Starting A New School Year With Connection and Looking Forward
Leading With Learning On The First Day Of School To Build Class Culture
How to Embed Foundational English Skills In Meaningful Work
Using A Jigsaw Activity To Help Every Student Engage With Literature
Making Social Studies More Social for All Kindergarteners
How Kids Benefit From Learning To Explain Their Math Thinking
Sparking Curiosity For Fractions With Tasks That Feel Real to Students
How High-Interest Examples of Math Prime Student Curiosity
Why the Language We Use About Learning Determines Inclusivity
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Get them to start thinking forward\u003c/p>\n\u003cp>\"When I am being really honest with students about why I love this work, it's really easy to cross this line into relying on too much emotion,\" Wessling says in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-high-school-goals\" target=\"_blank\" rel=\"noopener\">Teaching Channel\u003c/a> video. \"So I think it's really important to be genuine and to be honest, but not feel like you have to disclose everything in order for it to be effective.\"\u003c/p>\n\u003cp>She does want students to have a memorable experience in this first meeting. \"My hope is that they leave with a feeling, and that feeling they can then start to connect to our space.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[vimeo 277501050 w=640 h=360]\u003c/p>\n\u003cp>Wessling, the \u003ca href=\"https://ccsso.org/teachers/sarah-brown-wessling\">2010 National Teacher of the Year\u003c/a>, also likes to think about who her students will be before she even meets them. \u003ca href=\"https://www.teachingchannel.org/video/pledge-to-students\" target=\"_blank\" rel=\"noopener\">She writes a pledge to them\u003c/a>, which she hands out early in the school year.\u003c/p>\n\u003cp>\"I've had students who've gone through the class come back and tell me how much that note caught their attention, that they were supposed to open up this envelope and inside was this letter to them, \" Wessling said.\u003c/p>\n\u003cp>[vimeo 277528356 w=640 h=360]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How do you use the first crucial minutes with a new group of students?\u003c/p>\n\n","blocks":[],"excerpt":"The first few days of school are a crucial time to start building relationships and setting expectations for the rest of the year.","status":"publish","parent":0,"modified":1535524274,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":310},"headData":{"title":"Starting A New School Year With Connection and Looking Forward | KQED","description":"The first few days of school are a crucial time to start building relationships and setting expectations for the rest of the year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Starting A New School Year With Connection and Looking Forward","datePublished":"2018-08-29T06:31:14.000Z","dateModified":"2018-08-29T06:31:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51937 https://ww2.kqed.org/mindshift/?p=51937","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/28/starting-a-new-school-year-with-connection-and-looking-forward/","disqusTitle":"Starting A New School Year With Connection and Looking Forward","path":"/mindshift/51937/starting-a-new-school-year-with-connection-and-looking-forward","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The start of school is full of preparations, back-to-school shopping, and jitters for both teachers and students. The first day of school is important -- it's when first impressions are made and when teachers have an opportunity to start connecting with students without any preconceived notions about their academics or behavior.\u003c/p>\n\u003cp>At Johnston High School in Iowa, English teacher Sarah Brown Wessling only gets 10 minutes with her students on the first day. She knows she needs to make them count, so she has three objectives:\u003c/p>\n\u003cp>1. Connect with them\u003cbr>\n2. Start putting names to faces\u003cbr>\n3. Get them to start thinking forward\u003c/p>\n\u003cp>\"When I am being really honest with students about why I love this work, it's really easy to cross this line into relying on too much emotion,\" Wessling says in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-high-school-goals\" target=\"_blank\" rel=\"noopener\">Teaching Channel\u003c/a> video. \"So I think it's really important to be genuine and to be honest, but not feel like you have to disclose everything in order for it to be effective.\"\u003c/p>\n\u003cp>She does want students to have a memorable experience in this first meeting. \"My hope is that they leave with a feeling, and that feeling they can then start to connect to our space.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277501050"},"numeric":["277501050"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wessling, the \u003ca href=\"https://ccsso.org/teachers/sarah-brown-wessling\">2010 National Teacher of the Year\u003c/a>, also likes to think about who her students will be before she even meets them. \u003ca href=\"https://www.teachingchannel.org/video/pledge-to-students\" target=\"_blank\" rel=\"noopener\">She writes a pledge to them\u003c/a>, which she hands out early in the school year.\u003c/p>\n\u003cp>\"I've had students who've gone through the class come back and tell me how much that note caught their attention, that they were supposed to open up this envelope and inside was this letter to them, \" Wessling said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277528356"},"numeric":["277528356"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How do you use the first crucial minutes with a new group of students?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51937/starting-a-new-school-year-with-connection-and-looking-forward","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20738","mindshift_20784","mindshift_1040","mindshift_21213","mindshift_20652"],"featImg":"mindshift_51940","label":"mindshift"},"mindshift_51943":{"type":"posts","id":"mindshift_51943","meta":{"index":"posts_1591205157","site":"mindshift","id":"51943","score":null,"sort":[1535347223000]},"guestAuthors":[],"slug":"leading-with-learning-on-the-first-day-of-school-to-build-class-culture","title":"Leading With Learning On The First Day Of School To Build Class Culture","publishDate":1535347223,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>High school English teacher Sarah Brown Wessling admits that she used to think about the first day of school as the time to lay out class rules and expectations. But after years of teaching, she has come to a different understanding about the best way to use this crucial time.\u003c/p>\n\u003cp>\"Over time, I've realized I want them to walk away with an experience where they understand what learning is going to feel like in this space together,\" Wessling said in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-school-high-school-lesson\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a>. \"So I've given myself this challenge to teach on the first day.\"\u003c/p>\n\u003cp>She gives students three clues and asks them to tell her what the class is going to be all about. During the class period, students share ideas with one another in pairs, but also to the whole group. Wessling takes them through Plato's \"Allegory of the Cave,\" reading it out loud to them because she knows tone and inflection make a difference for comprehension with text this difficult. As they slowly move through the text, she models some of the habits of good readers.\u003c/p>\n\u003cp>\"Plato is perfect for complex work, but I also know if I were to say go read this tough essay on your own and then tell me what it's all about, that it would be counterproductive,\" Wessling said. \"It really has to be a community effort because that's part of what I want them to understand about who we're going to be as learners.\"\u003c/p>\n\u003cp>Wessling has learned that starting with real learning on the first day, does a lot more to set the tone for the year than a laundry list of rules. She's demonstrating right away what it looks like to be part of a community of learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"When I think of my overarching goal of leading with learning instead of presenting a lesson, I think that this particular lesson really helps to achieve that because it creates an opportunity for us to do work together. Students aren't sitting and getting. They're talking to each other; they're listening; they're writing; they're reading; they're doing so many of the skills that we know they're going to have to do throughout the entire course.\"\u003c/p>\n\u003cp>[vimeo 277505749 w=640 h=360]\u003c/p>\n\u003cp>What may not have been clear from that video is that Johnston High is in its first year in a new building where teachers \u003ca href=\"https://www.teachingchannel.org/video/floating-teachers\" target=\"_blank\" rel=\"noopener\">roam between classrooms\u003c/a>, sharing space. This was an adjustment for Wessling, who had taught in her own classroom for 19 years. She had to think carefully about how to transport the materials and tools she finds most important between classrooms, as well as shift her mindset about what it means to be a learning community.\u003c/p>\n\u003cp>\"I don't want to be defined by a traditional classroom anymore,\" Wessling said. \"We will be a class and we will be a community wherever we're at. And that the people are far more important than the walls that will define us.