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Will it be enough to combat pandemic learning loss? \u003c/em>\u003c/a>\u003cem>was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As evidence mounts that the pandemic is inflicting academic harm on many students, some Newark schools are turning to a simple yet potentially potent treatment: tutoring.\u003c/p>\n\u003cp>The city school district plans to train students to tutor their peers, and it recently launched a “homework hotline” where teachers work one-on-one with students over video chat. Some Newark charter schools are also bringing in tutors, including corporate volunteers at one school and AmeriCorps members at another. All the tutoring is happening virtually while classrooms are closed.\u003c/p>\n\u003cp>But as schools race to offer students extra help, experts caution that only rigorous and frequent tutoring is likely to help reverse the learning loss caused by the pandemic. The patchwork of programs in cities such as Newark points to the need for \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">federally funded and coordinated\u003c/a> tutoring that is widespread and intensive enough to steer students back on track, \u003ca href=\"https://www.the74million.org/article/slavin-an-open-letter-to-president-elect-biden-a-tutoring-marshall-plan-to-heal-our-students/\">researchers say\u003c/a>.\u003c/p>\n\u003cp>“We can’t expect all these schools to just reinvent the wheel for tutoring with all the coordination, curriculum, training, costs, and expertise it requires,” said Matthew Kraft, a Brown University professor who co-authored \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai20-335.pdf\">a new report\u003c/a> calling for a national tutoring program. “We need to support them to do so.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">Data is piling up\u003c/a> that shows this spring’s school closures knocked many students off course.\u003c/p>\n\u003cp>Testing this fall revealed that \u003ca href=\"https://www.washingtonpost.com/education/students-falling-behind/2020/12/06/88d7157a-3665-11eb-8d38-6aea1adb3839_story.html\">students started this school year behind\u003c/a>, with progress stalling \u003ca href=\"https://www.chalkbeat.org/2020/12/1/21754406/learning-loss-data-spring-nwea-schools-covid\">most in math\u003c/a>; and students of color lost more ground than white students, according to at least \u003ca href=\"https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help\">one analysis\u003c/a>. Meanwhile, several districts are reporting a surge in students \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing their fall classes\u003c/a>.\u003c/p>\n\u003cp>New Jersey, \u003ca href=\"https://www.chalkbeat.org/2020/10/30/21541724/learning-loss-school-districts-tests\">like most states\u003c/a>, did not mandate widespread testing this fall to measure academic backsliding. But in anticipation of probable learning loss, the state recently \u003ca href=\"https://www.nj.com/education/2020/12/are-your-kids-falling-behind-in-school-nj-thinks-they-might-be.html\">said it would give grants\u003c/a> to 16 districts to help students catch up.\u003c/p>\n\u003cp>As schools consider how best to help students rebound, a \u003ca href=\"https://www.nber.org/papers/w27476\">large body of evidence\u003c/a> suggests that small-group tutoring is one of the most effective ways to boost student learning. England recently \u003ca href=\"https://www.chalkbeat.org/2020/8/10/21362664/england-national-tutoring-program-us-americorps-congress\">launched a national tutoring program\u003c/a> to address learning loss, and some \u003ca href=\"https://www.baltimoresun.com/politics/bs-md-pol-millions-for-remote-learning-20200629-rsv45ehtnbfwpp3aqkwf74llpa-story.html\">states\u003c/a> and \u003ca href=\"https://www.latimes.com/california/story/2020-10-09/tutoring-deal-for-los-angeles-students\">districts\u003c/a> in the United States have funded smaller efforts.\u003c/p>\n\u003cp>“There are few interventions in education where the evidence is as compelling and overwhelming as it is for the efficacy of tutoring,” said Kraft, who co-authored the paper with Grace Falken calling for a massive, federally funded \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">expansion of tutoring\u003c/a> into every public school.\u003c/p>\n\u003cp>But not all tutoring programs are equal. Kraft said the most effective programs keep student-to-tutor ratios low, schedule several sessions per week, and provide tutors with high-quality training and teaching materials. Tutoring usually works better during the school day because students are more likely to attend and take it seriously, said Kraft, who recommends lengthening the school day by 30 minutes to make time for tutoring.\u003c/p>\n\u003cp>In Newark, the district is planning \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/home?authuser=0\">a suite of tutoring programs\u003c/a> this school year, according to documents and the district website. While still likely to benefit students, the programs might not feature all the hallmarks of effective tutoring, such as well-trained tutors and frequent sessions.\u003c/p>\n\u003cp>Through the district’s peer tutoring program, students in grades 3-11 will learn to coach their classmates. Teachers are responsible for choosing and training students to become tutors, according to district guidance. The guidance does not say how often tutoring will occur or what curriculum the student tutors will use.\u003c/p>\n\u003cp>A district spokesperson would not answer questions or provide any information about the tutoring programs, and did not allow a school board member to be interviewed.\u003c/p>\n\u003cp>The effort was supposed to be up and running by October, but has yet to roll out to all schools.\u003c/p>\n\u003cp>The \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/homework-hotline-schedule?authuser=0\">homework hotline\u003c/a> connects students with teachers who are on call from 3:30 to 5:30 p.m. Monday through Thursday. Students can choose a teacher who specializes in the subject they need help with, then join the teacher’s video chat.\u003c/p>\n\u003cp>One of the hotline workers is Wilmarie Morales, a bilingual teacher at Ridge Street School. Last Wednesday, she met virtually with a Spanish-speaking sixth-grader who recently arrived from Ecuador and needed help understanding his assignments. On Thursday, she assisted a second-grader who logs on almost every afternoon. They worked on science, math, and spelling assignments, and read a book about Santa Claus.\u003c/p>\n\u003cp>“Some kids, you’re on with them an hour; other kids, you’re on with them 10 minutes,” Morales said. “The kids enjoy it, they like it.”\u003c/p>\n\u003cp>The hotline, which \u003ca href=\"https://www.facebook.com/NewarkPublicSchools/posts/1985079014967156\">began Nov. 30\u003c/a>, offers individual support. But with only about 20 teachers, the program can only serve a fraction of the district’s more than 36,000 students.\u003c/p>\n\u003cp>Individual schools also offer virtual afterschool programs that include tutoring. However, school staffers say that getting students to voluntarily attend after a full day of remote learning can be difficult. Yolanda Johnson, a parent advocate whose daughter has attended University High School’s afterschool program, said tutoring should be required.