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FM","link":"/"}},"mindshift_62841":{"type":"posts","id":"mindshift_62841","meta":{"index":"posts_1591205157","site":"mindshift","id":"62841","score":null,"sort":[1702378835000]},"guestAuthors":[],"slug":"7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","title":"7 Strategies to ignite active learning – and help students see its benefits","publishDate":1702378835,"format":"standard","headTitle":"7 Strategies to ignite active learning – and help students see its benefits | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>, © 2023 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At its core, active learning relies on a collaborative, student-centered approach. As Vanderbilt University professor Cynthia J. Brame \u003c/span>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/active-learning/\">\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “active learning approaches also often embrace the use of cooperative learning groups, a constructivist-based practice that places particular emphasis on the contribution that social interaction can make.” One would think that students embrace such a model, but an unexpected complication of creating a learning environment around active methods is \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\">sometimes a show of student resistance\u003c/a>. After years of a more passive experience, many students can be loath to do something different, even if the end result will be \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">more fulfilling\u003c/a>. In “\u003c/span>\u003cspan style=\"font-weight: 400\">Students Think Lectures Are Best, But Research Suggests They’re Wrong\u003c/span>\u003cspan style=\"font-weight: 400\">,” Edutopia editor Youki Terada cites a study published in the Proceedings of the National Academy of Sciences (PNAS). \u003ca href=\"https://www.edutopia.org/article/students-think-lectures-are-best-research-suggests-theyre-wrong\">As Terada shares\u003c/a>, the research study showed that “strategies that require low cognitive effort — such as passively listening to a lecture — are often perceived by students to be more effective than active strategies such as hands-on experimentation and group problem-solving.” Why might that be?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-62843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg\" alt=\"cover of Writing Their Future Selves by Miriam Plotinsky\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-800x1142.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1020x1456.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-768x1096.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1076x1536.jpeg 1076w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves.jpeg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">PNAS researchers Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.1821936116\">\u003cspan style=\"font-weight: 400\">answer this question\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they “identify an inherent student bias against active learning that can limit its effectiveness and may hinder the wide adoption of these methods.” Essentially, students perceive that they are most successful in traditional, teacher-directed classrooms. There are any number of reasons they might feel this way, from having never experienced anything different to worrying about what might happen if they are asked to do what feels like more. To combat this problem, the study suggests that teachers explicitly share with students why a more active approach is better and then continue to reinforce its benefits. They write: “The success of active learning will be greatly enhanced if students accept that it leads to deeper learning — and acknowledge that it may sometimes feel like exactly the opposite is true.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching students is not just about communicating content; it is also about being instructive about how to access learning. If we are not explicit about the “why” behind the ways in which class is structured, students will form their own assumptions about what works. It is not enough, therefore, to create a student-centered classroom model and expect everyone to get on board without knowing the rationale behind an active learning approach. Instead, developing a space in which all learners (\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">vocal or otherwise\u003c/a>) can flourish is also dependent upon explaining what is happening as it occurs, \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">gathering student voice along the way\u003c/a>, and course-correcting as needed.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get started on the active learning journey, I share below a list of seven strategies and the benefits of each one to share with students. That way, each time we try one of the tools in practice, students will understand how this approach \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">supports their growth\u003c/a> with a clear explanation of the “why” behind each activity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Big Question\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Midway through sharing new information, the teacher pauses and asks students to write down an area of confusion so far. Then, students either post their questions on the wall and respond in writing or hand them to the teacher to share with the group anonymously.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Clears up confusion\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages a culture of welcoming mistakes and misconceptions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Normalizes not knowing and asking questions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to communicate in a variety of modalities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gives everyone a voice\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Connection, Prediction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a daily objective, students pose a question or idea that makes a connection to prior learning. Then, they develop a prediction about what they are about to learn and share their thoughts with classmates via pairings or small groups.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages the use of higher-order, critical thinking skills\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provides an avenue for students to share at low risk (i.e., in smaller groups) rather than in front of the class\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows the teacher to see how students make meaning of the daily objective in front of them\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Question Everything\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a specific timeframe within the class period, students are asked to phrase any response to a question in a shared space (an online document, chart paper, board, etc.) as an open-ended question. \u003c/span>\u003cspan style=\"font-weight: 400\">Then, students answer the question by posing yet another question of their own in the same space.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Engages students in critical questioning\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">All participants have a chance to respond to one another in an accessible space\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The teacher can be on the lookout for misconceptions and adjust instruction accordingly\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Images and Inspiration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a visual image (a photograph, drawing or similar), the teacher asks students to “free write” for a short period of time about what the image inspires. Depending on the course subject, students could write their conjectures about what they see or engage in a more creative approach.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to make their own meaning of an image before the teacher directs learning more specifically toward the daily lesson\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages students to learn in a different way (i.e. visually)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps to facilitate a more inductive approach to course content\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>One Sentence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For an upcoming extended writing project that may be intimidating, ask students to write just one sentence from the assigned prompt. Then, put them in small groups to examine one another’s sentences and discuss the challenges they face.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Embraces the concept that all learners struggle, and that collaboration is key to surmounting obstacles\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teaches students with multiple points of view to help one another\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Breaks a formidable task into more manageable chunks\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Rephrase, Please!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes, ideas get lost in translation. In this activity, students are asked to take the key ideas taught during direct instruction and phrase them in their own words. They can then post their phrases on a wall, share in groups, or be called upon randomly.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps students make meaning of new concepts in their own heads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acts as a check for understanding for the teacher to see where struggles might still exist\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Empowers students to think critically about the salient ideas presented\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Stump the Teacher\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups and create a series of quiz questions on course content. Then, groups take turns posing questions in an attempt to stump the teacher. If the teacher cannot answer enough questions correctly, the class wins!