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[vimeo 277524516 w=640 h=360]\u003c/p>\n\n","blocks":[],"excerpt":"English teacher Sarah Brown Wessling has found that jumping right into a complex lesson on the first day -- instead of going through a list of rules -- sets the tone for what it means to learn in community.","status":"publish","parent":0,"modified":1535347223,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":514},"headData":{"title":"Leading With Learning On The First Day Of School To Build Class Culture | KQED","description":"English teacher Sarah Brown Wessling has found that jumping right into a complex lesson on the first day -- instead of going through a list of rules -- sets the tone for what it means to learn in community.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Leading With Learning On The First Day Of School To Build Class Culture","datePublished":"2018-08-27T05:20:23.000Z","dateModified":"2018-08-27T05:20:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51943 https://ww2.kqed.org/mindshift/?p=51943","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/26/leading-with-learning-on-the-first-day-of-school-to-build-class-culture/","disqusTitle":"Leading With Learning On The First Day Of School To Build Class Culture","path":"/mindshift/51943/leading-with-learning-on-the-first-day-of-school-to-build-class-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>High school English teacher Sarah Brown Wessling admits that she used to think about the first day of school as the time to lay out class rules and expectations. But after years of teaching, she has come to a different understanding about the best way to use this crucial time.\u003c/p>\n\u003cp>\"Over time, I've realized I want them to walk away with an experience where they understand what learning is going to feel like in this space together,\" Wessling said in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-school-high-school-lesson\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a>. \"So I've given myself this challenge to teach on the first day.\"\u003c/p>\n\u003cp>She gives students three clues and asks them to tell her what the class is going to be all about. During the class period, students share ideas with one another in pairs, but also to the whole group. Wessling takes them through Plato's \"Allegory of the Cave,\" reading it out loud to them because she knows tone and inflection make a difference for comprehension with text this difficult. As they slowly move through the text, she models some of the habits of good readers.\u003c/p>\n\u003cp>\"Plato is perfect for complex work, but I also know if I were to say go read this tough essay on your own and then tell me what it's all about, that it would be counterproductive,\" Wessling said. \"It really has to be a community effort because that's part of what I want them to understand about who we're going to be as learners.\"\u003c/p>\n\u003cp>Wessling has learned that starting with real learning on the first day, does a lot more to set the tone for the year than a laundry list of rules. She's demonstrating right away what it looks like to be part of a community of learners.\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>\"When I think of my overarching goal of leading with learning instead of presenting a lesson, I think that this particular lesson really helps to achieve that because it creates an opportunity for us to do work together. Students aren't sitting and getting. They're talking to each other; they're listening; they're writing; they're reading; they're doing so many of the skills that we know they're going to have to do throughout the entire course.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277505749"},"numeric":["277505749"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What may not have been clear from that video is that Johnston High is in its first year in a new building where teachers \u003ca href=\"https://www.teachingchannel.org/video/floating-teachers\" target=\"_blank\" rel=\"noopener\">roam between classrooms\u003c/a>, sharing space. This was an adjustment for Wessling, who had taught in her own classroom for 19 years. She had to think carefully about how to transport the materials and tools she finds most important between classrooms, as well as shift her mindset about what it means to be a learning community.\u003c/p>\n\u003cp>\"I don't want to be defined by a traditional classroom anymore,\" Wessling said. \"We will be a class and we will be a community wherever we're at. And that the people are far more important than the walls that will define us.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277524516"},"numeric":["277524516"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51943/leading-with-learning-on-the-first-day-of-school-to-build-class-culture","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20738","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_21213","mindshift_20652"],"featImg":"mindshift_51945","label":"mindshift"},"mindshift_49269":{"type":"posts","id":"mindshift_49269","meta":{"index":"posts_1591205157","site":"mindshift","id":"49269","score":null,"sort":[1507872571000]},"guestAuthors":[],"slug":"how-to-embed-foundational-english-skills-in-meaningful-work","title":"How to Embed Foundational English Skills In Meaningful Work","publishDate":1507872571,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many teachers are seeking ways to better help their English language learner students, who often have additional challenges to overcome. These students are learning English alongside all the content standards, and some have had their education disrupted by life transitions. The challenges that face them are many, but there are strategies to help them develop language and academic skills.\u003c/p>\n\u003cp>San Francisco International High School, a public district school, caters its instruction to students newly arrived in the United States. Teachers there have developed strategies to focus on literacy development, but within the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/19/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\" rel=\"noopener noreferrer\">context of interesting and meaningful work\u003c/a>. Christopher Maldonado teaches ninth and tenth grade literacy, often focusing on fluency and phonemic awareness, but within the context of collaborative reading and discussion. This \u003ca href=\"https://www.teachingchannel.org/videos/building-foundational-literacy-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> provides a good overview of some of the strategies Maldonado uses to get his students, who speak three different languages, talking to each other in English as they improve their reading comprehension.\u003c/p>\n\u003cp>[vimeo 233997289 w=640 h=360]\u003c/p>\n\u003cp>Maldonado uses a \u003ca href=\"https://www.teachingchannel.org/videos/split-dictation-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">\"split dictation\" strategy\u003c/a> to help students practice listening comprehension in English. He has intentionally chosen some difficult consonant blends so that students have to practice their pronunciation. Set up like a word game, the activity gets students using various strategies to fill in the missing words on their sheet and interacting with one another as they do so.\u003c/p>\n\u003cp>[vimeo 212999736 w=640 h=360]\u003c/p>\n\u003cp>Maldonado also encourages students to draw their ideas when they are having difficulty making themselves understood. To facilitate this side of their thinking, he has painted all his \u003ca href=\"https://www.teachingchannel.org/videos/whiteboard-tables-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">classroom tables with whiteboard paint\u003c/a>. When Maldonado sees a student struggling to express himself, he tosses over a whiteboard marker and asks for a visual representation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[vimeo 213000384 w=640 h=360]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Teachers at San Francisco International High School have the opportunity to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/23/why-group-work-could-be-the-key-to-english-learner-success/\" target=\"_blank\" rel=\"noopener noreferrer\">hone strategies that work with English learners\u003c/a> because their entire student population is learning English. But teachers do everything they can to make even the most basic language acquisition lessons engaging and rooted in bigger ideas, trying not to rely on rote memorization or repetitive exercises. They have found students are more motivated to learn English if they are excited about the ideas they want to express in their new language.\u003c/p>\n\n","blocks":[],"excerpt":"Watch how this high school teacher skillfully weaves fluency and phonemic awareness into a broader lesson about Frida Kahlo.","status":"publish","parent":0,"modified":1507872571,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":376},"headData":{"title":"How to Embed Foundational English Skills In Meaningful Work | KQED","description":"Watch how this high school teacher skillfully weaves fluency and phonemic awareness into a broader lesson about Frida Kahlo.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Embed Foundational English Skills In Meaningful Work","datePublished":"2017-10-13T05:29:31.000Z","dateModified":"2017-10-13T05:29:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49269 https://ww2.kqed.org/mindshift/?p=49269","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/12/how-to-embed-foundational-english-skills-in-meaningful-work/","disqusTitle":"How to Embed Foundational English Skills In Meaningful Work","path":"/mindshift/49269/how-to-embed-foundational-english-skills-in-meaningful-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many teachers are seeking ways to better help their English language learner students, who often have additional challenges to overcome. These students are learning English alongside all the content standards, and some have had their education disrupted by life transitions. The challenges that face them are many, but there are strategies to help them develop language and academic skills.