\u003c/p>\n\u003cp>“It’s critical right now,” she said. “School districts should make it mandatory.”\u003c/p>\n\u003cp>Beyond tutoring, the district also created math and phonics “bootcamps” this fall, where elementary school teachers gave a series of lessons reviewing essential skills in those subjects. And through a partnership with the Newark Public Library, district teachers will record lessons on different topics that students can watch online. After a delay, the service will launch in January, a library official said.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22172442/GOLCS_tutoring.jpg\">Patrick Wall/Chalkbeat\u003cfigcaption>An AmeriCorps fellow worked with Great Oaks Legacy Charter School students in 2019. During remote learning, the fellows are now tutoring students remotely.\u003c/figcaption>\u003c/figure>\n\u003cp>Newark charter schools are also ramping up academic support this fall.\u003c/p>\n\u003cp>At Philip’s Academy Charter School, volunteers from Prudential Financial tutor struggling students over Zoom each Tuesday through a program called \u003ca href=\"https://www.prnewswire.com/news-releases/the-actuarial-foundations-math-motivators-program-cracks-the-code-on-free-virtual-tutoring-301163320.html\">Math Motivators\u003c/a>. Teachers also offer small-group tutoring sessions every Saturday. And during two “intervention” periods each week, teachers review topics with small groups of students who need extra help while the rest use online-learning programs.\u003c/p>\n\u003cp>Principal Yasmeen Sampson said testing this fall showed that about half of students were starting below grade level. That prompted the school to schedule the hour-long intervention periods during the school day so all students have access to tutoring.\u003c/p>\n\u003cp>“We don’t want students to be excluded from getting what they need,” she said.\u003c/p>\n\u003cp>Great Oaks Legacy Charter School offers tutoring that closely resembles what some \u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2020/08/10/489168/opportunity-counseling-corps-helping-k-12-students-young-adults-recover-coronavirus-crisis/\">think tanks\u003c/a> and \u003ca href=\"https://www.coons.senate.gov/imo/media/doc/CORPS%20Act%20one%20pager%5b1%5d.pdf\">lawmakers\u003c/a> have proposed.\u003c/p>\n\u003cp>Through \u003ca href=\"https://greatoakslegacy.org/join-our-team/tutor-corps/\">an AmeriCorps fellowship\u003c/a> that predated the pandemic, recent college graduates tutor small groups of students during a designated period each day. The full-time tutors also work with struggling students after school and on Saturdays. The school trains the tutors and teachers meet with them regularly to track student progress and plan lessons.\u003c/p>\n\u003cp>“You really need systems and oversight,” said Dr. Prudence Minton, chief academic officer of the network’s middle school. “That’s been the biggest part of the program.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fnewark.chalkbeat.org%2F2020%2F12%2F15%2F22176662%2Fnewark-virtual-tutoring-learning-loss\" alt=\"\">\u003c/p>\n\n","blocks":[],"excerpt":"Some districts are turning to tutoring to help students who have struggled during distance learning. Studies show intentional tutoring can help students make gains. ","status":"publish","parent":0,"modified":1608108590,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1241},"headData":{"title":"How Can Virtual Tutoring Help Students During Distance Learning? - MindShift","description":"Some districts are turning to tutoring to help students who have struggled during distance learning. Studies show intentional tutoring can help students make gains. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can Virtual Tutoring Help Students During Distance Learning?","datePublished":"2020-12-16T08:49:50.000Z","dateModified":"2020-12-16T08:49:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57116 https://ww2.kqed.org/mindshift/?p=57116","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/16/how-can-virtual-tutoring-help-students-during-distance-learning/","disqusTitle":"How Can Virtual Tutoring Help Students During Distance Learning?","nprByline":"\u003ca href=\"https://chalkbeat.org\">Patrick Wall, Chalkbeat Newark\u003c/a>","path":"/mindshift/57116/how-can-virtual-tutoring-help-students-during-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://newark.chalkbeat.org/2020/12/15/22176662/newark-virtual-tutoring-learning-loss\">\u003cem>Newark schools are ramping up virtual tutoring. Will it be enough to combat pandemic learning loss? \u003c/em>\u003c/a>\u003cem>was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As evidence mounts that the pandemic is inflicting academic harm on many students, some Newark schools are turning to a simple yet potentially potent treatment: tutoring.\u003c/p>\n\u003cp>The city school district plans to train students to tutor their peers, and it recently launched a “homework hotline” where teachers work one-on-one with students over video chat. Some Newark charter schools are also bringing in tutors, including corporate volunteers at one school and AmeriCorps members at another. All the tutoring is happening virtually while classrooms are closed.\u003c/p>\n\u003cp>But as schools race to offer students extra help, experts caution that only rigorous and frequent tutoring is likely to help reverse the learning loss caused by the pandemic. The patchwork of programs in cities such as Newark points to the need for \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">federally funded and coordinated\u003c/a> tutoring that is widespread and intensive enough to steer students back on track, \u003ca href=\"https://www.the74million.org/article/slavin-an-open-letter-to-president-elect-biden-a-tutoring-marshall-plan-to-heal-our-students/\">researchers say\u003c/a>.\u003c/p>\n\u003cp>“We can’t expect all these schools to just reinvent the wheel for tutoring with all the coordination, curriculum, training, costs, and expertise it requires,” said Matthew Kraft, a Brown University professor who co-authored \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai20-335.pdf\">a new report\u003c/a> calling for a national tutoring program. “We need to support them to do so.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">Data is piling up\u003c/a> that shows this spring’s school closures knocked many students off course.\u003c/p>\n\u003cp>Testing this fall revealed that \u003ca href=\"https://www.washingtonpost.com/education/students-falling-behind/2020/12/06/88d7157a-3665-11eb-8d38-6aea1adb3839_story.html\">students started this school year behind\u003c/a>, with progress stalling \u003ca href=\"https://www.chalkbeat.org/2020/12/1/21754406/learning-loss-data-spring-nwea-schools-covid\">most in math\u003c/a>; and students of color lost more ground than white students, according to at least \u003ca href=\"https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help\">one analysis\u003c/a>. Meanwhile, several districts are reporting a surge in students \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing their fall classes\u003c/a>.\u003c/p>\n\u003cp>New Jersey, \u003ca href=\"https://www.chalkbeat.org/2020/10/30/21541724/learning-loss-school-districts-tests\">like most states\u003c/a>, did not mandate widespread testing this fall to measure academic backsliding. But in anticipation of probable learning loss, the state recently \u003ca href=\"https://www.nj.com/education/2020/12/are-your-kids-falling-behind-in-school-nj-thinks-they-might-be.html\">said it would give grants\u003c/a> to 16 districts to help students catch up.