\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">This gamification technique increases student engagement\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teachers provide students with the opportunity to engage in a role reversal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">By creating the quizzes, students learn material more actively\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is dependent upon the act of critical thinking. With the strategies and accompanying rationale provided above, teachers working with multiple grade levels in a variety of content areas can find at least a few approaches that work to increase the involvement of everyone in the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tempting though it might be to rely on vocal students to carry student discourse each day past the point of awkwardness and toward whatever a teacher might wish to highlight, resisting that urge is key to ensuring that every child in the room is an active learner. Even the loudest students in the room who verbally process information may be \u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">more passive than we suppose\u003c/a>. So, finding more effective ways to involve all students in each day’s learning is an effort that is well worth the time. That way, when a teacher leaves the classroom thinking, “Wow. They were really with me today,” that thought will apply to not just the few students who always like to talk — it will also accurately represent the experience of the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/MirPloMCPS\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-60167 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg\" alt=\"Miriam Plotinsky\" width=\"160\" height=\"247\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than twenty years. She is the author of three books for educators: \u003ca href=\"https://wwnorton.com/books/9781324019879\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classrooms\u003c/a>, \u003ca href=\"https://wwnorton.com/books/9781324030836\">Lead Like a Teacher: How to Elevate Expertise in Your School\u003c/a>, and \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>. Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6387012591&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to the MindShift podcast, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse. Today we’re talking with Miriam Plotinsky, an instructional coach, former high school English teacher and the author of several books. Her newest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selve\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">s, is about nurturing students’ academic identities in uncertain times. So what is academic identity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, it’s a student’s sense of themselves as a learner, scholar and thinker. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Plotinsky conveys a deep belief in every student’s ability to succeed in school. But she also writes that it takes more than belief to help students cultivate a strong academic identity. It takes concrete changes to classroom instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky, Welcome to MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you, Kara. I’m very happy to be here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Your first book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach more, Hover Less\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was about helping teachers stop micromanaging their classrooms. Can you explain what helicopter teaching is and how you spot it?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So it could look like what you would expect it to look like, which would be a teacher literally hovering. However, to me, a lot of the time it means that we have too much teacher talk. So you walk into a classroom and the teacher is running the show the entire time, every single day, day in, day out, and not really giving kids a chance to speak or share or take any kind of control over the learning. And, you know, I I’ve been in classrooms quite frequently where a teacher will be reading out loud to students for an entire class period out of a book. And that’s because there is an underlying fear that if they stop doing that and teach a different way, a more risky way, perhaps that everything will suddenly veer out of their control. Or that kids will stop focusing. And the truth is, if you sort of look around in classrooms where teachers think that they’re keeping a lid on things, the opposite is happening. So whether it’s, you know, very visible signs of disengagement or a kid just sort of politely spacing out, although these days we have the phones. So that’s a whole different look. You know, you’re not going to have them that way. It’s just not going to work. So strangely, helicopter teaching doesn’t have to be about you constantly standing over kids, although it can be, you know, moving from kid to kid and playing sort of a classroom game of whack a mole as well in terms of keeping kids on task when they’re doing something more independently. So it can also look like that. But generally speaking, it’s just this deep seated belief that you have to manage every single thing, which of course, becomes so exhausting.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> And you said you’ve taught this way for the first decade of your career.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was a creative writing class that challenged you to change. What was it about that class that made you rethink your practice?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Essentially what happened was I would assign a project that I thought was really great and they would say, you know, could we do this a different way? And in their case, the different way wasn’t drawing or doing a podcast or whatever it is they wanted to do. It was writing in a different way. Or sometimes it was – and this happened more often than you would think – “I’m working on my novel,” which I thought was so awesome because when I was 15 or 16, I was definitely not working on a novel. And instead of doing your project, can I write more chapters of my novel? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, you know, my instinct at first was to say no. And then I started really thinking about it, and I was like, why am I saying no to them? They want to write things and I’m shutting them down. And so I just decided to give myself, essentially, I decided to just test myself a little bit. And unless their suggestions were completely crazy. I was going to say yes. And what I noticed was this increase in engagement and enthusiasm. And also they wrote more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it really made me rethink that piece of it. And then I started to think, okay, well, I can’t obviously say to students in, you know, my English 10th grade, 11th grade, 12th grade, whatever class that they can do whatever they want. However, what I can do is just be more open to having them write things a different way when when I can do that and sort of say, okay, well, we’re working on this particular skill, how would you like to present that? And sometimes when I just asked kids for ideas of how they wanted to write something. You know, how long do you want to be? What elements do you want to include? What kinds of examples? And I wouldn’t do this all the time, but I would do it intermittently. That gave them more choice in that respect too. And they were more involved.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah, how did it affect your students when you started doing more choice-driven activities in the regular classes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think what happened was they did more and so I could do more to help them. The time where they were, you know, choosing, you know, if I had a day or two days a week where I’d say, okay, we have these three things that we have to do by the end of the week, you pick which one you’re going to do. We’re going to have three sections of the classroom, and one of those sections was always dedicated to me helping individual students with things, whether it was small group instruction, or giving kids feedback, or having conferences on what they were doing. And that gave me time to do things in class with them that I hadn’t been able to do and also to make me more aware of their work so that when I was in the evaluative phase of looking at what they had done, I was so much more informed that I had been before and I knew so much more about the kids in front of me. And so it made a difference for all of us. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In all of your books, you write about things that you later realized weren’t great and you changed them. That kind of intellectual humility is rare, and it’s scary. How has it helped you as an educator to acknowledge those things that you didn’t get quite right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I really think that if we don’t admit that we could be doing things a better way, we are not going to stay in the profession. The only way to allay burnout and to make sure that we are getting better as teachers and to avoid the sort of complacency that I think becomes autopilot and then a gradual downward slide from good teaching to mediocre teaching is to really get uncomfortable and say, I don’t think that this is the best way that I could be doing this. Because, again, you know, there’s this sort of idea from teaching that is much more of a prior era that we’re there to be the focal point and we’re there to really just be this this pillar of knowledge. And then, you know, students will sit there and eagerly learn from us. And what I’ve realized over time is that I’m not the focal point, you know. I’m there actually to turn the light on in others so that they can be the focal point and it shouldn’t center around me. So I just try to find ways to redirect things as much as I can to give kids that that understanding that we’re all in this together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam’s newest book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about showing kids that we ARE all in this together. We’ll get into that, right after this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MIDROLL\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky’s latest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, contains a wealth of tools for classroom teachers. They include journal prompts, discussion formats, and some of her favorite writing games.