\u003c/p>\n\u003cp>San Francisco International High School, a public district school, caters its instruction to students newly arrived in the United States. Teachers there have developed strategies to focus on literacy development, but within the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/19/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\" rel=\"noopener noreferrer\">context of interesting and meaningful work\u003c/a>. Christopher Maldonado teaches ninth and tenth grade literacy, often focusing on fluency and phonemic awareness, but within the context of collaborative reading and discussion. This \u003ca href=\"https://www.teachingchannel.org/videos/building-foundational-literacy-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> provides a good overview of some of the strategies Maldonado uses to get his students, who speak three different languages, talking to each other in English as they improve their reading comprehension.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"233997289"},"numeric":["233997289"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Maldonado uses a \u003ca href=\"https://www.teachingchannel.org/videos/split-dictation-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">\"split dictation\" strategy\u003c/a> to help students practice listening comprehension in English. He has intentionally chosen some difficult consonant blends so that students have to practice their pronunciation. Set up like a word game, the activity gets students using various strategies to fill in the missing words on their sheet and interacting with one another as they do so.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"212999736"},"numeric":["212999736"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Maldonado also encourages students to draw their ideas when they are having difficulty making themselves understood. To facilitate this side of their thinking, he has painted all his \u003ca href=\"https://www.teachingchannel.org/videos/whiteboard-tables-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">classroom tables with whiteboard paint\u003c/a>. When Maldonado sees a student struggling to express himself, he tosses over a whiteboard marker and asks for a visual representation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"213000384"},"numeric":["213000384"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Teachers at San Francisco International High School have the opportunity to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/23/why-group-work-could-be-the-key-to-english-learner-success/\" target=\"_blank\" rel=\"noopener noreferrer\">hone strategies that work with English learners\u003c/a> because their entire student population is learning English. But teachers do everything they can to make even the most basic language acquisition lessons engaging and rooted in bigger ideas, trying not to rely on rote memorization or repetitive exercises. They have found students are more motivated to learn English if they are excited about the ideas they want to express in their new language.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49269/how-to-embed-foundational-english-skills-in-meaningful-work","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20851","mindshift_20784","mindshift_1040","mindshift_146","mindshift_21140","mindshift_20652"],"featImg":"mindshift_49270","label":"mindshift"},"mindshift_49275":{"type":"posts","id":"mindshift_49275","meta":{"index":"posts_1591205157","site":"mindshift","id":"49275","score":null,"sort":[1506667244000]},"guestAuthors":[],"slug":"using-a-jigsaw-activity-to-help-every-student-engage-with-literature","title":"Using A Jigsaw Activity To Help Every Student Engage With Literature","publishDate":1506667244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jigsaw activities are not a new innovation in education. Teachers have been using the strategy for years because it blends independent work with the power of group work to extend learning. John Hattie even found that it was one of the only activities in his model that helped students \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">acquire and consolidate both surface and deep knowledge\u003c/a>.\u003c/p>\n\u003cp>Kyle Halle-Erby, a 12th grade English teacher at \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/23/why-group-work-could-be-the-key-to-english-learner-success/\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco International High School\u003c/a> likes the jigsaw activity because it helps his English language learning students feel comfortable participating in literature discussions. He'll often do a jigsaw activity before a literature discussion to help students playing different facilitating roles prepare together before joining a group where they will be the only person with that role.\u003c/p>\n\u003cp>\"Our classrooms are always heterogeneous and we foster as much collaboration as possible,\" Halle-Erby said in a \u003ca href=\"https://www.teachingchannel.org/videos/fostering-heterogeneous-collaboration-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video \u003c/a>about his strategies. \"The idea is that students will develop their English skills most effectively if they're participating in complex tasks as a group where the common language is English.\" His class is focused on developing specific skills around textual analysis and discussion that students will need in college.\u003c/p>\n\u003cp>\"I think that discussion makes reading and reading comprehension visible in a way that otherwise it can feel very invisible. And so asking students to produce language about what they've read is a really important evaluation and assessment tool that I use,\" Halle-Erby said. He has students record their conversations on their phones so he can listen later for the type of language he's been encouraging all year.\u003c/p>\n\u003cp>[vimeo 205967855 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/205967855\">Literature Circles: Fostering Heterogenous Collaboration\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Watch how senior English teacher Kyle Halle-Erby supports his English language learning students to analyze literature.","status":"publish","parent":0,"modified":1506667353,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":284},"headData":{"title":"Using A Jigsaw Activity To Help Every Student Engage With Literature | KQED","description":"Watch how senior English teacher Kyle Halle-Erby supports his English language learning students to analyze literature.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using A Jigsaw Activity To Help Every Student Engage With Literature","datePublished":"2017-09-29T06:40:44.000Z","dateModified":"2017-09-29T06:42:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49275 https://ww2.kqed.org/mindshift/?p=49275","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/28/using-a-jigsaw-activity-to-help-every-student-engage-with-literature/","disqusTitle":"Using A Jigsaw Activity To Help Every Student Engage With Literature","path":"/mindshift/49275/using-a-jigsaw-activity-to-help-every-student-engage-with-literature","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jigsaw activities are not a new innovation in education. Teachers have been using the strategy for years because it blends independent work with the power of group work to extend learning. John Hattie even found that it was one of the only activities in his model that helped students \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">acquire and consolidate both surface and deep knowledge\u003c/a>.\u003c/p>\n\u003cp>Kyle Halle-Erby, a 12th grade English teacher at \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/23/why-group-work-could-be-the-key-to-english-learner-success/\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco International High School\u003c/a> likes the jigsaw activity because it helps his English language learning students feel comfortable participating in literature discussions. He'll often do a jigsaw activity before a literature discussion to help students playing different facilitating roles prepare together before joining a group where they will be the only person with that role.\u003c/p>\n\u003cp>\"Our classrooms are always heterogeneous and we foster as much collaboration as possible,\" Halle-Erby said in a \u003ca href=\"https://www.teachingchannel.org/videos/fostering-heterogeneous-collaboration-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video \u003c/a>about his strategies. \"The idea is that students will develop their English skills most effectively if they're participating in complex tasks as a group where the common language is English.\" His class is focused on developing specific skills around textual analysis and discussion that students will need in college.