math anxiety because they don’t have good working memory, not because they don’t understand the concepts.\u003c/p>\n\u003cp>“There’s a large difference in children's working memory even if they’re the same age,” Salimpoor said. “If their working memory is overloaded they can’t process new information as well.”\u003c/p>\n\u003cp>Taking detailed notes or using manipulatives are ways to free up working memory as a child is learning something new. Parents can spot cognitive overload if a child was engaged, but suddenly starts staring blankly. It’s also helpful to make new concepts as concrete as possible so they doesn’t require so much working memory.\u003c/p>\n\u003cp>Neuroscientists are still trying to understand working memory better. There’s consensus that it’s very difficult to \u003ca href=\"https://www.kqed.org/futureofyou/256129/little-evidence-for-effectiveness-of-brain-training-programs-study\" target=\"_blank\" rel=\"noopener\">generalize working memory\u003c/a>, but why and how to improve it is less well understood. If the goal is to improve working memory on math tasks, the practice has to be on math tasks. Doing “brain games” will improve working memory only on those specific tasks, not all tasks.\u003c/p>\n\u003cp>“All of these things are very established things about how the brain works in humans and animals,” Salimpoor said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It takes a little extra work to think about how math could fit into an activity a child is already excited about, but the more seamlessly it can be infused, the more kids will begin to see mathematical thinking as an integral part of life and play. Salimpoor intentionally tries to use to her advantage what she knows about how her sons’ brains work, but she has also reaped the benefit of spending fun quality time with them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51458/8-fun-ways-to-keep-math-learning-alive-through-the-summer","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_20784","mindshift_1040","mindshift_392","mindshift_20893","mindshift_20568","mindshift_290","mindshift_634","mindshift_514"],"featImg":"mindshift_51563","label":"mindshift"},"mindshift_36097":{"type":"posts","id":"mindshift_36097","meta":{"index":"posts_1591205157","site":"mindshift","id":"36097","score":null,"sort":[1402153242000]},"guestAuthors":[],"slug":"25-ideas-to-diversify-reading-lists-this-summer","title":"25 Books That Diversify Kids' Reading Lists This Summer","publishDate":1402153242,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36131\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg\" alt=\" 'Ruby in Ruby's Wish' is a determined protagonist any boy or girl can learn from. \" width=\"640\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-400x235.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-320x188.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ruby in Ruby's Wish is a determined protagonist any boy or girl can learn from.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">\u003cstrong>By Aly Seidel, NPR\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>In children's books, it can be easier to find talking pandas than characters of color.\u003c/p>\n\u003cp>Only \u003ca href=\"http://ccbc.education.wisc.edu/books/choiceintro13.asp\">six percent of children's books \u003c/a>published in 2012 featured diverse characters. Last Saturday, the first ever \u003ca href=\"http://www.thebookcon.com/\" target=\"_blank\">BookCon\u003c/a> in New York city came under severe scrutiny for featuring all-white speakers (and one Grumpy Cat). NPR's Bilal Qureshi \u003ca href=\"http://www.npr.org/blogs/codeswitch/2014/06/02/318098926/-weneeddiversebooks-campaign-comes-to-inaugural-bookcon\" target=\"_blank\">reported \u003c/a>on the controversy and the resulting hashtag campaign, #\u003ca href=\"https://twitter.com/search?q=%23WeNeedDiverseBooks&src=typd\" target=\"_blank\">WeNeedDiverseBooks\u003c/a>.\u003c/p>\n\u003cp>We asked around the NPR headquarters, checked out our library and compiled a list of books with authors hailing from around the world, including Korea, India and the South Dakota Sioux reservation.\u003c/p>\n\u003cp>These books tackle themes like international adoption, bi-racial families and cultural history, to name a few. Not all of the authors are minorities, but every book features a protagonist of color that children can point to and say, \"That's me!\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Boy Who Didn't Believe in Spring \u003c/em>by Lucille Clifton\u003c/strong>\u003c/p>\n\u003cp>King Shabazz gets tired of everyone telling him that \"spring is right around the corner,\" so he and his friend Tony start turning street corners to chase this elusive spring — after putting their caps on backwards to show they mean business! \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319090369/the-boy-who-didnt-believe-in-spring\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bravo, Chico Canta! Bravo! \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora and Libby Martinez\u003c/strong>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A multilingual mouse and his family live upstairs in an old theater. They love to go to the plays and shout \"Bravo!\" when the curtain falls. But when Gato-Gato, the theater cat, finds them, Chico Canta must use his gift for languages to save his family. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319091660/bravo-chico-canta-bravo\" target=\"_blank\">here\u003c/a>. Ages 4-7)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Bringing Asha Home \u003c/em>by \u003cstrong>Uma Krishnaswami\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>Arun can't wait for his little sister to come home — she's been adopted all the way from India. But India is far away and Asha's adoption frustratingly takes nearly a year. While waiting for their newest addition, Arun and his family find ways to welcome Asha into their hearts, even if she isn't in their home. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319102075/bringing-asha-home\" target=\"_blank\">here\u003c/a>. Ages 4-9)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Brush of the Gods \u003c/em>by Lenore Look\u003c/strong>\u003c/p>\n\u003cp>\"Brush of the Gods\" is about Wu Daozi, a famous seventh-century Chinese artist. The author imagines Wu Daozi as a young man trying to learn calligraphy, but when he sits down to write, he creates beautiful paintings instead! An imaginative tale that thoughtfully brings life to one of China's master painters. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/265722065/brush-of-the-gods\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Christmas Coat\u003c/strong>\u003cstrong>: \u003cem>Memories of My Sioux Childhood \u003c/em>\u003c/strong>\u003c/em>\u003cstrong>by Virginia Driving Hawk Sneve\u003c/strong>\u003c/p>\n\u003cp>As winter comes to Virginia's reservation, she can't wait for the charity boxes from the East, full of coats for the winter. However, her parents expect her to put other people's needs before her own and she is devastated when her classmate takes the rabbit fur coat that Virginia wanted. This is a story about selflessness and the spirit of Christmas. Winner of the American Indian Youth Literature Award. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319093537/the-christmas-coat-memories-of-my-sioux-childhood\" target=\"_blank\">here\u003c/a>. Ages 5+)\u003c/em>\u003c/p>\n\u003cp>[contextly_sidebar id=\"e034149a400ac1f4c82c43e0121f1797\"]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Come on, Rain! \u003c/em>by Karen Hesse\u003c/strong>\u003c/p>\n\u003cp>Summers in the city aren't always easy, and a blistering heat wave has settled in. When a storm finally rolls in to cool everyone down, Tess and her friends celebrate in the streets with swimsuits and no umbrellas. Any kid can relate to this easy read with beautiful illustrations. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094215/come-on-rain\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Corduroy \u003c/em>by Don Freeman\u003cbr>\n\u003c/strong>Race is incidental to this beloved 1968 tale about a stuffed bear and the girl who loves him. One ofSchool Library Journal's \"Top 100 Picture Books\" of all time (2012) and the National Education Association's \"Teachers' Top 100 Books for Children.\"\u003cem> (Find the book \u003ca href=\"http://www.npr.org/books/titles/319094452/corduroy\">here.\u003c/a> Ages 2-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Dumpling Soup\u003c/strong>\u003c/em>\u003cstrong> by Jama Kim Rattigan\u003c/strong>\u003c/p>\n\u003cp>This New Year's Eve, Marisa finally gets to help her family make the traditional meal, but she worries nobody will like her oddly-shaped dumplings. Each page has illustrations with lots of activity and feel-good themes. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094787/dumpling-soup\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Fortune-Tellers\u003c/strong>\u003c/em>\u003cstrong> by Lloyd Alexander\u003c/strong>\u003c/p>\n\u003cp>Set in Cameroon, the story follows a poor carpenter as he becomes a fortune teller who can't read fortunes. Both parents and children will laugh: children at the absurdity of the situation and parents at the crafty humor that goes over children's heads. You can spend more time looking at the complex, detailed illustrations than actually reading the book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095377/the-fortune-tellers\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Girl Who Loved Wild Horses\u003c/em> by Paul Goble\u003c/strong>\u003c/p>\n\u003cp>A young Native American girl has an almost sacred connection to the horses in her tribe. One day, an angry storm scares the horses while she dreams and they stampede, carrying her away. A story about community and identity, the art is stunning and poetic. Winner of the Caldecott Medal.\u003cem> \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095594/the-girl-who-loved-wild-horses\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Grandfather's Journey \u003c/em>by Allen Say\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The author's grandfather travels to America and falls in love with the beauty of the country. He settles down in California and raises a family, but he feels homesick for Japan. However, when he moves back to Japan, he aches for America. It's an emotional tale with detailed and profound illustrations. Winner of Caldecott Medal. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095683/grandfathers-journey\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Hello, Goodbye Window \u003c/em>by Norton Juster\u003c/strong>\u003c/p>\n\u003cp>The kitchen window is this young girl's favorite place. It's where she checks the weather, says goodnight to the stars and — most importantly — where she first says hello to her Nanna and Poppy when she visits. The creative illustrations makes this a hit for grandchildren everywhere. Winner of the Caldecott Medal. (\u003cem>Find the book \u003ca href=\"npr.org/books/titles/319095862/the-hello-goodbye-window\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>How My Family Came to Be: Daddy, Papa and Me \u003c/em>by Andrew Aldrich\u003c/strong>\u003c/p>\n\u003cp>An African-American boy tells the story of how he was adopted by a white, gay couple. Humor and cartoon-like illustrations keep the mood light, while underlining the point that love is what brings family together. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096068/how-my-family-came-to-be-daddy-papa-and-me\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>I'm in Charge of Celebrations \u003c/strong>\u003c/em>\u003cstrong>by Byrd Baylor\u003c/strong>\u003c/p>\n\u003cp>This story centers around a young Native American girl who creates her own celebrations, not just the ones school closes for. In one year, she created 108 celebrations for nature, herself and everything in between. \u003cem>\u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096609/im-in-charge-of-celebrations\" target=\"_blank\">here\u003c/a>. Ages 6-9)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cem>Life Doesn't Frighten Me \u003c/em>\u003c/em>by Maya Angelou; edited by Sara Jane Boyers\u003c/strong>\u003c/p>\n\u003cp>Words: a poem by Angelou. Pictures: Jean-Michel Basquiat. The whole: sublime. Also includes brief biographies of each artist. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319097556/life-doesnt-frighten-me\">here\u003c/a>. Ages 2-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Marisol McDonald Doesn't Match \u003c/strong>\u003c/em>\u003cstrong>by Monica Brown\u003c/strong>\u003c/p>\n\u003cp>Marisol no combina — Marisol doesn't match. From her polka dot shirt and striped pants, down to her brown skin and red hair, Marisol is an assertive protagonist that likes her mismatched world. The book includes colorful illustrations and the text is in English and Spanish. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>My Name is Yoon \u003c/em>by Helen Recorvits\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Poor Yoon. In Korean, her written name looks like dancing figures, but in English, they're flat on the page. Her distaste for her English name is mirrored by her distaste for America, a place she barely understands. The story follows Yoon as she tries to find her name and sense of belonging. Winner of the Ezra Jack Keats New Illustrator Award and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098583/my-name-is-yoon\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Niño Wrestles the World \u003c/strong>\u003c/em>\u003cstrong>by Yuyi Morales\u003c/strong>\u003c/p>\n\u003cp>This exciting, action-packed book focuses on Niño, an energetic young wrestler who only has one thing to fear — his sisters. With colorful illustrations, punchy typefaces and Spanish phrases throughout, this is a fun book for boys and girls alike. Just don't read it right before bed — no child can be expected to keep still after reading this exciting tale. Winner of the Pura Belpré award for illustrations. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098935/ni-o-wrestles-the-world\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Ruby's Wish \u003c/strong>\u003c/em>\u003cstrong>by Shirin Yim Bridges\u003c/strong>\u003c/p>\n\u003cp>Ruby is determined to go to university, just like her brothers. But in turn-of-the-century China, this is an unprecedented move. This story reveals Ruby's tenacity, passion and dedication as she finds her way towards an education. Winner of \u003cem>Publishers Weekly\u003c/em> Best Children's Book and winner of the Ezra Jack Keats Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319099414/rubys-wish\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Snowy Day \u003c/em>by Ezra Jack Keats\u003c/strong>\u003c/p>\n\u003cp>This classic picture book, published in 1963, was the first to feature a young black hero--no overt racial themes, just a small boy enjoying his urban neighborhood. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138111855/the-snowy-day\" target=\"_blank\">here.\u003c/a> Ages 0-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Tomás and the Library Lady \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora\u003c/strong>\u003c/p>\n\u003cp>Based on the life story of Tomás Rivera, the son of Mexican migrant workers who grew up to become a chancellor in the University of California system, this story about the love of reading has illustrations reminiscent of Diego Rivera's murals. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100645/tomas-and-the-library-lady\" target=\"_blank\">here\u003c/a>. Ages 2-6)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Storyteller's Candle \u003c/em>by Lucia Gonzalez\u003c/strong>\u003c/p>\n\u003cp>It's 1929 and New York City is a cold place for cousins Hildamar and Santiago. They try to adjust, but fiercely miss Puerto Rico until their local librarian shows them community can be found anywhere. Written in both English and Spanish, this is a sweet story about finding where you belong. Winner of the Pura Belpré Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100858/the-storytellers-candle-la-velita-de-los-cuentos\" target=\"_blank\">here\u003c/a>. Ages 6+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Umbrella \u003c/em>by Taro Yashima\u003c/strong>\u003c/p>\n\u003cp>Momo can't wait for a rainy day so she can debut her birthday presents — red rain boots and an umbrella. It's a colorful book with striking illustrations that will have kids checking the weather every morning. A Caldecott Honor book\u003cem>. \u003cem>(Find the book \u003ca href=\"0140502408\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>When the Shadbush Blooms \u003c/strong>\u003c/em>\u003cstrong>by Carla Messinger and Suzan\u003c/strong> \u003cstrong>Katz\u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>A Lenni Lenape girl spends her time imagining how her grandmother was a young girl too, doing all of the things she does now. The story takes place \"today and yesterday\", focusing on the customs that keep a family connected to each other. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138275469/when-the-shadbush-blooms\" target=\"_blank\">here\u003c/a>. Ages 3-7)\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Yo! Yes? \u003c/strong>\u003c/em>\u003cstrong>by Chris Raschka\u003c/strong>\u003c/p>\n\u003cp>This book shows how friendships can form in less than 35 words. Two boys meet on the street and communicate in short, one- to two-word sentences. Readers must focus on the watercolor illustrations to fully understand the interactions. A Caldecott Honor book and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319101737/yo-yes\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>This is by no means a comprehensive list. A search of the #\u003ca href=\"https://twitter.com/search?src=typd&q=weneeddiversebooks\" target=\"_blank\">WeNeedDiverseBooks \u003c/a>and #\u003ca href=\"https://twitter.com/search?q=diversifyyourshelves&src=typd\" target=\"_blank\">DiversifyYourShelves \u003c/a>hashtag brought up some wonderful ideas, while our friends at \u003ca href=\"http://www.npr.org/2014/06/03/318471482/diverse-summer-reading-picks-for-kids\" target=\"_blank\">Tell Me More \u003c/a>featured guests with even more recommendations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>KQED's \u003ca href=\"http://www.kqed.org/a/forum/R201403241000\" target=\"_blank\">Forum program discussed\u003c/a> other great diverse children's books too.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">This post\u003c/a> originally appeared on NPR. Copyright 2014 \u003ca href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n","blocks":[],"excerpt":"In children's books, it can be easier to find talking pandas than characters of color. Here are 25 books with minority characters and authors to help diversify summer reading.","status":"publish","parent":0,"modified":1417826479,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":1829},"headData":{"title":"25 Books That Diversify Kids' Reading Lists This Summer | KQED","description":"In children's books, it can be easier to find talking pandas than characters of color. Here are 25 books with minority characters and authors to help diversify summer reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"25 Books That Diversify Kids' Reading Lists This Summer","datePublished":"2014-06-07T15:00:42.000Z","dateModified":"2014-12-06T00:41:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36097 http://blogs.kqed.org/mindshift/?p=36097","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/07/25-ideas-to-diversify-reading-lists-this-summer/","disqusTitle":"25 Books That Diversify Kids' Reading Lists This Summer","nprByline":"Aly Seidel","nprStoryId":"318539208","nprApiLink":"http://api.npr.org/query?id=318539208&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids?ft=3&f=318539208","nprRetrievedStory":"1","nprPubDate":"Thu, 05 Jun 2014 15:29:00 -0400","nprStoryDate":"Thu, 05 Jun 2014 10:03:00 -0400","nprLastModifiedDate":"Thu, 05 Jun 2014 15:29:51 -0400","path":"/mindshift/36097/25-ideas-to-diversify-reading-lists-this-summer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36131\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg\" alt=\" 'Ruby in Ruby's Wish' is a determined protagonist any boy or girl can learn from. \" width=\"640\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-400x235.