\u003c/p>\n\u003cp>As schools consider how best to help students rebound, a \u003ca href=\"https://www.nber.org/papers/w27476\">large body of evidence\u003c/a> suggests that small-group tutoring is one of the most effective ways to boost student learning. England recently \u003ca href=\"https://www.chalkbeat.org/2020/8/10/21362664/england-national-tutoring-program-us-americorps-congress\">launched a national tutoring program\u003c/a> to address learning loss, and some \u003ca href=\"https://www.baltimoresun.com/politics/bs-md-pol-millions-for-remote-learning-20200629-rsv45ehtnbfwpp3aqkwf74llpa-story.html\">states\u003c/a> and \u003ca href=\"https://www.latimes.com/california/story/2020-10-09/tutoring-deal-for-los-angeles-students\">districts\u003c/a> in the United States have funded smaller efforts.\u003c/p>\n\u003cp>“There are few interventions in education where the evidence is as compelling and overwhelming as it is for the efficacy of tutoring,” said Kraft, who co-authored the paper with Grace Falken calling for a massive, federally funded \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">expansion of tutoring\u003c/a> into every public school.\u003c/p>\n\u003cp>But not all tutoring programs are equal. Kraft said the most effective programs keep student-to-tutor ratios low, schedule several sessions per week, and provide tutors with high-quality training and teaching materials. Tutoring usually works better during the school day because students are more likely to attend and take it seriously, said Kraft, who recommends lengthening the school day by 30 minutes to make time for tutoring.\u003c/p>\n\u003cp>In Newark, the district is planning \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/home?authuser=0\">a suite of tutoring programs\u003c/a> this school year, according to documents and the district website. While still likely to benefit students, the programs might not feature all the hallmarks of effective tutoring, such as well-trained tutors and frequent sessions.\u003c/p>\n\u003cp>Through the district’s peer tutoring program, students in grades 3-11 will learn to coach their classmates. Teachers are responsible for choosing and training students to become tutors, according to district guidance. The guidance does not say how often tutoring will occur or what curriculum the student tutors will use.\u003c/p>\n\u003cp>A district spokesperson would not answer questions or provide any information about the tutoring programs, and did not allow a school board member to be interviewed.\u003c/p>\n\u003cp>The effort was supposed to be up and running by October, but has yet to roll out to all schools.\u003c/p>\n\u003cp>The \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/homework-hotline-schedule?authuser=0\">homework hotline\u003c/a> connects students with teachers who are on call from 3:30 to 5:30 p.m. Monday through Thursday. Students can choose a teacher who specializes in the subject they need help with, then join the teacher’s video chat.\u003c/p>\n\u003cp>One of the hotline workers is Wilmarie Morales, a bilingual teacher at Ridge Street School. Last Wednesday, she met virtually with a Spanish-speaking sixth-grader who recently arrived from Ecuador and needed help understanding his assignments. On Thursday, she assisted a second-grader who logs on almost every afternoon. They worked on science, math, and spelling assignments, and read a book about Santa Claus.\u003c/p>\n\u003cp>“Some kids, you’re on with them an hour; other kids, you’re on with them 10 minutes,” Morales said. “The kids enjoy it, they like it.”\u003c/p>\n\u003cp>The hotline, which \u003ca href=\"https://www.facebook.com/NewarkPublicSchools/posts/1985079014967156\">began Nov. 30\u003c/a>, offers individual support. But with only about 20 teachers, the program can only serve a fraction of the district’s more than 36,000 students.\u003c/p>\n\u003cp>Individual schools also offer virtual afterschool programs that include tutoring. However, school staffers say that getting students to voluntarily attend after a full day of remote learning can be difficult. Yolanda Johnson, a parent advocate whose daughter has attended University High School’s afterschool program, said tutoring should be required.\u003c/p>\n\u003cp>“It’s critical right now,” she said. “School districts should make it mandatory.”\u003c/p>\n\u003cp>Beyond tutoring, the district also created math and phonics “bootcamps” this fall, where elementary school teachers gave a series of lessons reviewing essential skills in those subjects. And through a partnership with the Newark Public Library, district teachers will record lessons on different topics that students can watch online. After a delay, the service will launch in January, a library official said.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22172442/GOLCS_tutoring.jpg\">Patrick Wall/Chalkbeat\u003cfigcaption>An AmeriCorps fellow worked with Great Oaks Legacy Charter School students in 2019. During remote learning, the fellows are now tutoring students remotely.\u003c/figcaption>\u003c/figure>\n\u003cp>Newark charter schools are also ramping up academic support this fall.\u003c/p>\n\u003cp>At Philip’s Academy Charter School, volunteers from Prudential Financial tutor struggling students over Zoom each Tuesday through a program called \u003ca href=\"https://www.prnewswire.com/news-releases/the-actuarial-foundations-math-motivators-program-cracks-the-code-on-free-virtual-tutoring-301163320.html\">Math Motivators\u003c/a>. Teachers also offer small-group tutoring sessions every Saturday. And during two “intervention” periods each week, teachers review topics with small groups of students who need extra help while the rest use online-learning programs.\u003c/p>\n\u003cp>Principal Yasmeen Sampson said testing this fall showed that about half of students were starting below grade level. That prompted the school to schedule the hour-long intervention periods during the school day so all students have access to tutoring.\u003c/p>\n\u003cp>“We don’t want students to be excluded from getting what they need,” she said.\u003c/p>\n\u003cp>Great Oaks Legacy Charter School offers tutoring that closely resembles what some \u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2020/08/10/489168/opportunity-counseling-corps-helping-k-12-students-young-adults-recover-coronavirus-crisis/\">think tanks\u003c/a> and \u003ca href=\"https://www.coons.senate.gov/imo/media/doc/CORPS%20Act%20one%20pager%5b1%5d.pdf\">lawmakers\u003c/a> have proposed.\u003c/p>\n\u003cp>Through \u003ca href=\"https://greatoakslegacy.org/join-our-team/tutor-corps/\">an AmeriCorps fellowship\u003c/a> that predated the pandemic, recent college graduates tutor small groups of students during a designated period each day. The full-time tutors also work with struggling students after school and on Saturdays. The school trains the tutors and teachers meet with them regularly to track student progress and plan lessons.\u003c/p>\n\u003cp>“You really need systems and oversight,” said Dr. Prudence Minton, chief academic officer of the network’s middle school. “That’s been the biggest part of the program.”