\u003c/p>\n\u003cp>\"I think that discussion makes reading and reading comprehension visible in a way that otherwise it can feel very invisible. And so asking students to produce language about what they've read is a really important evaluation and assessment tool that I use,\" Halle-Erby said. He has students record their conversations on their phones so he can listen later for the type of language he's been encouraging all year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"205967855"},"numeric":["205967855"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/205967855\">Literature Circles: Fostering Heterogenous Collaboration\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49275/using-a-jigsaw-activity-to-help-every-student-engage-with-literature","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20851","mindshift_20784","mindshift_1040","mindshift_21140","mindshift_20652"],"featImg":"mindshift_49351","label":"mindshift"},"mindshift_49280":{"type":"posts","id":"mindshift_49280","meta":{"index":"posts_1591205157","site":"mindshift","id":"49280","score":null,"sort":[1506106410000]},"guestAuthors":[],"slug":"making-social-studies-more-social-for-all-kindergarteners","title":"Making Social Studies More Social for All Kindergarteners","publishDate":1506106410,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This kindergarten classroom at Lafayette Elementary in San Francisco has both native English speakers and students who are still learning English. As teacher Elizabeth Iwaszewicz works to help her students understand the difference between fact and opinion she makes sure that students have multiple opportunities to talk with a \"rug partner\" so they can practice skills like listening and paraphrasing. Iwaszewicz has intentionally paired students so that English learners speak at least once with native English speakers.\u003c/p>\n\u003cp>\"Having an academic conversation in kindergarten is very challenging, but breaking it down, they're able to do it. And that's very rewarding,\" Iwaszewicz said. Watch these little ones explain why they think different statements are fact or opinion in this \u003ca href=\"https://www.teachingchannel.org/videos/teaching-facts-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> focused on how teachers in San Francisco support English language learners.\u003c/p>\n\u003cp>[vimeo 194076215 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/194076215\">Just the Facts, A Social Studies Lesson\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"These little ones are just beginning their academic journey, but with support they know how to listen, paraphrase and use each other as resources.","status":"publish","parent":0,"modified":1506106410,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":154},"headData":{"title":"Making Social Studies More Social for All Kindergarteners | KQED","description":"These little ones are just beginning their academic journey, but with support they know how to listen, paraphrase and use each other as resources.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Social Studies More Social for All Kindergarteners","datePublished":"2017-09-22T18:53:30.000Z","dateModified":"2017-09-22T18:53:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49280 https://ww2.kqed.org/mindshift/?p=49280","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/22/making-social-studies-more-social-for-all-kindergarteners/","disqusTitle":"Making Social Studies More Social for All Kindergarteners","path":"/mindshift/49280/making-social-studies-more-social-for-all-kindergarteners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This kindergarten classroom at Lafayette Elementary in San Francisco has both native English speakers and students who are still learning English. As teacher Elizabeth Iwaszewicz works to help her students understand the difference between fact and opinion she makes sure that students have multiple opportunities to talk with a \"rug partner\" so they can practice skills like listening and paraphrasing. Iwaszewicz has intentionally paired students so that English learners speak at least once with native English speakers.\u003c/p>\n\u003cp>\"Having an academic conversation in kindergarten is very challenging, but breaking it down, they're able to do it. And that's very rewarding,\" Iwaszewicz said. Watch these little ones explain why they think different statements are fact or opinion in this \u003ca href=\"https://www.teachingchannel.org/videos/teaching-facts-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> focused on how teachers in San Francisco support English language learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"194076215"},"numeric":["194076215"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/194076215\">Just the Facts, A Social Studies Lesson\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49280/making-social-studies-more-social-for-all-kindergarteners","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20851","mindshift_20784","mindshift_1040","mindshift_790","mindshift_20652"],"featImg":"mindshift_49281","label":"mindshift"},"mindshift_47820":{"type":"posts","id":"mindshift_47820","meta":{"index":"posts_1591205157","site":"mindshift","id":"47820","score":null,"sort":[1490617464000]},"guestAuthors":[],"slug":"how-kids-benefit-from-learning-to-explain-math-thinking","title":"How Kids Benefit From Learning To Explain Their Math Thinking","publishDate":1490617464,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It's hard to get kids in the habit of talking about how they are thinking about a problem when they've had many years of instruction that focused on getting the \"right answer.\" That's why educators are now trying to get students in the habit of explaining their thinking at a young age. The \u003ca href=\"https://www.teachingchannel.org/videos/evidence-supported-claims-nsf\" target=\"_blank\" rel=\"noopener\">Teaching Channel captured\u003c/a> kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.\u003c/p>\n\u003cp>[vimeo 209318281 w=640 h=360]\u003c/p>\n\u003cp>Pattern recognition is a fundamental part of mathematics and kindergarteners are not too young to notice, compare and describe simple patterns. In \u003ca href=\"https://www.teachingchannel.org/videos/kindergarten-math-lesson-nsf\" target=\"_blank\" rel=\"noopener\">this video\u003c/a>, kindergarten teacher Donella Oleston describes how she had to back up and explain to these young learners what it means to \"explain your thinking,\" because at first students would only answer, \"My brain told me so.\" With practice, she says students have gotten to deeper levels of noticing, moving past the obvious and picking out more abstract similarities and differences between two pattern sets.\u003c/p>\n\u003cp>[vimeo 209313705 w=640 h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Students are never too young to explain their thinking. When teachers encourage them to back up their claims with evidence from a young age, they will be more accustomed to doing so when problems get more challenging.","status":"publish","parent":0,"modified":1533684928,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":203},"headData":{"title":"How Kids Benefit From Learning To Explain Their Math Thinking | KQED","description":"Students are never too young to explain their thinking. When teachers encourage them to back up their claims with evidence from a young age, they will be more accustomed to doing so when problems get more challenging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Kids Benefit From Learning To Explain Their Math Thinking","datePublished":"2017-03-27T12:24:24.000Z","dateModified":"2018-08-07T23:35:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47820 https://ww2.kqed.org/mindshift/?p=47820","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/","disqusTitle":"How Kids Benefit From Learning To Explain Their Math Thinking","path":"/mindshift/47820/how-kids-benefit-from-learning-to-explain-math-thinking","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It's hard to get kids in the habit of talking about how they are thinking about a problem when they've had many years of instruction that focused on getting the \"right answer.\" That's why educators are now trying to get students in the habit of explaining their thinking at a young age. The \u003ca href=\"https://www.teachingchannel.org/videos/evidence-supported-claims-nsf\" target=\"_blank\" rel=\"noopener\">Teaching Channel captured\u003c/a> kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"209318281"},"numeric":["209318281"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Pattern recognition is a fundamental part of mathematics and kindergarteners are not too young to notice, compare and describe simple patterns. In \u003ca href=\"https://www.teachingchannel.org/videos/kindergarten-math-lesson-nsf\" target=\"_blank\" rel=\"noopener\">this video\u003c/a>, kindergarten teacher Donella Oleston describes how she had to back up and explain to these young learners what it means to \"explain your thinking,\" because at first students would only answer, \"My brain told me so.\" With practice, she says students have gotten to deeper levels of noticing, moving past the obvious and picking out more abstract similarities and differences between two pattern sets.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"209313705"},"numeric":["209313705"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47820/how-kids-benefit-from-learning-to-explain-math-thinking","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_790","mindshift_392","mindshift_20652"],"featImg":"mindshift_47862","label":"mindshift"},"mindshift_45341":{"type":"posts","id":"mindshift_45341","meta":{"index":"posts_1591205157","site":"mindshift","id":"45341","score":null,"sort":[1467184040000]},"guestAuthors":[],"slug":"sparking-curiosity-for-fractions-with-tasks-that-feel-real-to-students","title":"Sparking Curiosity For Fractions With Tasks That Feel Real to Students","publishDate":1467184040,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Fractions come up all the time in everyday life, and yet, they are often a difficult concept for elementary school-aged children to grasp. One way to help kids understand fractions as concrete things is to give them real world examples. In this \u003ca href=\"https://www.teachingchannel.org/videos/3-phase-lesson-structure-cisco\" target=\"_blank\">Teaching Channel video\u003c/a>, third grade teacher Maria Franco teaches a lesson on equivalent fractions in which she tries to give more space for student thinking and discussion.