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I had this tradition when I was teaching creative writing that Friday was called Fun Friday. And what that meant was that whatever projects we were working on or whatever we were doing, sort of in the longer term, we would put on pause on Friday to play some of these writing games. And so the one, and I believe I talk about this in the book too, and I invented it to a degree. It was inspired by a childhood book that I loved called The Magic Box. But the point of the book is that we have these magical empty spaces that we can fill with collective work. And so I took that idea and students would write a story idea on like a little slip of paper each kid individually, and they would take their story idea and put it into the magic box all folded up so that no one else could see it. And then they would draw one at random, and whatever story they pulled, they were going to try to write out the story. And, you know, sometimes there would be this whole, “Oh, do I have to do this one?” Because it could be challenging to get somebody else’s idea and try to write it on paper. But we did it. And then there was an option for sharing where either you could ask for the story idea that you wrote to be shared, or you could go ahead and share what you’d written. And then the person would say, “Oh, that was my idea.” But either way, you’re getting all of this richness out of it, because it might have been an idea that germinated in your brain, but you were seeing what somebody else could do with it. And it was always just really I mean, it could be gratifying, it could be funny, it could be a lot of things, but it was also just a lot of fun.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It reminds me a little bit of elementary school writers workshop or even when I was in middle school, we had these like journals that we would do creative prompts just for like five minutes at the beginning of the class. But that stuff really seems to disappear in high school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s funny that you say that because we would have these conversations in my classes about how creative writing turned into this really serious and very often competitive thing, and the way that I saw creative writing in high school was that we needed to recapture or retain the joy of writing. Like that was goal number one, because kids who signed up to take that class were doing that because they express themselves through writing. That’s what they wanted to do. And so we had to create that sort of space where it really did have that feeling of community and that feeling of togetherness. And I used to call it a warm and fuzzy space, but that was really the intention behind it, because you can’t improve as a writer if you’re already not feeling that validation. It’s a lot harder.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also write that these games nurture a collective spirit of learning. Why does that matter?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It builds a sense of empathy that we all feel this way. My book starts with a section that I call “the disclaimer,” and that section talks about how no matter how old we are or how seasoned we are as writers, we all have this thing that we do before we share something, which is to say, “Oh, you know, I’m really sorry, I was in a hurry” or “This isn’t as good as I usually would do.” But the idea is that when you’re creating that collective spirit of learning, you’re making people comfortable enough that they can transcend that feeling of insecurity and letting them know that this is a space where writing is nurtured and you’re there to grow and we’re not there to create finished products.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Well, they may not be finished products, but feedback is always a part of writing and all kinds of assignments in school. And it’s one of the ways that teachers contribute to students’ academic identities. But it’s often given in ways that confuse students. How can teachers improve the process?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So to me, in order to make the distinction of what feedback is really clear, we have to separate out from two other what we call response categories, which is how teachers respond to students. So we have feedback and we have guidance, which are like suggestions about your work. And then we have evaluation, which usually takes the form of a grade, but it’s a judgment. So feedback is a completely objective series of criteria that we give students or we’re commenting on the criteria about where they – where their work stood in relation to a goal. So, you know, I was teaching a PE teacher a few months ago who taught yoga and she was teaching the lunge and her criteria for success included, you know, your knee has to stay over your ankle and not move over your foot, because that’s going to cause you an injury. So she was she had a criteria for success for the performance of a lunge and watching how students did it. And so if her feedback was “your knee is moving forward,” that’s objective. But if she says “next time try shifting your weight backward a little bit,” that’s guidance, which is a suggestion. And the evaluation would be whatever grade she gave that. So just as long as we help students understand that feedback is not biased or personal because it’s based on that set of criteria and they can see we give them that criteria before they ever do the assignment. We make sure it stays with them. We make sure that we bring it back when we give the feedback, they’ll transparently see what it is they need to do and won’t be a mystery anymore. The problem is that when we don’t have that figured out ahead of time, we give students work and then we do this thing, especially in humanities, where we’re writing endless comments. We get really mad because kids don’t read the comments or they don’t change their behavior, but we haven’t given them a focused sense of what they did. And so we have to focus our feedback so they can understand the expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Right, and it’s it’s kind of easy to recognize how confusing those response categories in qualitative comments is unhelpful to, um, students who aren’t meeting the criteria as well. But it’s also not that helpful to students who are, I would imagine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s funny that you say that because I had a friend who showed me a paper that made him really angry. He got a paper back for a grad class and at the bottom it just said, “Well done. A.” So he’d done really well. But he didn’t know why he’d done really well. He didn’t know what he had to do next time to get the same result. He had no data, no information about his performance and that wasn’t feedback. That was a quick evaluative statement. And also, you know, as a student, you think “Did this person even read this?” So there’s also that doubt. You know, evenif you’re performing, as you would think would be ideal, it’s still not good for you not to get feedback. Everybody needs feedback. And also, no matter how well you do, we can all improve.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also recommend, for sake of improvement, that teachers seek regular feedback from their students, and you stressed that teachers should communicate with students about what feedback they end up using and what feedback they’re unable to use. How might they communicate those things?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think it’s important to be as transparent as possible about what it is you’re trying to do as a teacher. You know, I’ve had students come up to me several times over the years and ask to do something a different way. So, you know, “this is supposed to be a written assignment, but I want to do it as a visual because I’m a really strong visual artist.” And I have to think about as a teacher, if students are telling me we’d like to do this project a different way, can I accommodate that? Or is there a reason that I’ve chosen to do it in this way, in this modality? And if the the bottom line is that I’m trying to get kids to meet a specific standard that has them doing it in that way, I can’t change it. However, I need to tell them that. I need to say, “Hey, you told me you wanted to create this visually. Here’s why we can’t do that this time. However, I do want to make sure that that you’re heard and that you have a chance, an opportunity to show me your skill set in this area. So I’m going to make sure that there’s an assignment that comes up in the next week, two weeks, three weeks that gives you that flexibility. I just can’t do it this time, and here’s why.” So you just have to be very, very clear about where you’re coming from and what your responsibility is, because we have we have a curriculum usually, and we have things that we have to do, and we can’t just let that go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is it important to communicate that with students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Otherwise, everything you do seems arbitrary and they don’t really see. I mean, I hear students talking in schools and I hear my own kids talking to me about this, of, ‘Oh, you know, this teacher is just doing whatever they want and they don’t see that I have five other classes and we just have this this test today. And I don’t know why. This this teacher just loves giving tests.’ And that’s their perception. And my whole my whole thing with this is if you don’t tell someone the real story of what’s happening, they will make up their own. You know, a lot of times I think teachers assume that kids either don’t need to know or that they’re not interested or whatever it might be. But the truth is, they like to know more than we think. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miriam Plotinsky is an instructional coach in Montgomery County, Maryland. Her newest book is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Miriam Plotinsky, thank you for being with MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thanks for having me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Student-centered teaching takes more than beliefs. It requires real instructional change. Miriam Plotinsky's newest book, \"Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\" shares tools to help teachers get started.","status":"publish","parent":0,"modified":1708464609,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":4977},"headData":{"title":"7 Strategies to ignite active learning – and help students see its benefits | KQED","description":"Student-centered teaching takes more than beliefs. It takes real instructional change. Miriam Plotinsky's newest book shares tools to help teachers get started.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Student-centered teaching takes more than beliefs. It takes real instructional change. Miriam Plotinsky's newest book shares tools to help teachers get started."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6387012591.mp3?updated=1702337676","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>, © 2023 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At its core, active learning relies on a collaborative, student-centered approach. As Vanderbilt University professor Cynthia J. Brame \u003c/span>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/active-learning/\">\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “active learning approaches also often embrace the use of cooperative learning groups, a constructivist-based practice that places particular emphasis on the contribution that social interaction can make.” One would think that students embrace such a model, but an unexpected complication of creating a learning environment around active methods is \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\">sometimes a show of student resistance\u003c/a>. After years of a more passive experience, many students can be loath to do something different, even if the end result will be \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">more fulfilling\u003c/a>. In “\u003c/span>\u003cspan style=\"font-weight: 400\">Students Think Lectures Are Best, But Research Suggests They’re Wrong\u003c/span>\u003cspan style=\"font-weight: 400\">,” Edutopia editor Youki Terada cites a study published in the Proceedings of the National Academy of Sciences (PNAS). \u003ca href=\"https://www.edutopia.org/article/students-think-lectures-are-best-research-suggests-theyre-wrong\">As Terada shares\u003c/a>, the research study showed that “strategies that require low cognitive effort — such as passively listening to a lecture — are often perceived by students to be more effective than active strategies such as hands-on experimentation and group problem-solving.” Why might that be?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-62843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg\" alt=\"cover of Writing Their Future Selves by Miriam Plotinsky\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-800x1142.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1020x1456.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-768x1096.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1076x1536.jpeg 1076w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves.jpeg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">PNAS researchers Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.1821936116\">\u003cspan style=\"font-weight: 400\">answer this question\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they “identify an inherent student bias against active learning that can limit its effectiveness and may hinder the wide adoption of these methods.” Essentially, students perceive that they are most successful in traditional, teacher-directed classrooms. There are any number of reasons they might feel this way, from having never experienced anything different to worrying about what might happen if they are asked to do what feels like more. To combat this problem, the study suggests that teachers explicitly share with students why a more active approach is better and then continue to reinforce its benefits. They write: “The success of active learning will be greatly enhanced if students accept that it leads to deeper learning — and acknowledge that it may sometimes feel like exactly the opposite is true.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching students is not just about communicating content; it is also about being instructive about how to access learning. If we are not explicit about the “why” behind the ways in which class is structured, students will form their own assumptions about what works. It is not enough, therefore, to create a student-centered classroom model and expect everyone to get on board without knowing the rationale behind an active learning approach. Instead, developing a space in which all learners (\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">vocal or otherwise\u003c/a>) can flourish is also dependent upon explaining what is happening as it occurs, \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">gathering student voice along the way\u003c/a>, and course-correcting as needed.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get started on the active learning journey, I share below a list of seven strategies and the benefits of each one to share with students. That way, each time we try one of the tools in practice, students will understand how this approach \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">supports their growth\u003c/a> with a clear explanation of the “why” behind each activity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Big Question\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Midway through sharing new information, the teacher pauses and asks students to write down an area of confusion so far. Then, students either post their questions on the wall and respond in writing or hand them to the teacher to share with the group anonymously.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Clears up confusion\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages a culture of welcoming mistakes and misconceptions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Normalizes not knowing and asking questions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to communicate in a variety of modalities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gives everyone a voice\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Connection, Prediction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a daily objective, students pose a question or idea that makes a connection to prior learning. Then, they develop a prediction about what they are about to learn and share their thoughts with classmates via pairings or small groups.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages the use of higher-order, critical thinking skills\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provides an avenue for students to share at low risk (i.e., in smaller groups) rather than in front of the class\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows the teacher to see how students make meaning of the daily objective in front of them\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Question Everything\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a specific timeframe within the class period, students are asked to phrase any response to a question in a shared space (an online document, chart paper, board, etc.) as an open-ended question. \u003c/span>\u003cspan style=\"font-weight: 400\">Then, students answer the question by posing yet another question of their own in the same space.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Engages students in critical questioning\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">All participants have a chance to respond to one another in an accessible space\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The teacher can be on the lookout for misconceptions and adjust instruction accordingly\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Images and Inspiration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a visual image (a photograph, drawing or similar), the teacher asks students to “free write” for a short period of time about what the image inspires. Depending on the course subject, students could write their conjectures about what they see or engage in a more creative approach.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to make their own meaning of an image before the teacher directs learning more specifically toward the daily lesson\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages students to learn in a different way (i.e. visually)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps to facilitate a more inductive approach to course content\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>One Sentence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For an upcoming extended writing project that may be intimidating, ask students to write just one sentence from the assigned prompt. Then, put them in small groups to examine one another’s sentences and discuss the challenges they face.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Embraces the concept that all learners struggle, and that collaboration is key to surmounting obstacles\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teaches students with multiple points of view to help one another\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Breaks a formidable task into more manageable chunks\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Rephrase, Please!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes, ideas get lost in translation. In this activity, students are asked to take the key ideas taught during direct instruction and phrase them in their own words. They can then post their phrases on a wall, share in groups, or be called upon randomly.