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-320x188.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ruby in Ruby's Wish is a determined protagonist any boy or girl can learn from.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">\u003cstrong>By Aly Seidel, NPR\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>In children's books, it can be easier to find talking pandas than characters of color.\u003c/p>\n\u003cp>Only \u003ca href=\"http://ccbc.education.wisc.edu/books/choiceintro13.asp\">six percent of children's books \u003c/a>published in 2012 featured diverse characters. Last Saturday, the first ever \u003ca href=\"http://www.thebookcon.com/\" target=\"_blank\">BookCon\u003c/a> in New York city came under severe scrutiny for featuring all-white speakers (and one Grumpy Cat). NPR's Bilal Qureshi \u003ca href=\"http://www.npr.org/blogs/codeswitch/2014/06/02/318098926/-weneeddiversebooks-campaign-comes-to-inaugural-bookcon\" target=\"_blank\">reported \u003c/a>on the controversy and the resulting hashtag campaign, #\u003ca href=\"https://twitter.com/search?q=%23WeNeedDiverseBooks&src=typd\" target=\"_blank\">WeNeedDiverseBooks\u003c/a>.\u003c/p>\n\u003cp>We asked around the NPR headquarters, checked out our library and compiled a list of books with authors hailing from around the world, including Korea, India and the South Dakota Sioux reservation.\u003c/p>\n\u003cp>These books tackle themes like international adoption, bi-racial families and cultural history, to name a few. Not all of the authors are minorities, but every book features a protagonist of color that children can point to and say, \"That's me!\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Boy Who Didn't Believe in Spring \u003c/em>by Lucille Clifton\u003c/strong>\u003c/p>\n\u003cp>King Shabazz gets tired of everyone telling him that \"spring is right around the corner,\" so he and his friend Tony start turning street corners to chase this elusive spring — after putting their caps on backwards to show they mean business! \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319090369/the-boy-who-didnt-believe-in-spring\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bravo, Chico Canta! Bravo! \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora and Libby Martinez\u003c/strong>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A multilingual mouse and his family live upstairs in an old theater. They love to go to the plays and shout \"Bravo!\" when the curtain falls. But when Gato-Gato, the theater cat, finds them, Chico Canta must use his gift for languages to save his family. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319091660/bravo-chico-canta-bravo\" target=\"_blank\">here\u003c/a>. Ages 4-7)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Bringing Asha Home \u003c/em>by \u003cstrong>Uma Krishnaswami\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>Arun can't wait for his little sister to come home — she's been adopted all the way from India. But India is far away and Asha's adoption frustratingly takes nearly a year. While waiting for their newest addition, Arun and his family find ways to welcome Asha into their hearts, even if she isn't in their home. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319102075/bringing-asha-home\" target=\"_blank\">here\u003c/a>. Ages 4-9)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Brush of the Gods \u003c/em>by Lenore Look\u003c/strong>\u003c/p>\n\u003cp>\"Brush of the Gods\" is about Wu Daozi, a famous seventh-century Chinese artist. The author imagines Wu Daozi as a young man trying to learn calligraphy, but when he sits down to write, he creates beautiful paintings instead! An imaginative tale that thoughtfully brings life to one of China's master painters. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/265722065/brush-of-the-gods\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Christmas Coat\u003c/strong>\u003cstrong>: \u003cem>Memories of My Sioux Childhood \u003c/em>\u003c/strong>\u003c/em>\u003cstrong>by Virginia Driving Hawk Sneve\u003c/strong>\u003c/p>\n\u003cp>As winter comes to Virginia's reservation, she can't wait for the charity boxes from the East, full of coats for the winter. However, her parents expect her to put other people's needs before her own and she is devastated when her classmate takes the rabbit fur coat that Virginia wanted. This is a story about selflessness and the spirit of Christmas. Winner of the American Indian Youth Literature Award. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319093537/the-christmas-coat-memories-of-my-sioux-childhood\" target=\"_blank\">here\u003c/a>. Ages 5+)\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Come on, Rain! \u003c/em>by Karen Hesse\u003c/strong>\u003c/p>\n\u003cp>Summers in the city aren't always easy, and a blistering heat wave has settled in. When a storm finally rolls in to cool everyone down, Tess and her friends celebrate in the streets with swimsuits and no umbrellas. Any kid can relate to this easy read with beautiful illustrations. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094215/come-on-rain\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Corduroy \u003c/em>by Don Freeman\u003cbr>\n\u003c/strong>Race is incidental to this beloved 1968 tale about a stuffed bear and the girl who loves him. One ofSchool Library Journal's \"Top 100 Picture Books\" of all time (2012) and the National Education Association's \"Teachers' Top 100 Books for Children.\"\u003cem> (Find the book \u003ca href=\"http://www.npr.org/books/titles/319094452/corduroy\">here.\u003c/a> Ages 2-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Dumpling Soup\u003c/strong>\u003c/em>\u003cstrong> by Jama Kim Rattigan\u003c/strong>\u003c/p>\n\u003cp>This New Year's Eve, Marisa finally gets to help her family make the traditional meal, but she worries nobody will like her oddly-shaped dumplings. Each page has illustrations with lots of activity and feel-good themes. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094787/dumpling-soup\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Fortune-Tellers\u003c/strong>\u003c/em>\u003cstrong> by Lloyd Alexander\u003c/strong>\u003c/p>\n\u003cp>Set in Cameroon, the story follows a poor carpenter as he becomes a fortune teller who can't read fortunes. Both parents and children will laugh: children at the absurdity of the situation and parents at the crafty humor that goes over children's heads. You can spend more time looking at the complex, detailed illustrations than actually reading the book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095377/the-fortune-tellers\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Girl Who Loved Wild Horses\u003c/em> by Paul Goble\u003c/strong>\u003c/p>\n\u003cp>A young Native American girl has an almost sacred connection to the horses in her tribe. One day, an angry storm scares the horses while she dreams and they stampede, carrying her away. A story about community and identity, the art is stunning and poetic. Winner of the Caldecott Medal.\u003cem> \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095594/the-girl-who-loved-wild-horses\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Grandfather's Journey \u003c/em>by Allen Say\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The author's grandfather travels to America and falls in love with the beauty of the country. He settles down in California and raises a family, but he feels homesick for Japan. However, when he moves back to Japan, he aches for America. It's an emotional tale with detailed and profound illustrations. Winner of Caldecott Medal. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095683/grandfathers-journey\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Hello, Goodbye Window \u003c/em>by Norton Juster\u003c/strong>\u003c/p>\n\u003cp>The kitchen window is this young girl's favorite place. It's where she checks the weather, says goodnight to the stars and — most importantly — where she first says hello to her Nanna and Poppy when she visits. The creative illustrations makes this a hit for grandchildren everywhere. Winner of the Caldecott Medal. (\u003cem>Find the book \u003ca href=\"npr.org/books/titles/319095862/the-hello-goodbye-window\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>How My Family Came to Be: Daddy, Papa and Me \u003c/em>by Andrew Aldrich\u003c/strong>\u003c/p>\n\u003cp>An African-American boy tells the story of how he was adopted by a white, gay couple. Humor and cartoon-like illustrations keep the mood light, while underlining the point that love is what brings family together. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096068/how-my-family-came-to-be-daddy-papa-and-me\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>I'm in Charge of Celebrations \u003c/strong>\u003c/em>\u003cstrong>by Byrd Baylor\u003c/strong>\u003c/p>\n\u003cp>This story centers around a young Native American girl who creates her own celebrations, not just the ones school closes for. In one year, she created 108 celebrations for nature, herself and everything in between. \u003cem>\u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096609/im-in-charge-of-celebrations\" target=\"_blank\">here\u003c/a>. Ages 6-9)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cem>Life Doesn't Frighten Me \u003c/em>\u003c/em>by Maya Angelou; edited by Sara Jane Boyers\u003c/strong>\u003c/p>\n\u003cp>Words: a poem by Angelou. Pictures: Jean-Michel Basquiat. The whole: sublime. Also includes brief biographies of each artist. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319097556/life-doesnt-frighten-me\">here\u003c/a>. Ages 2-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Marisol McDonald Doesn't Match \u003c/strong>\u003c/em>\u003cstrong>by Monica Brown\u003c/strong>\u003c/p>\n\u003cp>Marisol no combina — Marisol doesn't match. From her polka dot shirt and striped pants, down to her brown skin and red hair, Marisol is an assertive protagonist that likes her mismatched world. The book includes colorful illustrations and the text is in English and Spanish. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>My Name is Yoon \u003c/em>by Helen Recorvits\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Poor Yoon. In Korean, her written name looks like dancing figures, but in English, they're flat on the page. Her distaste for her English name is mirrored by her distaste for America, a place she barely understands. The story follows Yoon as she tries to find her name and sense of belonging. Winner of the Ezra Jack Keats New Illustrator Award and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098583/my-name-is-yoon\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Niño Wrestles the World \u003c/strong>\u003c/em>\u003cstrong>by Yuyi Morales\u003c/strong>\u003c/p>\n\u003cp>This exciting, action-packed book focuses on Niño, an energetic young wrestler who only has one thing to fear — his sisters. With colorful illustrations, punchy typefaces and Spanish phrases throughout, this is a fun book for boys and girls alike. Just don't read it right before bed — no child can be expected to keep still after reading this exciting tale. Winner of the Pura Belpré award for illustrations. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098935/ni-o-wrestles-the-world\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Ruby's Wish \u003c/strong>\u003c/em>\u003cstrong>by Shirin Yim Bridges\u003c/strong>\u003c/p>\n\u003cp>Ruby is determined to go to university, just like her brothers. But in turn-of-the-century China, this is an unprecedented move. This story reveals Ruby's tenacity, passion and dedication as she finds her way towards an education. Winner of \u003cem>Publishers Weekly\u003c/em> Best Children's Book and winner of the Ezra Jack Keats Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319099414/rubys-wish\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Snowy Day \u003c/em>by Ezra Jack Keats\u003c/strong>\u003c/p>\n\u003cp>This classic picture book, published in 1963, was the first to feature a young black hero--no overt racial themes, just a small boy enjoying his urban neighborhood. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138111855/the-snowy-day\" target=\"_blank\">here.\u003c/a> Ages 0-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Tomás and the Library Lady \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora\u003c/strong>\u003c/p>\n\u003cp>Based on the life story of Tomás Rivera, the son of Mexican migrant workers who grew up to become a chancellor in the University of California system, this story about the love of reading has illustrations reminiscent of Diego Rivera's murals. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100645/tomas-and-the-library-lady\" target=\"_blank\">here\u003c/a>. Ages 2-6)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Storyteller's Candle \u003c/em>by Lucia Gonzalez\u003c/strong>\u003c/p>\n\u003cp>It's 1929 and New York City is a cold place for cousins Hildamar and Santiago. They try to adjust, but fiercely miss Puerto Rico until their local librarian shows them community can be found anywhere. Written in both English and Spanish, this is a sweet story about finding where you belong. Winner of the Pura Belpré Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100858/the-storytellers-candle-la-velita-de-los-cuentos\" target=\"_blank\">here\u003c/a>. Ages 6+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Umbrella \u003c/em>by Taro Yashima\u003c/strong>\u003c/p>\n\u003cp>Momo can't wait for a rainy day so she can debut her birthday presents — red rain boots and an umbrella. It's a colorful book with striking illustrations that will have kids checking the weather every morning. A Caldecott Honor book\u003cem>. \u003cem>(Find the book \u003ca href=\"0140502408\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>When the Shadbush Blooms \u003c/strong>\u003c/em>\u003cstrong>by Carla Messinger and Suzan\u003c/strong> \u003cstrong>Katz\u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>A Lenni Lenape girl spends her time imagining how her grandmother was a young girl too, doing all of the things she does now. The story takes place \"today and yesterday\", focusing on the customs that keep a family connected to each other. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138275469/when-the-shadbush-blooms\" target=\"_blank\">here\u003c/a>. Ages 3-7)\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Yo! Yes? \u003c/strong>\u003c/em>\u003cstrong>by Chris Raschka\u003c/strong>\u003c/p>\n\u003cp>This book shows how friendships can form in less than 35 words. Two boys meet on the street and communicate in short, one- to two-word sentences. Readers must focus on the watercolor illustrations to fully understand the interactions. A Caldecott Honor book and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319101737/yo-yes\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>This is by no means a comprehensive list. A search of the #\u003ca href=\"https://twitter.com/search?src=typd&q=weneeddiversebooks\" target=\"_blank\">WeNeedDiverseBooks \u003c/a>and #\u003ca href=\"https://twitter.com/search?q=diversifyyourshelves&src=typd\" target=\"_blank\">DiversifyYourShelves \u003c/a>hashtag brought up some wonderful ideas, while our friends at \u003ca href=\"http://www.npr.org/2014/06/03/318471482/diverse-summer-reading-picks-for-kids\" target=\"_blank\">Tell Me More \u003c/a>featured guests with even more recommendations.\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>KQED's \u003ca href=\"http://www.kqed.org/a/forum/R201403241000\" target=\"_blank\">Forum program discussed\u003c/a> other great diverse children's books too.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">This post\u003c/a> originally appeared on NPR. Copyright 2014 \u003ca href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36097/25-ideas-to-diversify-reading-lists-this-summer","authors":["byline_mindshift_36097"],"categories":["mindshift_20697","mindshift_20515"],"tags":["mindshift_1040","mindshift_550","mindshift_634"],"featImg":"mindshift_36098","label":"mindshift"},"mindshift_21596":{"type":"posts","id":"mindshift_21596","meta":{"index":"posts_1591205157","site":"mindshift","id":"21596","score":null,"sort":[1337786276000]},"guestAuthors":[],"slug":"building-a-bridge-to-summer-with-projects","title":"Building a Bridge to Summer with Projects","publishDate":1337786276,"format":"aside","headTitle":"PROJECT BASED LEARNING | MindShift | KQED News","labelTerm":{"term":20656,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21617\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-23-at-7.19.42-AM.png\">\u003cimg class=\"size-large wp-image-21617\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-23-at-7.19.42-AM-620x392.png\" alt=\"\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As part of the school's Maker Lab, Marin Country Day students spend the last few weeks of school building projects.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-size: x-small\">By Matt Levinson\u003c/span>\u003c/p>\n\u003cp class=\"dropcap-serif\">The month of May can be a tough time for schools. The end of the year brings mixed emotions for students, teachers and parents, as they prepare for transition into the summer months. Keeping the same routines can be reassuring for some, but recasting school in terms of time and space can galvanize students and teachers and launch them into the summer full of energy and inspiration.\u003c/p>\n\u003cp>One school in the Bay Area is rethinking how to finish the year. Instead of proceeding with classes as usual, Marin Country Day School organizes a variety of projects for 7th and 8th grade students that provide opportunities to dig deep, build, learn and perform together.\u003c/p>\n\u003cp>\"It feels like the first day of school all over again, with the same excitement and energy of a new schedule and new beginnings,\" says Ted Saltveit, Upper School English Teacher and 8th Grade Class Dean.\"Projects come at just the right time, when motivation is waning and students need a kick start and re-ignition.\"\u003c/p>\n\u003cp>That's not a bad feeling this time of year, as the school builds a bridge to the summer months in order to continue to cultivate a love of learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The projects inspire risk-taking and hands-on learning by breaking down the traditional classroom walls and build trust between teachers and students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It feels like the first day of school all over again.\"\u003c/p>\n\u003c/aside>\n\u003cp>The experiences are different for each grade. Eighth-grade students work in their area of choice -- anything from producing a play, to marine science projects, to making food. Some examples:\u003c/p>\n\u003cul>\n\u003cli>Students produce an entire play, and do everything that entails: write, perform, build sets/costumes, sing, dance and be a part of an original production of their own design.\u003c/li>\n\u003cli>Students explore water dynamics in boats on the ocean, understand steering, traction and locomotion in cars on land, and explore aerodynamics in the air. To do this, they go kayaking, ride in boats, get into racecars and wind tunnels, then apply what they know. They work as part of a team of designers pitted against other designers to travel quickly and efficiently.