\u003c/p>\n\u003cp>Instead of asking all the questions, Franco says, \"I'm going to see how you guys work by yourselves.\" She's circling the room, listening for understanding and interesting solving problem techniques. Rather than asking the questions, she's listening to her students push one another to defend their problem solving.\u003c/p>\n\u003cp>\"You came up with you own idea. It doesn't have to be the same as mine as long as we get the same answer,\" Franco said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/163580060\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Understanding Fractions through Real-World Tasks from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Fractions are notoriously tricky for many kids, but giving them real-world examples can help make abstract concepts more concrete.","status":"publish","parent":0,"modified":1476303873,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/163580060"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":163},"headData":{"title":"Sparking Curiosity For Fractions With Tasks That Feel Real to Students | KQED","description":"Fractions are notoriously tricky for many kids, but giving them real-world examples can help make abstract concepts more concrete.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Sparking Curiosity For Fractions With Tasks That Feel Real to Students","datePublished":"2016-06-29T07:07:20.000Z","dateModified":"2016-10-12T20:24:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45341 http://ww2.kqed.org/mindshift/?p=45341","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/29/sparking-curiosity-for-fractions-with-tasks-that-feel-real-to-students/","disqusTitle":"Sparking Curiosity For Fractions With Tasks That Feel Real to Students","path":"/mindshift/45341/sparking-curiosity-for-fractions-with-tasks-that-feel-real-to-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fractions come up all the time in everyday life, and yet, they are often a difficult concept for elementary school-aged children to grasp. One way to help kids understand fractions as concrete things is to give them real world examples. In this \u003ca href=\"https://www.teachingchannel.org/videos/3-phase-lesson-structure-cisco\" target=\"_blank\">Teaching Channel video\u003c/a>, third grade teacher Maria Franco teaches a lesson on equivalent fractions in which she tries to give more space for student thinking and discussion.\u003c/p>\n\u003cp>Instead of asking all the questions, Franco says, \"I'm going to see how you guys work by yourselves.\" She's circling the room, listening for understanding and interesting solving problem techniques. Rather than asking the questions, she's listening to her students push one another to defend their problem solving.\u003c/p>\n\u003cp>\"You came up with you own idea. It doesn't have to be the same as mine as long as we get the same answer,\" Franco said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/163580060\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Understanding Fractions through Real-World Tasks from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45341/sparking-curiosity-for-fractions-with-tasks-that-feel-real-to-students","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21001","mindshift_1040","mindshift_392","mindshift_20652"],"featImg":"mindshift_45356","label":"mindshift"},"mindshift_45338":{"type":"posts","id":"mindshift_45338","meta":{"index":"posts_1591205157","site":"mindshift","id":"45338","score":null,"sort":[1465802206000]},"guestAuthors":[],"slug":"how-high-interest-examples-of-math-prime-student-curiosity","title":"How High-Interest Examples of Math Prime Student Curiosity","publishDate":1465802206,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Getting students excited and authentically curious about a math task takes more than presenting a word problem. Some teachers are finding that a short, high-interest video or other piece of media that raises questions in kids' minds is the best way to prime them to dive deeply into problem solving.\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/teaching-subtraction-problems-nsf\" target=\"_blank\">Teaching Channel video\u003c/a> of Sarah Dietz' second grade class, she uses a video clip about cookie monster to grab her students' interest and get them questioning. The video presents a puzzle to students and Dietz makes sure to draw out their questions, honing in on the common theme (and the lesson for the day) based on their authentic questions. She's also asking them to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">decide what information they need\u003c/a> to solve their question, an important part of math in the real world that is often left out of traditional textbook problems. Then, she gives them time to work through the question they've posed using a model of the cookie package and their knowledge of various subtraction strategies.\u003c/p>\n\u003cp class=\"p1\">“To [the students], it’s not a math lesson; it’s a puzzle that needs to be solved,\" said Dietz. \"It’s a problem they want to work out.”\u003c/p>\n\u003cp>When students share their answers at the end, Dietz asks them to use their work to explain their thinking and she leaves enough time for multiple examples of different strategies. Emphasizing that there are many acceptable ways to solve a problem can help students remain open to struggle and figuring things out in the ways that make sense to them.\u003c/p>\n\u003cp>In another \u003ca href=\"https://www.teachingchannel.org/videos/kindergarten-math-addition-nsf\" target=\"_blank\">Teaching Channel video \u003c/a>about this three-step process called \"Three-Act Tasks,\" kindergarten teacher Kristin Alfonso says: \"I love that Three-Act Tasks are usually just difficult enough that even if kids can figure out really quickly on the carpet, they still have to go back to their tables and show us, and be able to prove their thinking to us.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/168841943\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Three-Act Tasks: Modeling Subtraction from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Connecting math to real world models can help make the learning more concrete and engaging for students.","status":"publish","parent":0,"modified":1465802206,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/168841943"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":342},"headData":{"title":"How High-Interest Examples of Math Prime Student Curiosity | KQED","description":"Connecting math to real world models can help make the learning more concrete and engaging for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How High-Interest Examples of Math Prime Student Curiosity","datePublished":"2016-06-13T07:16:46.000Z","dateModified":"2016-06-13T07:16:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45338 http://ww2.kqed.org/mindshift/?p=45338","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/13/how-high-interest-examples-of-math-prime-student-curiosity/","disqusTitle":"How High-Interest Examples of Math Prime Student Curiosity","path":"/mindshift/45338/how-high-interest-examples-of-math-prime-student-curiosity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting students excited and authentically curious about a math task takes more than presenting a word problem. Some teachers are finding that a short, high-interest video or other piece of media that raises questions in kids' minds is the best way to prime them to dive deeply into problem solving.\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/teaching-subtraction-problems-nsf\" target=\"_blank\">Teaching Channel video\u003c/a> of Sarah Dietz' second grade class, she uses a video clip about cookie monster to grab her students' interest and get them questioning. The video presents a puzzle to students and Dietz makes sure to draw out their questions, honing in on the common theme (and the lesson for the day) based on their authentic questions. She's also asking them to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">decide what information they need\u003c/a> to solve their question, an important part of math in the real world that is often left out of traditional textbook problems. Then, she gives them time to work through the question they've posed using a model of the cookie package and their knowledge of various subtraction strategies.\u003c/p>\n\u003cp class=\"p1\">“To [the students], it’s not a math lesson; it’s a puzzle that needs to be solved,\" said Dietz. \"It’s a problem they want to work out.”\u003c/p>\n\u003cp>When students share their answers at the end, Dietz asks them to use their work to explain their thinking and she leaves enough time for multiple examples of different strategies. Emphasizing that there are many acceptable ways to solve a problem can help students remain open to struggle and figuring things out in the ways that make sense to them.