\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>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fnewark.chalkbeat.org%2F2020%2F12%2F15%2F22176662%2Fnewark-virtual-tutoring-learning-loss\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57116/how-can-virtual-tutoring-help-students-during-distance-learning","authors":["byline_mindshift_57116"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_731","mindshift_496"],"featImg":"mindshift_57120","label":"mindshift"},"mindshift_43983":{"type":"posts","id":"mindshift_43983","meta":{"index":"posts_1591205157","site":"mindshift","id":"43983","score":null,"sort":[1456351247000]},"guestAuthors":[],"slug":"high-school-work-from-home-day-gives-students-taste-of-independence","title":"High School 'Work From Home Day' Gives Students Taste of Independence","publishDate":1456351247,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One cold Monday this month, all the students of Park Ridge High School stayed home: wearing their PJs, munching on pretzels and Oreos, hanging out on the couch.\u003c/p>\n\u003cp>It wasn't a snow day or measles epidemic. It was the school's first Virtual Day, where in-person classes were replaced with written lessons and real-time video chats delivered online.\u003c/p>\n\u003cp>The idea arose because the school, just north of New York City in Park Ridge, N.J., issued every student a Mac laptop last year, says Tina Bacolas, the school's head of instructional technology.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our ultimate goal is to prepare kids for life after high school.'\u003c/aside>\n\u003cp>The school chose a software system called \u003ca href=\"https://www.schoology.com/k-12\">Schoology\u003c/a> that allows students and teachers to communicate by text and video and post assignments.\u003c/p>\n\u003cp>\"Once we had that up and running, the idea of a virtual school day was thrown out there\" as a way of testing those capabilities, Bacolas told NPR Ed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"No alarm. No school bus. No problem. Thanks to a school's laptop program, everyone takes a virtual lesson.","status":"publish","parent":0,"modified":1456351465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":738},"headData":{"title":"High School 'Work From Home Day' Gives Students Taste of Independence | KQED","description":"No alarm. No school bus. No problem. Thanks to a school's laptop program, everyone takes a virtual lesson.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"High School 'Work From Home Day' Gives Students Taste of Independence","datePublished":"2016-02-24T22:00:47.000Z","dateModified":"2016-02-24T22:04:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43983 http://ww2.kqed.org/mindshift/?p=43983","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/24/high-school-work-from-home-day-gives-students-taste-of-independence/","disqusTitle":"High School 'Work From Home Day' Gives Students Taste of Independence","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"466460375","nprApiLink":"http://api.npr.org/query?id=466460375&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/23/466460375/study-in-your-pjs-what-a-high-school-work-from-home-day-looks-like?ft=nprml&f=466460375","nprRetrievedStory":"1","nprPubDate":"Tue, 23 Feb 2016 14:00:00 -0500","nprStoryDate":"Tue, 23 Feb 2016 06:37:00 -0500","nprLastModifiedDate":"Tue, 23 Feb 2016 14:00:14 -0500","path":"/mindshift/43983/high-school-work-from-home-day-gives-students-taste-of-independence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One cold Monday this month, all the students of Park Ridge High School stayed home: wearing their PJs, munching on pretzels and Oreos, hanging out on the couch.\u003c/p>\n\u003cp>It wasn't a snow day or measles epidemic. It was the school's first Virtual Day, where in-person classes were replaced with written lessons and real-time video chats delivered online.\u003c/p>\n\u003cp>The idea arose because the school, just north of New York City in Park Ridge, N.J., issued every student a Mac laptop last year, says Tina Bacolas, the school's head of instructional technology.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our ultimate goal is to prepare kids for life after high school.'\u003c/aside>\n\u003cp>The school chose a software system called \u003ca href=\"https://www.schoology.com/k-12\">Schoology\u003c/a> that allows students and teachers to communicate by text and video and post assignments.\u003c/p>\n\u003cp>\"Once we had that up and running, the idea of a virtual school day was thrown out there\" as a way of testing those capabilities, Bacolas told NPR Ed.\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>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43983/high-school-work-from-home-day-gives-students-taste-of-independence","authors":["byline_mindshift_43983"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_750","mindshift_122","mindshift_496"],"featImg":"mindshift_43984","label":"mindshift"},"mindshift_40025":{"type":"posts","id":"mindshift_40025","meta":{"index":"posts_1591205157","site":"mindshift","id":"40025","score":null,"sort":[1428414275000]},"guestAuthors":[],"slug":"how-games-can-be-used-to-teach-college-level-chinese","title":"How Games Can Be Used To Teach College-Level Chinese Courses","publishDate":1428414275,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Tensions ran high as a stern detective interrogated a group of American students at a Beijing police station. The questions were fired in Mandarin, but the students stood their ground and responded in kind. This was not a scene from a blockbuster thriller or an episode of \u003cem>Locked Up Abroad\u003c/em>, but the final exam for the Mandarin and Chinese Culture class Lee Sheldon designed at the Rensselaer Polytechnic Institute. Using Mandarin-speaking actors and an elaborate backstory involving a stolen manuscript, Sheldon worked with the course’s instructor to deliver the class as a narrative-driven game that immersed students in Chinese culture without ever having to leave the Troy, New York campus.\u003c/p>\n\u003cp>Sheldon is no stranger to the art of crafting narratives, and his unique classes mark the convergence of his multifaceted career as a screenwriter, author, producer, game designer and academic. While working as a writer in Hollywood, he penned over 200 episodes for TV classics like \u003cem>Charlie’s Angels\u003c/em>, \u003cem>Cagney \u003c/em>and\u003cem> Lacey \u003c/em>and\u003cem> Star Trek: The Next Generation\u003c/em>. He transitioned into game design in the mid-1990s and then to academia when he accepted an offer to teach screenwriting and game design at Indiana University Bloomington.\u003c/p>\n\u003cp>“After a couple of years teaching and becoming increasingly bored—I feared my students were as well—I tried to think of a way to make the classes more interesting to all concerned,” said Sheldon. His “Aha” moment came when he thought to re-conceive his game design class as an \u003ca href=\"http://blogs.kqed.org/mindshift/2014/10/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic/\">Alternate Reality Game\u003c/a> (ARG), a complex live-action game format he had experimented with during his days as a game designer.