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps students make meaning of new concepts in their own heads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acts as a check for understanding for the teacher to see where struggles might still exist\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Empowers students to think critically about the salient ideas presented\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Stump the Teacher\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups and create a series of quiz questions on course content. Then, groups take turns posing questions in an attempt to stump the teacher. If the teacher cannot answer enough questions correctly, the class wins!\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">This gamification technique increases student engagement\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teachers provide students with the opportunity to engage in a role reversal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">By creating the quizzes, students learn material more actively\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is dependent upon the act of critical thinking. With the strategies and accompanying rationale provided above, teachers working with multiple grade levels in a variety of content areas can find at least a few approaches that work to increase the involvement of everyone in the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tempting though it might be to rely on vocal students to carry student discourse each day past the point of awkwardness and toward whatever a teacher might wish to highlight, resisting that urge is key to ensuring that every child in the room is an active learner. Even the loudest students in the room who verbally process information may be \u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">more passive than we suppose\u003c/a>. So, finding more effective ways to involve all students in each day’s learning is an effort that is well worth the time. That way, when a teacher leaves the classroom thinking, “Wow. They were really with me today,” that thought will apply to not just the few students who always like to talk — it will also accurately represent the experience of the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/MirPloMCPS\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-60167 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg\" alt=\"Miriam Plotinsky\" width=\"160\" height=\"247\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than twenty years. She is the author of three books for educators: \u003ca href=\"https://wwnorton.com/books/9781324019879\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classrooms\u003c/a>, \u003ca href=\"https://wwnorton.com/books/9781324030836\">Lead Like a Teacher: How to Elevate Expertise in Your School\u003c/a>, and \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>. Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6387012591&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to the MindShift podcast, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse. Today we’re talking with Miriam Plotinsky, an instructional coach, former high school English teacher and the author of several books. Her newest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selve\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">s, is about nurturing students’ academic identities in uncertain times. So what is academic identity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, it’s a student’s sense of themselves as a learner, scholar and thinker. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Plotinsky conveys a deep belief in every student’s ability to succeed in school. But she also writes that it takes more than belief to help students cultivate a strong academic identity. It takes concrete changes to classroom instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky, Welcome to MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you, Kara. I’m very happy to be here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Your first book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach more, Hover Less\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was about helping teachers stop micromanaging their classrooms. Can you explain what helicopter teaching is and how you spot it?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So it could look like what you would expect it to look like, which would be a teacher literally hovering. However, to me, a lot of the time it means that we have too much teacher talk. So you walk into a classroom and the teacher is running the show the entire time, every single day, day in, day out, and not really giving kids a chance to speak or share or take any kind of control over the learning. And, you know, I I’ve been in classrooms quite frequently where a teacher will be reading out loud to students for an entire class period out of a book. And that’s because there is an underlying fear that if they stop doing that and teach a different way, a more risky way, perhaps that everything will suddenly veer out of their control. Or that kids will stop focusing. And the truth is, if you sort of look around in classrooms where teachers think that they’re keeping a lid on things, the opposite is happening. So whether it’s, you know, very visible signs of disengagement or a kid just sort of politely spacing out, although these days we have the phones. So that’s a whole different look. You know, you’re not going to have them that way. It’s just not going to work. So strangely, helicopter teaching doesn’t have to be about you constantly standing over kids, although it can be, you know, moving from kid to kid and playing sort of a classroom game of whack a mole as well in terms of keeping kids on task when they’re doing something more independently. So it can also look like that. But generally speaking, it’s just this deep seated belief that you have to manage every single thing, which of course, becomes so exhausting.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> And you said you’ve taught this way for the first decade of your career.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was a creative writing class that challenged you to change. What was it about that class that made you rethink your practice?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Essentially what happened was I would assign a project that I thought was really great and they would say, you know, could we do this a different way? And in their case, the different way wasn’t drawing or doing a podcast or whatever it is they wanted to do. It was writing in a different way. Or sometimes it was – and this happened more often than you would think – “I’m working on my novel,” which I thought was so awesome because when I was 15 or 16, I was definitely not working on a novel. And instead of doing your project, can I write more chapters of my novel? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, you know, my instinct at first was to say no. And then I started really thinking about it, and I was like, why am I saying no to them? They want to write things and I’m shutting them down. And so I just decided to give myself, essentially, I decided to just test myself a little bit. And unless their suggestions were completely crazy. I was going to say yes. And what I noticed was this increase in engagement and enthusiasm. And also they wrote more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it really made me rethink that piece of it. And then I started to think, okay, well, I can’t obviously say to students in, you know, my English 10th grade, 11th grade, 12th grade, whatever class that they can do whatever they want. However, what I can do is just be more open to having them write things a different way when when I can do that and sort of say, okay, well, we’re working on this particular skill, how would you like to present that? And sometimes when I just asked kids for ideas of how they wanted to write something. You know, how long do you want to be? What elements do you want to include? What kinds of examples? And I wouldn’t do this all the time, but I would do it intermittently. That gave them more choice in that respect too. And they were more involved.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah, how did it affect your students when you started doing more choice-driven activities in the regular classes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think what happened was they did more and so I could do more to help them. The time where they were, you know, choosing, you know, if I had a day or two days a week where I’d say, okay, we have these three things that we have to do by the end of the week, you pick which one you’re going to do. We’re going to have three sections of the classroom, and one of those sections was always dedicated to me helping individual students with things, whether it was small group instruction, or giving kids feedback, or having conferences on what they were doing. And that gave me time to do things in class with them that I hadn’t been able to do and also to make me more aware of their work so that when I was in the evaluative phase of looking at what they had done, I was so much more informed that I had been before and I knew so much more about the kids in front of me. And so it made a difference for all of us. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In all of your books, you write about things that you later realized weren’t great and you changed them. That kind of intellectual humility is rare, and it’s scary. How has it helped you as an educator to acknowledge those things that you didn’t get quite right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I really think that if we don’t admit that we could be doing things a better way, we are not going to stay in the profession. The only way to allay burnout and to make sure that we are getting better as teachers and to avoid the sort of complacency that I think becomes autopilot and then a gradual downward slide from good teaching to mediocre teaching is to really get uncomfortable and say, I don’t think that this is the best way that I could be doing this. Because, again, you know, there’s this sort of idea from teaching that is much more of a prior era that we’re there to be the focal point and we’re there to really just be this this pillar of knowledge. And then, you know, students will sit there and eagerly learn from us. And what I’ve realized over time is that I’m not the focal point, you know. I’m there actually to turn the light on in others so that they can be the focal point and it shouldn’t center around me. So I just try to find ways to redirect things as much as I can to give kids that that understanding that we’re all in this together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam’s newest book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about showing kids that we ARE all in this together. We’ll get into that, right after this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MIDROLL\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky’s latest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, contains a wealth of tools for classroom teachers. They include journal prompts, discussion formats, and some of her favorite writing games.