\u003c/p>\n\u003cp>In another \u003ca href=\"https://www.teachingchannel.org/videos/kindergarten-math-addition-nsf\" target=\"_blank\">Teaching Channel video \u003c/a>about this three-step process called \"Three-Act Tasks,\" kindergarten teacher Kristin Alfonso says: \"I love that Three-Act Tasks are usually just difficult enough that even if kids can figure out really quickly on the carpet, they still have to go back to their tables and show us, and be able to prove their thinking to us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/168841943\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Three-Act Tasks: Modeling Subtraction from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45338/how-high-interest-examples-of-math-prime-student-curiosity","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_797","mindshift_392","mindshift_20652"],"featImg":"mindshift_45350","label":"mindshift"},"mindshift_45075":{"type":"posts","id":"mindshift_45075","meta":{"index":"posts_1591205157","site":"mindshift","id":"45075","score":null,"sort":[1463577253000]},"guestAuthors":[],"slug":"why-the-language-we-use-about-learning-determines-inclusivity","title":"Why the Language We Use About Learning Determines Inclusivity","publishDate":1463577253,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Ron Berger started his career teaching low-income white kids in rural America. He has spent the last 15 years working with urban schools educating mostly kids of color. No matter the context or the population of students he has worked with, his definition of equitable education hasn’t changed. “My view of equity is that kids of all kinds are capable of doing beautiful work,” Berger said at High Tech High’s Deeper Learning Conference. This year the conference focused on equity and how the Deeper Learning Movement can position itself to demonstrate what quality learning in public schools could look like.\u003c/p>\n\u003cp>Now the \u003ca href=\"http://eleducation.org/about/staff/ron-berger#elnav-menu-0\" target=\"_blank\">Chief Academic Officer for EL Education\u003c/a>, Berger and his organization work with 150 schools using the Expeditionary Learning model deeply. He often notices that the language of deeper learning -- terms like project-based learning, expeditions, makerspaces -- doesn’t always connect with low-income families trying to choose the best education path for their children.\u003c/p>\n\u003cp>“If you go into a school of very low-income kids, and that can be an urban school or a rural school, it could be either, and it could be white kids or it could be kids of color, doesn’t matter, those parents are worried about their kids succeeding in life,” Berger said. “And they’re worried with good reason.”\u003c/p>\n\u003cp>Unlike peers from wealthier families who have a family narrative of going to college and achieving success (as well as more resources and connections to fall back on), kids from low-income families have little guarantees that they will succeed. Often their lived experiences demonstrate that people like them often don’t go to college or get good jobs. And schools in low-income neighborhoods are often worse than ones in higher-income areas. Parents are rightfully worried about the quality of education their children will receive.\u003c/p>\n\u003cp>“For them if you use words like makerspaces, project-based learning, different pedagogies, it scares them,” Berger said. “They feel like, ‘don’t experiment with my kids. My kids are already at risk. My kids just need the basic skills. They need to pass those tests. They need to do well in life. Don’t try crazy new ideas with our kids.’ And I empathize with that. I totally understand it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s why when Berger talks with parents and educators about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">deeper learning\u003c/a> he starts by \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\" target=\"_blank\">pointing out the success stories\u003c/a> of kids at other Expeditionary Learning schools, serving kids with the same demographics and family backgrounds, who have thrived in this kind of model.\u003c/p>\n\u003cp>“We go into those schools and we lead with what they are hoping for for their kids,” Berger said. “We lead with the outcome. And then the way we get there is second.” When he is able to show examples of schools that are far \u003ca href=\"http://eleducation.org/results/by-the-numbers\">outperforming the other district schools\u003c/a> in the area, while complying with the same rules, it’s much easier to get traction. It also helps convince doubtful educators or administrators.\u003c/p>\n\u003cp>“It’s the same kids,” Berger said. “You could say it’s a lack in the kids, there’s a lack in the families, but this school is proving that’s not it. It’s not a problem with the kids. It’s not a problem with the families. Under the right conditions those kids can be ready and get into college.” Berger is trying to demonstrate to anyone who falls back on these common excuses that they don’t hold up. Deeper learning can be done with all kids; all kids are capable of producing beautiful work, but it does take more time and a willingness to break from the sheer breadth of content and dig deeper in a few areas.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/100358675\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>Berger understands the pressure many teachers feel to cover every topic that might be on statewide exams, but he also knows most teachers didn’t get into the profession to skim through content, knowing full well students aren’t understanding or remembering everything. Most teachers got into the profession because they love kids, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/30/what-motivates-teachers/\" target=\"_blank\">want to help them become lifelong learners\u003c/a> and deeply care about the subject they teach in all its complexity. Berger suggests that teachers in a traditional setting stop the coverage marathon at least once a year and go deep on one, rich topic.\u003c/p>\n\u003cp>“Start small and do some really powerful, complex and beautiful work with kids that they can share with their families with pride, and that you can share with the community with pride, and build from that,” Berger said. Maybe that’s a project where students identify an environmental problem in the community, do data collection, write up a scientific report, bring in scientific experts to critique it, and read real scientific papers. Crucially, there should be time to get \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/19/how-looking-at-student-work-keeps-teachers-and-kids-on-track/\" target=\"_blank\">reflect, incorporate feedback\u003c/a>, and turn in multiple drafts.\u003c/p>\n\u003cp>“That alone could change the whole school experience for those kids,” Berger said. “And it’s not totally interdisciplinary; it’s not totally project-based learning; it’s not scary. But once you’ve done that, then the parents and kids are proud to have done something much deeper and more complex and challenging.” He firmly believes that once a kid does high-quality work, she will never be the same after that. She will know she’s capable of that kind of work all the time.\u003c/p>\n\u003cp>“Give them time to do it and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/21/harnessing-the-incredible-learning-potential-of-the-adolescent-brain/\">struggle through it\u003c/a>,\" Berger said. \"And let them be proud to have done something more valuable and more meaningful than they’re used to.”\u003c/p>\n\u003cp>Another way to introduce deeper learning principles to families in a non-threatening way is through the practice of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/23/why-students-should-take-the-lead-in-parent-teacher-conferences/\" target=\"_blank\">student-led conferences\u003c/a>. This is a central practice at \u003ca href=\"http://wheelsnyc.org/\" target=\"_blank\">Washington Heights Expeditionary Learning School (WHEELS)\u003c/a>, a school Berger’s organization works with closely. Principal Tom Rochowicz says now that the school is in its tenth year, families trust its results. But when parents come in for the first student-led conferences in sixth grade, it’s an educational moment.\u003c/p>\n\u003cp>Parents come in expecting to hear mostly from the teacher about their child's progress. Instead, most of the conference time is taken up with the student presenting his or her work, focusing on strengths, weaknesses and learning habits. “Parents see their students talking about their work in meaningful ways and they say, oh, that is better,” Rochowicz said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/43992567\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/43992567\">High School Student-Led Conference\u003c/a> from \u003ca href=\"https://vimeo.com/elschools\">EL Education\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>At WHEELS even the pre-K students lead their own conferences, often disproving their parents’ belief that they aren’t ready for the challenge. “That’s the greatest example of a powerful practice that we do here consistently well,” Rochowicz said. It takes time to explain to parents what’s going to happen and why it’s different, but the payoff is enormous.\u003c/p>\n\u003cp>\u003cstrong>DAY TO DAY CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>WHEELS is the type of school Berger points to when he tell educators everywhere that deeper learning is possible in every community. The New York City district school mostly serves the community in the surrounding few blocks, which is overwhelmingly low-income. Over the past ten years it has developed a reputation as the “good” school in the neighborhood, but that doesn’t mean the teachers and administrators don’t struggle with the same behavior issues as other schools or that they don’t have high school students reading at an elementary school level. The difference is how those students are treated.