\u003c/p>\n\u003cp>A look at an \"interrogation\" and how students speak Chinese with actors in this alternate reality game:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_5ShOX4enU8\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The university lecture format has remained virtually unchanged since the Middle Ages, but the demands of the modern world are causing institutes of higher learning to do some serious soul searching. Efforts to innovate new models for college education have led to \u003ca href=\"http://blogs.kqed.org/mindshift/2015/02/how-professors-can-bolster-inquiry-in-college-using-k-12-tech-tricks/\">flipped classrooms\u003c/a>, in-class student respond systems, sophisticated online courses, massive open online courses (MOOCs) and multimedia lectures--and now games have joined the fray.\u003c/p>\n\u003cp>The \u003ca href=\"http://redarchive.nmc.org/publications/2014-horizon-report-higher-ed\">2014 Horizon Report on Higher Education\u003c/a>, an annual NMC publication that identifies and predicts education trends, states that games are “gaining support among educators who recognize that effectively designed games can stimulate large gains in productivity and creativity among learners.” Professors are not only using \u003ca href=\"http://www.escapistmagazine.com/news/view/120242-Study-Skyrim-at-Rice-University\">video games as course material\u003c/a>, but there has been an explosion of college-level game design courses. This speaks to the increasingly important role games play in modern society, or what professor Joost Raessens from Utrecht University terms the “\u003ca href=\"http://projects.digital-cultures.net/meson-press/files/2014/06/rethinking-gamification-raessens-the-ludification-of-culture.pdf\">ludification of culture\u003c/a>.”\u003c/p>\n\u003cp>\u003cstrong>“Good Morning. You all have an F.”\u003c/strong>\u003c/p>\n\u003cp>Sheldon would start his first game-based class by announcing “Good morning. You all have an F.” His student’s initial shock and dismay quickly gave way to enthusiasm upon further explanation. Unlike traditional grading systems that erode from a perfect score, the class would mirror the “level up” model of video game scoring. Students start at zero (the proverbial “F”) and work their way up by earning experience points for a variety of tasks and activities. The experience points system is much more forgiving of failure than traditional grading, and it encourages mastery. Students can keep working to build their score towards a respectable grade, rather than suffering permanent and potentially demoralizing setbacks from unalterable missteps.\u003c/p>\n\u003cp>The model’s success led Sheldon to write \u003ca href=\"http://www.amazon.com/The-Multiplayer-Classroom-Designing-Coursework/dp/1435458443\">\u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>,\u003c/a> which has become required reading for educators and designers who seek to deliver classes as games. The freedom to fail, rapid feedback, progression and storytelling are the most consistently engaging game elements when applied to learning environments, according to a \u003ca href=\"http://clab.iat.sfu.ca/pubs/Stott-Gamification.pdf\">2013 analysis\u003c/a> by professors Andrew Stott and Carman Neustaedter from Simon Fraser University.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9cK6EuPv3aiI0fifc7srL7piya9WILFo\"]\u003c/p>\n\u003cp>Transforming the grading system in Sheldon’s class was only the beginning. Students became players, the professor was the Game Master, group work was carried out in guilds and assignments were delivered as quests, all held together by an engaging storyline. Sheldon has since designed over a dozen different classes as games, with plot lines that involve alien abductions, traditional Kung Fu tea ceremonies, a future of genetically-enhanced humans, and even a saga about an Irish family immigrating to Mars to teach engineering.\u003c/p>\n\u003cp>“The learning objectives exceeded my wildest imagination,” said Sheldon. “The average class grade went from a C to a B. The average grade for midterm exams has either been A or A-. Class attendance is almost perfect.” He noted that students were visibly more excited about their classes, carried out extra work on their own, and enthusiastically competed and collaborated. “It was so successful students not in the class were begging to be allowed to audit it,” added Sheldon.\u003c/p>\n\u003cp>One of the virtual \u003ca href=\"http://thelostmanuscriptii.wp.rpi.edu/\">elements\u003c/a> of the Mandarin Chinese class:\u003c/p>\n\u003cp>https://vimeo.com/83822569\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"Colleges are looking to engage their students too by applying game design and creating alternate realities for learning. ","status":"publish","parent":0,"modified":1471386128,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":866},"headData":{"title":"How Games Can Be Used To Teach College-Level Chinese Courses | KQED","description":"Colleges are looking to engage their students too by applying game design and creating alternate realities for learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Games Can Be Used To Teach College-Level Chinese Courses","datePublished":"2015-04-07T13:44:35.000Z","dateModified":"2016-08-16T22:22:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40025 http://ww2.kqed.org/mindshift/?p=40025","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/07/how-games-can-be-used-to-teach-college-level-chinese/","disqusTitle":"How Games Can Be Used To Teach College-Level Chinese Courses","path":"/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tensions ran high as a stern detective interrogated a group of American students at a Beijing police station. The questions were fired in Mandarin, but the students stood their ground and responded in kind. This was not a scene from a blockbuster thriller or an episode of \u003cem>Locked Up Abroad\u003c/em>, but the final exam for the Mandarin and Chinese Culture class Lee Sheldon designed at the Rensselaer Polytechnic Institute. Using Mandarin-speaking actors and an elaborate backstory involving a stolen manuscript, Sheldon worked with the course’s instructor to deliver the class as a narrative-driven game that immersed students in Chinese culture without ever having to leave the Troy, New York campus.\u003c/p>\n\u003cp>Sheldon is no stranger to the art of crafting narratives, and his unique classes mark the convergence of his multifaceted career as a screenwriter, author, producer, game designer and academic. While working as a writer in Hollywood, he penned over 200 episodes for TV classics like \u003cem>Charlie’s Angels\u003c/em>, \u003cem>Cagney \u003c/em>and\u003cem> Lacey \u003c/em>and\u003cem> Star Trek: The Next Generation\u003c/em>. He transitioned into game design in the mid-1990s and then to academia when he accepted an offer to teach screenwriting and game design at Indiana University Bloomington.\u003c/p>\n\u003cp>“After a couple of years teaching and becoming increasingly bored—I feared my students were as well—I tried to think of a way to make the classes more interesting to all concerned,” said Sheldon. His “Aha” moment came when he thought to re-conceive his game design class as an \u003ca href=\"http://blogs.kqed.org/mindshift/2014/10/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic/\">Alternate Reality Game\u003c/a> (ARG), a complex live-action game format he had experimented with during his days as a game designer.