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I had this tradition when I was teaching creative writing that Friday was called Fun Friday. And what that meant was that whatever projects we were working on or whatever we were doing, sort of in the longer term, we would put on pause on Friday to play some of these writing games. And so the one, and I believe I talk about this in the book too, and I invented it to a degree. It was inspired by a childhood book that I loved called The Magic Box. But the point of the book is that we have these magical empty spaces that we can fill with collective work. And so I took that idea and students would write a story idea on like a little slip of paper each kid individually, and they would take their story idea and put it into the magic box all folded up so that no one else could see it. And then they would draw one at random, and whatever story they pulled, they were going to try to write out the story. And, you know, sometimes there would be this whole, “Oh, do I have to do this one?” Because it could be challenging to get somebody else’s idea and try to write it on paper. But we did it. And then there was an option for sharing where either you could ask for the story idea that you wrote to be shared, or you could go ahead and share what you’d written. And then the person would say, “Oh, that was my idea.” But either way, you’re getting all of this richness out of it, because it might have been an idea that germinated in your brain, but you were seeing what somebody else could do with it. And it was always just really I mean, it could be gratifying, it could be funny, it could be a lot of things, but it was also just a lot of fun.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It reminds me a little bit of elementary school writers workshop or even when I was in middle school, we had these like journals that we would do creative prompts just for like five minutes at the beginning of the class. But that stuff really seems to disappear in high school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s funny that you say that because we would have these conversations in my classes about how creative writing turned into this really serious and very often competitive thing, and the way that I saw creative writing in high school was that we needed to recapture or retain the joy of writing. Like that was goal number one, because kids who signed up to take that class were doing that because they express themselves through writing. That’s what they wanted to do. And so we had to create that sort of space where it really did have that feeling of community and that feeling of togetherness. And I used to call it a warm and fuzzy space, but that was really the intention behind it, because you can’t improve as a writer if you’re already not feeling that validation. It’s a lot harder.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also write that these games nurture a collective spirit of learning. Why does that matter?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It builds a sense of empathy that we all feel this way. My book starts with a section that I call “the disclaimer,” and that section talks about how no matter how old we are or how seasoned we are as writers, we all have this thing that we do before we share something, which is to say, “Oh, you know, I’m really sorry, I was in a hurry” or “This isn’t as good as I usually would do.” But the idea is that when you’re creating that collective spirit of learning, you’re making people comfortable enough that they can transcend that feeling of insecurity and letting them know that this is a space where writing is nurtured and you’re there to grow and we’re not there to create finished products.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Well, they may not be finished products, but feedback is always a part of writing and all kinds of assignments in school. And it’s one of the ways that teachers contribute to students’ academic identities. But it’s often given in ways that confuse students. How can teachers improve the process?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So to me, in order to make the distinction of what feedback is really clear, we have to separate out from two other what we call response categories, which is how teachers respond to students. So we have feedback and we have guidance, which are like suggestions about your work. And then we have evaluation, which usually takes the form of a grade, but it’s a judgment. So feedback is a completely objective series of criteria that we give students or we’re commenting on the criteria about where they – where their work stood in relation to a goal. So, you know, I was teaching a PE teacher a few months ago who taught yoga and she was teaching the lunge and her criteria for success included, you know, your knee has to stay over your ankle and not move over your foot, because that’s going to cause you an injury. So she was she had a criteria for success for the performance of a lunge and watching how students did it. And so if her feedback was “your knee is moving forward,” that’s objective. But if she says “next time try shifting your weight backward a little bit,” that’s guidance, which is a suggestion. And the evaluation would be whatever grade she gave that. So just as long as we help students understand that feedback is not biased or personal because it’s based on that set of criteria and they can see we give them that criteria before they ever do the assignment. We make sure it stays with them. We make sure that we bring it back when we give the feedback, they’ll transparently see what it is they need to do and won’t be a mystery anymore. The problem is that when we don’t have that figured out ahead of time, we give students work and then we do this thing, especially in humanities, where we’re writing endless comments. We get really mad because kids don’t read the comments or they don’t change their behavior, but we haven’t given them a focused sense of what they did. And so we have to focus our feedback so they can understand the expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Right, and it’s it’s kind of easy to recognize how confusing those response categories in qualitative comments is unhelpful to, um, students who aren’t meeting the criteria as well. But it’s also not that helpful to students who are, I would imagine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s funny that you say that because I had a friend who showed me a paper that made him really angry. He got a paper back for a grad class and at the bottom it just said, “Well done. A.” So he’d done really well. But he didn’t know why he’d done really well. He didn’t know what he had to do next time to get the same result. He had no data, no information about his performance and that wasn’t feedback. That was a quick evaluative statement. And also, you know, as a student, you think “Did this person even read this?” So there’s also that doubt. You know, evenif you’re performing, as you would think would be ideal, it’s still not good for you not to get feedback. Everybody needs feedback. And also, no matter how well you do, we can all improve.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also recommend, for sake of improvement, that teachers seek regular feedback from their students, and you stressed that teachers should communicate with students about what feedback they end up using and what feedback they’re unable to use. How might they communicate those things?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think it’s important to be as transparent as possible about what it is you’re trying to do as a teacher. You know, I’ve had students come up to me several times over the years and ask to do something a different way. So, you know, “this is supposed to be a written assignment, but I want to do it as a visual because I’m a really strong visual artist.” And I have to think about as a teacher, if students are telling me we’d like to do this project a different way, can I accommodate that? Or is there a reason that I’ve chosen to do it in this way, in this modality? And if the the bottom line is that I’m trying to get kids to meet a specific standard that has them doing it in that way, I can’t change it. However, I need to tell them that. I need to say, “Hey, you told me you wanted to create this visually. Here’s why we can’t do that this time. However, I do want to make sure that that you’re heard and that you have a chance, an opportunity to show me your skill set in this area. So I’m going to make sure that there’s an assignment that comes up in the next week, two weeks, three weeks that gives you that flexibility. I just can’t do it this time, and here’s why.” So you just have to be very, very clear about where you’re coming from and what your responsibility is, because we have we have a curriculum usually, and we have things that we have to do, and we can’t just let that go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is it important to communicate that with students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Otherwise, everything you do seems arbitrary and they don’t really see. I mean, I hear students talking in schools and I hear my own kids talking to me about this, of, ‘Oh, you know, this teacher is just doing whatever they want and they don’t see that I have five other classes and we just have this this test today. And I don’t know why. This this teacher just loves giving tests.’ And that’s their perception. And my whole my whole thing with this is if you don’t tell someone the real story of what’s happening, they will make up their own. You know, a lot of times I think teachers assume that kids either don’t need to know or that they’re not interested or whatever it might be. But the truth is, they like to know more than we think. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miriam Plotinsky is an instructional coach in Montgomery County, Maryland. Her newest book is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Miriam Plotinsky, thank you for being with MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thanks for having me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","authors":["4354"],"categories":["mindshift_21130","mindshift_193"],"tags":["mindshift_20786","mindshift_21015","mindshift_21777","mindshift_20616","mindshift_851","mindshift_21866"],"featImg":"mindshift_62845","label":"mindshift"},"mindshift_61098":{"type":"posts","id":"mindshift_61098","meta":{"index":"posts_1591205157","site":"mindshift","id":"61098","score":null,"sort":[1677582039000]},"guestAuthors":[],"slug":"worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","publishDate":1677582039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Mark Schneider, the director of the Institute of Education Sciences, addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.","status":"publish","parent":0,"modified":1677305871,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1281},"headData":{"title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know | KQED","description":"Should teachers be concerned about students using ChatGPT to cheat? Mark Schneider, the director of the Institute of Education Sciences, talks about Chat GPT’s limitations and potential.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21511","mindshift_739","mindshift_631","mindshift_918","mindshift_21213","mindshift_20898","mindshift_166","mindshift_125","mindshift_21094","mindshift_851"],"featImg":"mindshift_61099","label":"mindshift"},"mindshift_60090":{"type":"posts","id":"mindshift_60090","meta":{"index":"posts_1591205157","site":"mindshift","id":"60090","score":null,"sort":[1668108310000]},"guestAuthors":[],"slug":"7-edtech-tools-to-connect-students-to-a-global-community","title":"7 Edtech tools to connect students to a global community","publishDate":1668108310,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.bringhistorytolife.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Bring History and Civics to Life\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff. ©2022 International Society for Technology in Education. Reproduced with permission from the publisher.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>Edtech to Connect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways we can harness educational technology to build community within our classrooms and to bring students into the global community. \u003c/span>\u003ca href=\"https://www.iste.org/standards/iste-standards-for-students\">\u003cspan style=\"font-weight: 400\">ISTE Student Standard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> 1.7 \u003c/span>\u003cspan style=\"font-weight: 400\">Global Collaborator\u003c/span>\u003cspan style=\"font-weight: 400\"> offers a framework for how to approach this\u003c/span>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003cspan style=\"font-weight: 400\"> “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many edtech tools that help foster community building while providing global perspectives and engagement for students, both inside and outside of the classroom. Incorporating global community connections into community building helps students form bridges between all the communities they participate in. It may also open new avenues for students to see themselves as part of a larger global community and give them new awareness and understanding of their place in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>StoryCorps\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> A digital archive of recorded interviews and personal stories that convey the humanity of people from all over the world. “\u003c/span>\u003ca href=\"http://storycorps.org\">\u003cspan style=\"font-weight: 400\">StoryCorps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’ mission is to preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can explore stories from across the country and the world, or they can search for specific stories that correlate with content and projects for the classroom. Students have the opportunity to recognize the global humanity that brings us together, along with perspectives that may be different from their own.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Flipgrid GridPals\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> While many teachers and students may already be familiar with creating short-form videos using Flipgrid in their classrooms, there is a unique opportunity to connect with other students and classrooms across the world using \u003c/span>\u003ca href=\"http://bit.ly/GridPalsFG\">\u003cspan style=\"font-weight: 400\">Flipgrid GridPals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> After logging into their teacher accounts, teachers can search and connect with fellow educators from across the world. This allows teachers to collaborate on learning experiences that make connections between their classrooms asynchronously through video (no time zone constraints) in a safe online learning experience.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Digital Citizenship Institute\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> The \u003c/span>\u003ca href=\"http://bit.ly/DigCitInstitute\">\u003cspan style=\"font-weight: 400\">Digital Citizenship Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s focus is on helping our students connect the world through our shared citizenship in a digital world. It is all about “humanizing the person next to you, around the world, and across the screen. . . .In today’s interconnected world, this is our opportunity to put global education into practice to empower others to become change makers for using tech for good in local, global and digital communities.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> “DigCitKids” is one aspect of student engagement and community that is available from the Digital Citizenship Institute. This initiative is focused on creating digital citizenship opportunities for kids by kids, with a focus on solving real community problems.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Google Earth\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b> \u003ca href=\"http://bit.ly/GoogleEarthEd\">\u003cspan style=\"font-weight: 400\">Google Earth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is more than just an online map; it also provides resources, lessons, and integrations to be used with students. These include “. . . step-by-step guides and tutorials on Google’s Geo Tools, inspirational stories, plus lesson plans, product information, and much more.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Helping students learn about geography and place gives them a better sense of the world and their place in it. These lessons and resources are varied and help students make connections between people, the land they inhabit, and their impact on it.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>PenPal Schools\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> Making connections and collaborations with students from dozens of countries across the world allows students to read, write, and create original projects. “\u003c/span>\u003ca href=\"http://bit.ly/PenPalConnect\">\u003cspan style=\"font-weight: 400\">PenPal Schools \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">connect students from 150 countries to make friends and discover the world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can collaborate with students from other countries on projects that matter to them. This is a unique opportunity to not only communicate with students from across the world but also work together on projects with an educational context.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mystery Skype\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a way to build a global community with other classrooms from across the world. It has been described as a global guessing game, in which teachers collaborate and have their classes meet via Skype (or any other online conferencing platform), then have students try to guess each other’s location. There are many forms of this “\u003c/span>\u003ca href=\"http://bit.ly/MysterySkypeWhere\">\u003cspan style=\"font-weight: 400\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” format, and teachers can be creative in their collaboration to set up the activities (such as only asking the other class yes or no questions).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> With activities such as this, teachers and students connect with classrooms across the world, expand their cultural awareness, and hone their geography skills—while also collaborating as a class to guess the location of the mystery classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Global Read Aloud\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> What if your students could read the same book and collaborate with students from across the world? They can! Each year during a six-week period, the \u003c/span>\u003ca href=\"http://bit.ly/ReadAloudGlobal\">\u003cspan style=\"font-weight: 400\">Global Read Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students and teachers connect with resources and activities that are based on a common book. Teachers can connect with other classes from around the world that are participating and decide how much time they would like to dedicate and how involved they would like to be.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> To make these global connections with other classes, teachers can harness the power of edtech to connect using tools such as Skype, Twitter, Padlet, or Flipgrid. “Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/HistoryFrog\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png\" alt=\"Karalee Wong Nakatsuka\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1020x856.