\u003c/p>\n\u003cfigure id=\"attachment_45118\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/IMG_0150-1440x960.jpg\" alt=\"Students at WHEELS observe and examine butterflies.\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-960x640.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at WHEELS observe and examine butterflies. \u003ccite>(Courtesy WHEELS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We seek to know kids well,” Rochowicz said. “And then we get to know families well and communities well.” Rochowicz is in his first year as the school’s principal after apprenticing with the outgoing founding principal. He also taught high school social studies at the school for five years.\u003c/p>\n\u003cp>When he taught seniors, Rochowicz would often ask his students what qualities they hoped the school will always have, no matter how much change it undergoes. “They all agree almost unanimously on the relationships and the rigor,” he said.\u003c/p>\n\u003cp>At WHEELS, rigor looks like engaging students in tasks with real consequences that also allow for broader conversations about concepts. For example, one of Rochowicz’ favorite projects was when he asked students to create business plans about something important to them. These weren’t pretend business plans. Rochowicz downloaded a small business plan template from the New York City website and students used those to build their plans. They interviewed people in the field doing the same type of work, talked to potential consumers and found business advisors. At the end, entrepreneurs came in to evaluate student pitches in a \"Shark Tank\" style event.\u003c/p>\n\u003cp>“That engaging task meant that my kids wanted to argue about whether Keynesian or supply-side economics would best support their business,” Rochowicz said. He believes that most behavior management problems in classrooms are actually instructional problems.\u003c/p>\n\u003cp>“They didn’t plan well that day or their unit plan is not authentic and engaging where students want to work towards it,” he said. When students are involved in work that matters to them and that really gets them thinking, there are often fewer behavior issues. He says social justice is a great place to start with many adolescents; they find issues that affect them daily engaging.\u003c/p>\n\u003cp>The other common structure many Expeditionary Learning schools have is \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\">the crew\u003c/a>, a consistent group of peers and a facilitator who meet daily to check in, talk through life problems and support one another. “That’s where you start to see some of the peer-to-peer relationships that have significant impact,” Rochowicz said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESOURCES\u003c/strong>\u003c/p>\n\u003cp>Ron Berger’s organization, \u003ca href=\"http://eleducation.org/about/our-approach\" target=\"_blank\">EL Education\u003c/a>, partners directly with district or charter schools to implement the whole school model at work in schools like WHEELS.* Additionally, Berger and other staff are mining best practices from the \u003ca href=\"http://eleducation.org/about/schools\" target=\"_blank\">initial 150 schools\u003c/a> to create free online resources any district could use. This approach has advantages and liabilities. On one hand, the organization has much less ability to control for quality, but on the other hand, their resources are reaching far more educators.\u003c/p>\n\u003cp>The\u003ca href=\"http://commoncoresuccess.eleducation.org/\"> English Language Arts curriculum\u003c/a> EL Education created out of novels, primary source documents, and non-fiction books has been downloaded six million times. Berger has no idea how the curriculum is being used, but he and his staff have tried to design it in a way that encourages teachers to use it to build school culture. Most of the curriculum is not teacher directed and many of the protocols call for students to analyze text together, think together and present together. These are good first steps towards a deeper level of learning that can reach any teacher looking to get started.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This post was updated to clarify that EL Education still works with its original partner schools, but has also shifted to focus on free online resources.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The practice of deeper learning can draw suspicion from parents who aren't familiar with how it works. The Expeditionary Learning model has helped bridge some of those gaps. ","status":"publish","parent":0,"modified":1463629034,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/100358675","https://player.vimeo.com/video/43992567"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1908},"headData":{"title":"Why the Language We Use About Learning Determines Inclusivity | KQED","description":"The practice of deeper learning can draw suspicion from parents who aren't familiar with how it works. The Expeditionary Learning model has helped bridge some of those gaps. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why the Language We Use About Learning Determines Inclusivity","datePublished":"2016-05-18T13:14:13.000Z","dateModified":"2016-05-19T03:37:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45075 http://ww2.kqed.org/mindshift/?p=45075","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/18/why-the-language-we-use-about-learning-determines-inclusivity/","disqusTitle":"Why the Language We Use About Learning Determines Inclusivity","path":"/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ron Berger started his career teaching low-income white kids in rural America. He has spent the last 15 years working with urban schools educating mostly kids of color. No matter the context or the population of students he has worked with, his definition of equitable education hasn’t changed. “My view of equity is that kids of all kinds are capable of doing beautiful work,” Berger said at High Tech High’s Deeper Learning Conference. This year the conference focused on equity and how the Deeper Learning Movement can position itself to demonstrate what quality learning in public schools could look like.\u003c/p>\n\u003cp>Now the \u003ca href=\"http://eleducation.org/about/staff/ron-berger#elnav-menu-0\" target=\"_blank\">Chief Academic Officer for EL Education\u003c/a>, Berger and his organization work with 150 schools using the Expeditionary Learning model deeply. He often notices that the language of deeper learning -- terms like project-based learning, expeditions, makerspaces -- doesn’t always connect with low-income families trying to choose the best education path for their children.\u003c/p>\n\u003cp>“If you go into a school of very low-income kids, and that can be an urban school or a rural school, it could be either, and it could be white kids or it could be kids of color, doesn’t matter, those parents are worried about their kids succeeding in life,” Berger said. “And they’re worried with good reason.”\u003c/p>\n\u003cp>Unlike peers from wealthier families who have a family narrative of going to college and achieving success (as well as more resources and connections to fall back on), kids from low-income families have little guarantees that they will succeed. Often their lived experiences demonstrate that people like them often don’t go to college or get good jobs. And schools in low-income neighborhoods are often worse than ones in higher-income areas. Parents are rightfully worried about the quality of education their children will receive.\u003c/p>\n\u003cp>“For them if you use words like makerspaces, project-based learning, different pedagogies, it scares them,” Berger said. “They feel like, ‘don’t experiment with my kids. My kids are already at risk. My kids just need the basic skills. They need to pass those tests. They need to do well in life. Don’t try crazy new ideas with our kids.’ And I empathize with that. I totally understand it.”\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>That’s why when Berger talks with parents and educators about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">deeper learning\u003c/a> he starts by \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\" target=\"_blank\">pointing out the success stories\u003c/a> of kids at other Expeditionary Learning schools, serving kids with the same demographics and family backgrounds, who have thrived in this kind of model.\u003c/p>\n\u003cp>“We go into those schools and we lead with what they are hoping for for their kids,” Berger said. “We lead with the outcome. And then the way we get there is second.” When he is able to show examples of schools that are far \u003ca href=\"http://eleducation.org/results/by-the-numbers\">outperforming the other district schools\u003c/a> in the area, while complying with the same rules, it’s much easier to get traction. It also helps convince doubtful educators or administrators.\u003c/p>\n\u003cp>“It’s the same kids,” Berger said. “You could say it’s a lack in the kids, there’s a lack in the families, but this school is proving that’s not it. It’s not a problem with the kids. It’s not a problem with the families. Under the right conditions those kids can be ready and get into college.” Berger is trying to demonstrate to anyone who falls back on these common excuses that they don’t hold up. Deeper learning can be done with all kids; all kids are capable of producing beautiful work, but it does take more time and a willingness to break from the sheer breadth of content and dig deeper in a few areas.