\u003c/li>\n\u003cli>Marine science students learn how oysters are farmed, why elephant seals are so loud and how El Nino is affecting mole crab populations at nearby Rodeo Beach. Students spend two \u003c!--more-->nights in Point Reyes and travel around the Bay Area for field trips playing the role of marine scientists, and learn about environmental stewardship.\u003c/li>\n\u003cli>Food-focused students work on food production, appreciation, culture and preparation, digging into the concept of farm to table, looking closely at the food footprint, debating and considering the push to eat local. Students write and document their experiences as they visit local markets and stores and meet with chefs to further understand the complexity of food production and distribution. Students prepare different meals for members of the community.\u003c/li>\n\u003c/ul>\n\u003cp>The seventh-grade projects take on a different structure as each student rotates through a daily project cycle. Here's what they do:\u003c/p>\n\u003cul>\n\u003cli>CSI Crime Scene Investigation gives students the opportunity to become a forensic scientist and learn about crime-solving techniques. Students solve a crime and participate in a mock trial that includes analyzing evidence, fingerprints, hair and fibers.\u003c/li>\n\u003cli>Students learn useful skills that interrupt the flow of disposable culture: to repair, repurpose, rethink and reuse items. Students choose one way to make changes in their own lives by learning basic wood-working techniques, sewing skills or to make personal care items such as soap, lip balm and toothpaste.\u003c/li>\n\u003cli>Using a variety of handmade original artwork and the computer programming language Scratch, students make things jump, spin and move.\u003c/li>\n\u003cli>Students learn about different forms of service engagements and why service matters. As part of their work, they use design thinking principles, including identifying desired outcomes, identifying stakeholders and allies, defining appropriate action steps and creating a brief \"movie trailer\" to advocate for their issue focus, agency and project.\u003c/li>\n\u003cli>Students create a documentary illustrating the 7th grade experience. Students reflect on their school year and create an artistic commentary using images, interviews, short videos, music, animation or other media tools of their choice.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>The school year ends with the sounds of saws buzzing, kids singing, and the sweet aroma of food.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1337786276,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":766},"headData":{"title":"Building a Bridge to Summer with Projects | KQED","description":"By Matt Levinson The month of May can be a tough time for schools. The end of the year brings mixed emotions for students, teachers and parents, as they prepare for transition into the summer months. Keeping the same routines can be reassuring for some, but recasting school in terms of time and space can","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Building a Bridge to Summer with Projects","datePublished":"2012-05-23T15:17:56.000Z","dateModified":"2012-05-23T15:17:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21596 http://blogs.kqed.org/mindshift/?p=21596","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/23/building-a-bridge-to-summer-with-projects/","disqusTitle":"Building a Bridge to Summer with Projects","path":"/mindshift/21596/building-a-bridge-to-summer-with-projects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21617\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-23-at-7.19.42-AM.png\">\u003cimg class=\"size-large wp-image-21617\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-23-at-7.19.42-AM-620x392.png\" alt=\"\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As part of the school's Maker Lab, Marin Country Day students spend the last few weeks of school building projects.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-size: x-small\">By Matt Levinson\u003c/span>\u003c/p>\n\u003cp class=\"dropcap-serif\">The month of May can be a tough time for schools. The end of the year brings mixed emotions for students, teachers and parents, as they prepare for transition into the summer months. Keeping the same routines can be reassuring for some, but recasting school in terms of time and space can galvanize students and teachers and launch them into the summer full of energy and inspiration.\u003c/p>\n\u003cp>One school in the Bay Area is rethinking how to finish the year. Instead of proceeding with classes as usual, Marin Country Day School organizes a variety of projects for 7th and 8th grade students that provide opportunities to dig deep, build, learn and perform together.\u003c/p>\n\u003cp>\"It feels like the first day of school all over again, with the same excitement and energy of a new schedule and new beginnings,\" says Ted Saltveit, Upper School English Teacher and 8th Grade Class Dean.\"Projects come at just the right time, when motivation is waning and students need a kick start and re-ignition.\"\u003c/p>\n\u003cp>That's not a bad feeling this time of year, as the school builds a bridge to the summer months in order to continue to cultivate a love of learning.\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 projects inspire risk-taking and hands-on learning by breaking down the traditional classroom walls and build trust between teachers and students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It feels like the first day of school all over again.\"\u003c/p>\n\u003c/aside>\n\u003cp>The experiences are different for each grade. Eighth-grade students work in their area of choice -- anything from producing a play, to marine science projects, to making food. Some examples:\u003c/p>\n\u003cul>\n\u003cli>Students produce an entire play, and do everything that entails: write, perform, build sets/costumes, sing, dance and be a part of an original production of their own design.\u003c/li>\n\u003cli>Students explore water dynamics in boats on the ocean, understand steering, traction and locomotion in cars on land, and explore aerodynamics in the air. To do this, they go kayaking, ride in boats, get into racecars and wind tunnels, then apply what they know. They work as part of a team of designers pitted against other designers to travel quickly and efficiently.\u003c/li>\n\u003cli>Marine science students learn how oysters are farmed, why elephant seals are so loud and how El Nino is affecting mole crab populations at nearby Rodeo Beach. Students spend two \u003c!--more-->nights in Point Reyes and travel around the Bay Area for field trips playing the role of marine scientists, and learn about environmental stewardship.