\u003c/p>\n\u003cp>A look at an \"interrogation\" and how students speak Chinese with actors in this alternate reality game:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_5ShOX4enU8'\n title='//www.youtube.com/embed/_5ShOX4enU8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The university lecture format has remained virtually unchanged since the Middle Ages, but the demands of the modern world are causing institutes of higher learning to do some serious soul searching. Efforts to innovate new models for college education have led to \u003ca href=\"http://blogs.kqed.org/mindshift/2015/02/how-professors-can-bolster-inquiry-in-college-using-k-12-tech-tricks/\">flipped classrooms\u003c/a>, in-class student respond systems, sophisticated online courses, massive open online courses (MOOCs) and multimedia lectures--and now games have joined the fray.\u003c/p>\n\u003cp>The \u003ca href=\"http://redarchive.nmc.org/publications/2014-horizon-report-higher-ed\">2014 Horizon Report on Higher Education\u003c/a>, an annual NMC publication that identifies and predicts education trends, states that games are “gaining support among educators who recognize that effectively designed games can stimulate large gains in productivity and creativity among learners.” Professors are not only using \u003ca href=\"http://www.escapistmagazine.com/news/view/120242-Study-Skyrim-at-Rice-University\">video games as course material\u003c/a>, but there has been an explosion of college-level game design courses. This speaks to the increasingly important role games play in modern society, or what professor Joost Raessens from Utrecht University terms the “\u003ca href=\"http://projects.digital-cultures.net/meson-press/files/2014/06/rethinking-gamification-raessens-the-ludification-of-culture.pdf\">ludification of culture\u003c/a>.”\u003c/p>\n\u003cp>\u003cstrong>“Good Morning. You all have an F.”\u003c/strong>\u003c/p>\n\u003cp>Sheldon would start his first game-based class by announcing “Good morning. You all have an F.” His student’s initial shock and dismay quickly gave way to enthusiasm upon further explanation. Unlike traditional grading systems that erode from a perfect score, the class would mirror the “level up” model of video game scoring. Students start at zero (the proverbial “F”) and work their way up by earning experience points for a variety of tasks and activities. The experience points system is much more forgiving of failure than traditional grading, and it encourages mastery. Students can keep working to build their score towards a respectable grade, rather than suffering permanent and potentially demoralizing setbacks from unalterable missteps.\u003c/p>\n\u003cp>The model’s success led Sheldon to write \u003ca href=\"http://www.amazon.com/The-Multiplayer-Classroom-Designing-Coursework/dp/1435458443\">\u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>,\u003c/a> which has become required reading for educators and designers who seek to deliver classes as games. The freedom to fail, rapid feedback, progression and storytelling are the most consistently engaging game elements when applied to learning environments, according to a \u003ca href=\"http://clab.iat.sfu.ca/pubs/Stott-Gamification.pdf\">2013 analysis\u003c/a> by professors Andrew Stott and Carman Neustaedter from Simon Fraser University.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Transforming the grading system in Sheldon’s class was only the beginning. Students became players, the professor was the Game Master, group work was carried out in guilds and assignments were delivered as quests, all held together by an engaging storyline. Sheldon has since designed over a dozen different classes as games, with plot lines that involve alien abductions, traditional Kung Fu tea ceremonies, a future of genetically-enhanced humans, and even a saga about an Irish family immigrating to Mars to teach engineering.\u003c/p>\n\u003cp>“The learning objectives exceeded my wildest imagination,” said Sheldon. “The average class grade went from a C to a B. The average grade for midterm exams has either been A or A-. Class attendance is almost perfect.” He noted that students were visibly more excited about their classes, carried out extra work on their own, and enthusiastically competed and collaborated. “It was so successful students not in the class were begging to be allowed to audit it,” added Sheldon.\u003c/p>\n\u003cp>One of the virtual \u003ca href=\"http://thelostmanuscriptii.wp.rpi.edu/\">elements\u003c/a> of the Mandarin Chinese class:\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"83822569"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese","authors":["11107"],"categories":["mindshift_195"],"tags":["mindshift_20767","mindshift_20784","mindshift_1040","mindshift_548","mindshift_496"],"featImg":"mindshift_40028","label":"mindshift"},"mindshift_11558":{"type":"posts","id":"mindshift_11558","meta":{"index":"posts_1591205157","site":"mindshift","id":"11558","score":null,"sort":[1305651157000]},"guestAuthors":[],"slug":"a-day-in-the-life-of-a-virtual-school-student","title":"A Day in the Life of a Virtual School Student","publishDate":1305651157,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flvs.net\" target=\"_blank\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-medium wp-image-11723\" title=\"5564517738_a1f1fa04bc_z-620x412\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/5564517738_a1f1fa04bc_z-620x4121-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for Carlyanne, who has diabetes, the convenience of doing school work at home is a big advantage.)\u003c/p>\n\u003cp>The Jouberts, whose father is in the military, requiring the family to travel a great deal, were homeschooled by their mother until recently.\u003c/p>\n\u003cp>\"Online classes are easy to understand. You can move onto the next thing much faster,\" Christianne says. \"I have a friend in regular public school who says that they like FLVS courses better because they don't have to wait around for the other students to get it -- or get frustrated when they don't get it themselves. But it's not easier because it's of a lower quality. The better quality makes it easier.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I chatted with both girls and got a good glimpse into their academic life is like -- flexible, varied, and personalized. It's not the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">best fit for every kid\u003c/a>, of course, but for these students, it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is going to school at FLVS different from being homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: The assignments are different. The courses I took when my mom was teaching me were mostly reading the lessons, getting the information, doing worksheets and exams and that kind of stuff. At FLVS, I write essays, I do PowerPoint presentations and brochures. In my Latin course, I had to pretend I lived in 100 B.C. and write up an invitation and a menu. There are different assignments for those who are more creative. The lessons also show the information in different ways; sometimes there's a visual representation, like a diagram or a video, to help remember it.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What is your typical day like at virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: Most days, I'll get up and do my chores around the house and then once I get onto the computer I can just start my lessons, read through the lesson and do the assignment. For me, it's easy. I read through the information and then I can move on to the next assignment. I don't have to wait. I can go ahead and do more, so I get done with the course faster. I get to learn more instead of being bored.