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/100358675\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>Berger understands the pressure many teachers feel to cover every topic that might be on statewide exams, but he also knows most teachers didn’t get into the profession to skim through content, knowing full well students aren’t understanding or remembering everything. Most teachers got into the profession because they love kids, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/30/what-motivates-teachers/\" target=\"_blank\">want to help them become lifelong learners\u003c/a> and deeply care about the subject they teach in all its complexity. Berger suggests that teachers in a traditional setting stop the coverage marathon at least once a year and go deep on one, rich topic.\u003c/p>\n\u003cp>“Start small and do some really powerful, complex and beautiful work with kids that they can share with their families with pride, and that you can share with the community with pride, and build from that,” Berger said. Maybe that’s a project where students identify an environmental problem in the community, do data collection, write up a scientific report, bring in scientific experts to critique it, and read real scientific papers. Crucially, there should be time to get \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/19/how-looking-at-student-work-keeps-teachers-and-kids-on-track/\" target=\"_blank\">reflect, incorporate feedback\u003c/a>, and turn in multiple drafts.\u003c/p>\n\u003cp>“That alone could change the whole school experience for those kids,” Berger said. “And it’s not totally interdisciplinary; it’s not totally project-based learning; it’s not scary. But once you’ve done that, then the parents and kids are proud to have done something much deeper and more complex and challenging.” He firmly believes that once a kid does high-quality work, she will never be the same after that. She will know she’s capable of that kind of work all the time.\u003c/p>\n\u003cp>“Give them time to do it and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/21/harnessing-the-incredible-learning-potential-of-the-adolescent-brain/\">struggle through it\u003c/a>,\" Berger said. \"And let them be proud to have done something more valuable and more meaningful than they’re used to.”\u003c/p>\n\u003cp>Another way to introduce deeper learning principles to families in a non-threatening way is through the practice of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/23/why-students-should-take-the-lead-in-parent-teacher-conferences/\" target=\"_blank\">student-led conferences\u003c/a>. This is a central practice at \u003ca href=\"http://wheelsnyc.org/\" target=\"_blank\">Washington Heights Expeditionary Learning School (WHEELS)\u003c/a>, a school Berger’s organization works with closely. Principal Tom Rochowicz says now that the school is in its tenth year, families trust its results. But when parents come in for the first student-led conferences in sixth grade, it’s an educational moment.\u003c/p>\n\u003cp>Parents come in expecting to hear mostly from the teacher about their child's progress. Instead, most of the conference time is taken up with the student presenting his or her work, focusing on strengths, weaknesses and learning habits. “Parents see their students talking about their work in meaningful ways and they say, oh, that is better,” Rochowicz said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/43992567\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/43992567\">High School Student-Led Conference\u003c/a> from \u003ca href=\"https://vimeo.com/elschools\">EL Education\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>At WHEELS even the pre-K students lead their own conferences, often disproving their parents’ belief that they aren’t ready for the challenge. “That’s the greatest example of a powerful practice that we do here consistently well,” Rochowicz said. It takes time to explain to parents what’s going to happen and why it’s different, but the payoff is enormous.\u003c/p>\n\u003cp>\u003cstrong>DAY TO DAY CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>WHEELS is the type of school Berger points to when he tell educators everywhere that deeper learning is possible in every community. The New York City district school mostly serves the community in the surrounding few blocks, which is overwhelmingly low-income. Over the past ten years it has developed a reputation as the “good” school in the neighborhood, but that doesn’t mean the teachers and administrators don’t struggle with the same behavior issues as other schools or that they don’t have high school students reading at an elementary school level. The difference is how those students are treated.\u003c/p>\n\u003cfigure id=\"attachment_45118\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/IMG_0150-1440x960.jpg\" alt=\"Students at WHEELS observe and examine butterflies.\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/IMG_0150-960x640.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at WHEELS observe and examine butterflies. \u003ccite>(Courtesy WHEELS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We seek to know kids well,” Rochowicz said. “And then we get to know families well and communities well.” Rochowicz is in his first year as the school’s principal after apprenticing with the outgoing founding principal. He also taught high school social studies at the school for five years.\u003c/p>\n\u003cp>When he taught seniors, Rochowicz would often ask his students what qualities they hoped the school will always have, no matter how much change it undergoes. “They all agree almost unanimously on the relationships and the rigor,” he said.\u003c/p>\n\u003cp>At WHEELS, rigor looks like engaging students in tasks with real consequences that also allow for broader conversations about concepts. For example, one of Rochowicz’ favorite projects was when he asked students to create business plans about something important to them. These weren’t pretend business plans. Rochowicz downloaded a small business plan template from the New York City website and students used those to build their plans. They interviewed people in the field doing the same type of work, talked to potential consumers and found business advisors. At the end, entrepreneurs came in to evaluate student pitches in a \"Shark Tank\" style event.\u003c/p>\n\u003cp>“That engaging task meant that my kids wanted to argue about whether Keynesian or supply-side economics would best support their business,” Rochowicz said. He believes that most behavior management problems in classrooms are actually instructional problems.\u003c/p>\n\u003cp>“They didn’t plan well that day or their unit plan is not authentic and engaging where students want to work towards it,” he said. When students are involved in work that matters to them and that really gets them thinking, there are often fewer behavior issues. He says social justice is a great place to start with many adolescents; they find issues that affect them daily engaging.\u003c/p>\n\u003cp>The other common structure many Expeditionary Learning schools have is \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\">the crew\u003c/a>, a consistent group of peers and a facilitator who meet daily to check in, talk through life problems and support one another. “That’s where you start to see some of the peer-to-peer relationships that have significant impact,” Rochowicz said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESOURCES\u003c/strong>\u003c/p>\n\u003cp>Ron Berger’s organization, \u003ca href=\"http://eleducation.org/about/our-approach\" target=\"_blank\">EL Education\u003c/a>, partners directly with district or charter schools to implement the whole school model at work in schools like WHEELS.* Additionally, Berger and other staff are mining best practices from the \u003ca href=\"http://eleducation.org/about/schools\" target=\"_blank\">initial 150 schools\u003c/a> to create free online resources any district could use. This approach has advantages and liabilities. On one hand, the organization has much less ability to control for quality, but on the other hand, their resources are reaching far more educators.\u003c/p>\n\u003cp>The\u003ca href=\"http://commoncoresuccess.eleducation.org/\"> English Language Arts curriculum\u003c/a> EL Education created out of novels, primary source documents, and non-fiction books has been downloaded six million times. Berger has no idea how the curriculum is being used, but he and his staff have tried to design it in a way that encourages teachers to use it to build school culture. Most of the curriculum is not teacher directed and many of the protocols call for students to analyze text together, think together and present together. These are good first steps towards a deeper level of learning that can reach any teacher looking to get started.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*This post was updated to clarify that EL Education still works with its original partner schools, but has also shifted to focus on free online resources.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45075/why-the-language-we-use-about-learning-determines-inclusivity","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_20995","mindshift_20653","mindshift_20784","mindshift_1040","mindshift_20652"],"featImg":"mindshift_45112","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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