\u003c/li>\n\u003cli>Food-focused students work on food production, appreciation, culture and preparation, digging into the concept of farm to table, looking closely at the food footprint, debating and considering the push to eat local. Students write and document their experiences as they visit local markets and stores and meet with chefs to further understand the complexity of food production and distribution. Students prepare different meals for members of the community.\u003c/li>\n\u003c/ul>\n\u003cp>The seventh-grade projects take on a different structure as each student rotates through a daily project cycle. Here's what they do:\u003c/p>\n\u003cul>\n\u003cli>CSI Crime Scene Investigation gives students the opportunity to become a forensic scientist and learn about crime-solving techniques. Students solve a crime and participate in a mock trial that includes analyzing evidence, fingerprints, hair and fibers.\u003c/li>\n\u003cli>Students learn useful skills that interrupt the flow of disposable culture: to repair, repurpose, rethink and reuse items. Students choose one way to make changes in their own lives by learning basic wood-working techniques, sewing skills or to make personal care items such as soap, lip balm and toothpaste.\u003c/li>\n\u003cli>Using a variety of handmade original artwork and the computer programming language Scratch, students make things jump, spin and move.\u003c/li>\n\u003cli>Students learn about different forms of service engagements and why service matters. As part of their work, they use design thinking principles, including identifying desired outcomes, identifying stakeholders and allies, defining appropriate action steps and creating a brief \"movie trailer\" to advocate for their issue focus, agency and project.\u003c/li>\n\u003cli>Students create a documentary illustrating the 7th grade experience. Students reflect on their school year and create an artistic commentary using images, interviews, short videos, music, animation or other media tools of their choice.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>The school year ends with the sounds of saws buzzing, kids singing, and the sweet aroma of food.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21596/building-a-bridge-to-summer-with-projects","authors":["4354"],"series":["mindshift_20656"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_256","mindshift_634"],"featImg":"mindshift_21617","label":"mindshift_20656"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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“project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. As many great teachers know, project-based learning is much more than students just \"doing projects\" after they’ve learned about a certain subject. When done well, students use the project as a way to learn about the subject. The idea is that kids learn best not by being lectured, but when they \u003ca href=\"http://blogs.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">become a part of the learning objective\u003c/a>. \r\n\r\nWhen done well, the goal of project based learning is to \u003ca href=\"http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">connect classroom learning to its applications in the outside world\u003c/a>. Planning and designing great projects is not easy, though. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">It can be very messy\u003c/a>, and schools that are entirely based on project based learning \u003ca href=\"http://blogs.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">look very different than traditional classrooms\u003c/a>. Though there’s no one particular way of doing it, there are certain criteria that educators agree should be incorporated. \r\n\r\nTake a look at the posts below, which include \u003ca href=\"http://blogs.kqed.org/mindshift/2012/05/building-a-bridge-to-summer-with-projects/\">examples of projects\u003c/a>, like this \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/what-does-a-great-school-year-look-like-ask-the-students/\">student-created Holocaust exhibit\u003c/a>, and this \u003ca href=\"http://blogs.kqed.org/mindshift/2012/12/the-far-flung-reach-of-caines-arcade/\">arcade made of cardboard\u003c/a> completely by one motivated kid. We recommend starting with the articles below, but be sure to scroll through all the pages.\r\n\r\n\u003cstrong>DIG INTO PROJECT BASED LEARNING\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">How to Reinvent Project Based Learning to Be More Meaningful\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">How to Trigger Students' Inquiry Through Projects\u003c/a> \r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And What It Isn't\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What's the Best Way to Practice Project-Based Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/05/what-it-takes-to-become-a-project-based-school/\">What It Takes to Become an All Project-Based School\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching, Students Should Experiment First\u003c/a>","featImg":null,"headData":{"title":"PROJECT BASED LEARNING Archives | KQED Mindshift","description":"The term “project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. As many great teachers know, project-based learning is much more than students just \"doing projects\" after they’ve learned about a certain subject. When done well, students use the project as a way to learn about the subject. The idea is that kids learn best not by being lectured, but when they become a part of the learning objective. When done well, the goal of project based learning is to connect classroom learning to its applications in the outside world. Planning and designing great projects is not easy, though. It can be very messy, and schools that are entirely based on project based learning look very different than traditional classrooms. Though there’s no one particular way of doing it, there are certain criteria that educators agree should be incorporated. Take a look at the posts below, which include examples of projects, like this student-created Holocaust exhibit, and this arcade made of cardboard completely by one motivated kid. We recommend starting with the articles below, but be sure to scroll through all the pages. DIG INTO PROJECT BASED LEARNING 1. How to Reinvent Project Based Learning to Be More Meaningful 2. How to Trigger Students' Inquiry Through Projects 3. What Project-Based Learning Is -- And What It Isn't 4. Why Learning Should Be Messy 5. What's the Best Way to Practice Project-Based Learning? 6. What It Takes to Become an All Project-Based School 7. 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