\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: I can start at 10 a.m. and end at 4 p.m. and have an entire week's worth of work done. Since I can move faster through school, I have time to explore my passion for writing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with your teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I can call my teacher, or text her, or go into a special chatroom. I talk with my teachers at least twice a month because I do oral exams and monthly calls. I don't usually have to call them because I haven't needed much help, but they are always there when I need them. They've always responded to me within 24 hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Since I can move faster through school, I have time to explore my passion for writing.\"\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I email my teachers every day. They're very personable. I just finished my English course and my teacher said, 'If you need anything, you can call me,' even though I'm not her student anymore. If you have an issue, if you're not quite getting something, you can email or text your teacher; there are also help buttons on every page if you need extra help on assignments. I get a call from one of my teachers at least once a week asking if I'm doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What's the best part about virtual school for you?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: First, of course, I get to travel at whatever pace I want to. If I'm having a bad week, or a bad day with my diabetes, it doesn't matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. I just signed up for my first eleventh-grade courses. When I started with the virtual school, it was the summer I turned twelve. I had had a computer for gaming purposes, but I had never really been going on the Internet. [Through FLVS], I learned all different kinds of programs like PowerPoint and \u003ca href=\"http://office.microsoft.com/en-us/publisher/\" target=\"_blank\">Microsoft Publisher\u003c/a> and \u003ca href=\"http://www.glogster.com/\" target=\"_blank\">Glogster\u003c/a>, a software that helps you create special posters. It gave me a way to learn how to use the different tools so that someday I can use all these things in the workplace.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>\u003cem>Carylanne\u003c/em>: There are at least one or two collaboration assignments per course. I found my chemistry course was the easiest one because I was able to find a partner who was willing to work. We use a special chatroom through FLVS. Once, I had a partner who was supposed to meet me in the chatroom at a certain time and they didn't show up, so it was a little bit harder to work with them. Something we're asked a lot is about the lack of socialization being homeschooled or going to virtual school. But I've found that many public school kids seem like they're more shy and have a harder time talking to adults! And with more time on our hands, it's easier to do other activities like volunteering or Girl Scouts or other clubs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\">Read about Christianne and Carlyanne's mother\u003c/a> and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspectives \u003c/a>on the virtual school experience.\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I'm in the newspaper club at FLVS. I'm able to have my voice heard and get across what I think is important. We have online meetings every Tuesday through \u003ca href=\"http://www.elluminate.com/Products/Elluminate_Learning_Suite/Elluminate_Live!/?id=79\" target=\"_blank\">Eluminate Live\u003c/a>. We log on and we're in a virtual classroom. We can put things up on a whiteboard like slide shows, presentations, and PowerPoints, and then we have these breakout sessions where we can all work together on things. We send all the articles to each other using Google Docs. It's just like every other school newspaper, we're just online.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Would you recommend virtual school to other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I've always been homeschooled, so I don't know how public school is, but I like to work at my own pace, just sit in my bedroom and do my homework with no distractions. I've also read statistics that students do better when they are in virtual school -- the grade percentages are higher. Sure, the classrooms are bigger online, but that's helpful when you have to do a collaborative assignment because students could be anywhere in the course. If it does save money [for schools to have online course options], that's good, so you could put more money into the education system. Teachers are still employed, just in a different way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: Whenever I meet another kid my age, I always recommend it as another way to do school. Especially for kids who don't have an easy time with homework or with school. I know one kid in my class from England who said it was easier for him than his public school. Plus, I have more time to write; I was able to write a novel because I had enough time. We went through a self publishing company called \u003ca href=\"http://www2.xlibris.com/index.aspx\" target=\"_blank\">Xlibris\u003c/a>. It's very exciting. I'm working on my second book now. It's already a planned series of four. And after that, I plan on writing another one based on Celtic mythology. I love writing... it's a way to express myself.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305663777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1329},"headData":{"title":"A Day in the Life of a Virtual School Student | KQED","description":"Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Day in the Life of a Virtual School Student","datePublished":"2011-05-17T16:52:37.000Z","dateModified":"2011-05-17T20:22:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11558 http://blogs.kqed.org/mindshift/?p=11558","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/17/a-day-in-the-life-of-a-virtual-school-student/","disqusTitle":"A Day in the Life of a Virtual School Student","path":"/mindshift/11558/a-day-in-the-life-of-a-virtual-school-student","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flvs.net\" target=\"_blank\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-medium wp-image-11723\" title=\"5564517738_a1f1fa04bc_z-620x412\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/5564517738_a1f1fa04bc_z-620x4121-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for Carlyanne, who has diabetes, the convenience of doing school work at home is a big advantage.)\u003c/p>\n\u003cp>The Jouberts, whose father is in the military, requiring the family to travel a great deal, were homeschooled by their mother until recently.\u003c/p>\n\u003cp>\"Online classes are easy to understand. You can move onto the next thing much faster,\" Christianne says. \"I have a friend in regular public school who says that they like FLVS courses better because they don't have to wait around for the other students to get it -- or get frustrated when they don't get it themselves. But it's not easier because it's of a lower quality. The better quality makes it easier.\"\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>I chatted with both girls and got a good glimpse into their academic life is like -- flexible, varied, and personalized. It's not the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">best fit for every kid\u003c/a>, of course, but for these students, it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is going to school at FLVS different from being homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: The assignments are different. The courses I took when my mom was teaching me were mostly reading the lessons, getting the information, doing worksheets and exams and that kind of stuff. At FLVS, I write essays, I do PowerPoint presentations and brochures. In my Latin course, I had to pretend I lived in 100 B.C. and write up an invitation and a menu. There are different assignments for those who are more creative. The lessons also show the information in different ways; sometimes there's a visual representation, like a diagram or a video, to help remember it.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What is your typical day like at virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: Most days, I'll get up and do my chores around the house and then once I get onto the computer I can just start my lessons, read through the lesson and do the assignment. For me, it's easy. I read through the information and then I can move on to the next assignment. I don't have to wait. I can go ahead and do more, so I get done with the course faster. I get to learn more instead of being bored.\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: I can start at 10 a.m. and end at 4 p.m. and have an entire week's worth of work done. Since I can move faster through school, I have time to explore my passion for writing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with your teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I can call my teacher, or text her, or go into a special chatroom. I talk with my teachers at least twice a month because I do oral exams and monthly calls. I don't usually have to call them because I haven't needed much help, but they are always there when I need them. They've always responded to me within 24 hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Since I can move faster through school, I have time to explore my passion for writing.\"\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I email my teachers every day. They're very personable. I just finished my English course and my teacher said, 'If you need anything, you can call me,' even though I'm not her student anymore. If you have an issue, if you're not quite getting something, you can email or text your teacher; there are also help buttons on every page if you need extra help on assignments. I get a call from one of my teachers at least once a week asking if I'm doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What's the best part about virtual school for you?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: First, of course, I get to travel at whatever pace I want to. If I'm having a bad week, or a bad day with my diabetes, it doesn't matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. I just signed up for my first eleventh-grade courses. When I started with the virtual school, it was the summer I turned twelve. I had had a computer for gaming purposes, but I had never really been going on the Internet. [Through FLVS], I learned all different kinds of programs like PowerPoint and \u003ca href=\"http://office.microsoft.com/en-us/publisher/\" target=\"_blank\">Microsoft Publisher\u003c/a> and \u003ca href=\"http://www.glogster.com/\" target=\"_blank\">Glogster\u003c/a>, a software that helps you create special posters. It gave me a way to learn how to use the different tools so that someday I can use all these things in the workplace.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>\u003cem>Carylanne\u003c/em>: There are at least one or two collaboration assignments per course. I found my chemistry course was the easiest one because I was able to find a partner who was willing to work. We use a special chatroom through FLVS. Once, I had a partner who was supposed to meet me in the chatroom at a certain time and they didn't show up, so it was a little bit harder to work with them. Something we're asked a lot is about the lack of socialization being homeschooled or going to virtual school. But I've found that many public school kids seem like they're more shy and have a harder time talking to adults! And with more time on our hands, it's easier to do other activities like volunteering or Girl Scouts or other clubs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\">Read about Christianne and Carlyanne's mother\u003c/a> and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspectives \u003c/a>on the virtual school experience.\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I'm in the newspaper club at FLVS. I'm able to have my voice heard and get across what I think is important. We have online meetings every Tuesday through \u003ca href=\"http://www.elluminate.com/Products/Elluminate_Learning_Suite/Elluminate_Live!/?id=79\" target=\"_blank\">Eluminate Live\u003c/a>. We log on and we're in a virtual classroom. We can put things up on a whiteboard like slide shows, presentations, and PowerPoints, and then we have these breakout sessions where we can all work together on things. We send all the articles to each other using Google Docs. It's just like every other school newspaper, we're just online.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Would you recommend virtual school to other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I've always been homeschooled, so I don't know how public school is, but I like to work at my own pace, just sit in my bedroom and do my homework with no distractions. I've also read statistics that students do better when they are in virtual school -- the grade percentages are higher. Sure, the classrooms are bigger online, but that's helpful when you have to do a collaborative assignment because students could be anywhere in the course. If it does save money [for schools to have online course options], that's good, so you could put more money into the education system. Teachers are still employed, just in a different way.\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>Christianne\u003c/em>: Whenever I meet another kid my age, I always recommend it as another way to do school. Especially for kids who don't have an easy time with homework or with school. I know one kid in my class from England who said it was easier for him than his public school. Plus, I have more time to write; I was able to write a novel because I had enough time. We went through a self publishing company called \u003ca href=\"http://www2.xlibris.com/index.aspx\" target=\"_blank\">Xlibris\u003c/a>. It's very exciting. I'm working on my second book now. It's already a planned series of four. And after that, I plan on writing another one based on Celtic mythology. I love writing... it's a way to express myself.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11558/a-day-in-the-life-of-a-virtual-school-student","authors":["4351"],"categories":["mindshift_193"],"tags":["mindshift_313","mindshift_289","mindshift_124","mindshift_122","mindshift_496","mindshift_78"],"featImg":"mindshift_11723","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? 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