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-160x134.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-768x645.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1536x1289.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-2048x1719.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1920x1611.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Karalee Wong Nakatsuka\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.A. E.D., is a veteran middle school U.S. history teacher. Also a Gilder Lehrman Master Teacher, she was recognized in 2019 as the Gilder Lehrman History Teacher of the Year for California and was a top 10 finalist for the national award. She serves on the American250 History Education Advisory Council, the Gilder Lehrman Teacher Advisory Council and the Monticello Teacher Advisory Group. She’s a member of the California Council for the Social Studies (CCSS), the National Council for the Social Studies (NCSS), the iCivics Education Network and the National Council for History Education (NCHE). Nakatsuka appeared in the New York Times multimedia story “What’s Actually Being Taught in History Class?” and was featured in an article in Time Magazine’s September 2021 issue titled “From Teachers to Custodians, Meet the Educators Who Saved a Pandemic School Year.” She’s passionate about using technology to engage and excite students; sharing the stories and the places where history took place; building community in her classroom; and preparing students to develop as empathetic, informed, engaged and active critical thinkers and citizens who care and make a difference in the world.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/LucyKirchh\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60160\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png\" alt=\"Laurel Aguilar-Kirchhoff\" width=\"250\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-160x151.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-768x724.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot.png 904w\" sizes=\"(max-width: 250px) 100vw, 250px\">Laurel Aguilar-Kirchhoff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.S.Ed., is a former history and science educator who now serves as a professional development coordinator and digital learning specialist. Aguilar-Kirchhoff works with educators, administrators and students to successfully integrate educational technology into curriculum for lasting student learning outcomes. Her areas of expertise include digital citizenship, media literacy, blended learning, curriculum instruction and design, and edtech and innovation. She was recognized as the 2018 National History Day California Teacher of the Year, was a top six finalist for the National History Day Teacher of the Year, and was the Inland Area CUE (IACUE) Administrator of the Year in 2022. She’s a Google Certified Trainer, Leading Edge Certified Online Blended Teacher and a member of the iCivics Education Network. Aguilar-Kirchhoff served on the ISTE Digital Citizenship PLN Leadership team and is currently an ISTE Community Leader. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Educational technology can connect students around the world while building literacy and digital citizenship skills. Teachers Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff recommend 7 tools in their book “Bring History and Civics to Life,\" published by ISTE.","status":"publish","parent":0,"modified":1669606509,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1303},"headData":{"title":"7 Edtech tools to connect students to a global community - MindShift","description":"Educational technology can connect students around the world while building literacy and digital citizenship skills. Teachers Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff recommend 7 tools in their book “Bring History and Civics to Life," published by ISTE.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60090 https://ww2.kqed.org/mindshift/?p=60090","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/10/7-edtech-tools-to-connect-students-to-a-global-community/","disqusTitle":"7 Edtech tools to connect students to a global community","excludeFromSiteSearch":"Include","path":"/mindshift/60090/7-edtech-tools-to-connect-students-to-a-global-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.bringhistorytolife.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Bring History and Civics to Life\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff. ©2022 International Society for Technology in Education. Reproduced with permission from the publisher.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>Edtech to Connect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways we can harness educational technology to build community within our classrooms and to bring students into the global community. \u003c/span>\u003ca href=\"https://www.iste.org/standards/iste-standards-for-students\">\u003cspan style=\"font-weight: 400\">ISTE Student Standard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> 1.7 \u003c/span>\u003cspan style=\"font-weight: 400\">Global Collaborator\u003c/span>\u003cspan style=\"font-weight: 400\"> offers a framework for how to approach this\u003c/span>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003cspan style=\"font-weight: 400\"> “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many edtech tools that help foster community building while providing global perspectives and engagement for students, both inside and outside of the classroom. Incorporating global community connections into community building helps students form bridges between all the communities they participate in. It may also open new avenues for students to see themselves as part of a larger global community and give them new awareness and understanding of their place in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>StoryCorps\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> A digital archive of recorded interviews and personal stories that convey the humanity of people from all over the world. “\u003c/span>\u003ca href=\"http://storycorps.org\">\u003cspan style=\"font-weight: 400\">StoryCorps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’ mission is to preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can explore stories from across the country and the world, or they can search for specific stories that correlate with content and projects for the classroom. Students have the opportunity to recognize the global humanity that brings us together, along with perspectives that may be different from their own.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Flipgrid GridPals\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> While many teachers and students may already be familiar with creating short-form videos using Flipgrid in their classrooms, there is a unique opportunity to connect with other students and classrooms across the world using \u003c/span>\u003ca href=\"http://bit.ly/GridPalsFG\">\u003cspan style=\"font-weight: 400\">Flipgrid GridPals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> After logging into their teacher accounts, teachers can search and connect with fellow educators from across the world. This allows teachers to collaborate on learning experiences that make connections between their classrooms asynchronously through video (no time zone constraints) in a safe online learning experience.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Digital Citizenship Institute\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> The \u003c/span>\u003ca href=\"http://bit.ly/DigCitInstitute\">\u003cspan style=\"font-weight: 400\">Digital Citizenship Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s focus is on helping our students connect the world through our shared citizenship in a digital world. It is all about “humanizing the person next to you, around the world, and across the screen. . . .In today’s interconnected world, this is our opportunity to put global education into practice to empower others to become change makers for using tech for good in local, global and digital communities.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> “DigCitKids” is one aspect of student engagement and community that is available from the Digital Citizenship Institute. This initiative is focused on creating digital citizenship opportunities for kids by kids, with a focus on solving real community problems.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Google Earth\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b> \u003ca href=\"http://bit.ly/GoogleEarthEd\">\u003cspan style=\"font-weight: 400\">Google Earth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is more than just an online map; it also provides resources, lessons, and integrations to be used with students. These include “. . . step-by-step guides and tutorials on Google’s Geo Tools, inspirational stories, plus lesson plans, product information, and much more.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Helping students learn about geography and place gives them a better sense of the world and their place in it. These lessons and resources are varied and help students make connections between people, the land they inhabit, and their impact on it.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>PenPal Schools\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> Making connections and collaborations with students from dozens of countries across the world allows students to read, write, and create original projects. “\u003c/span>\u003ca href=\"http://bit.ly/PenPalConnect\">\u003cspan style=\"font-weight: 400\">PenPal Schools \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">connect students from 150 countries to make friends and discover the world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can collaborate with students from other countries on projects that matter to them. This is a unique opportunity to not only communicate with students from across the world but also work together on projects with an educational context.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mystery Skype\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a way to build a global community with other classrooms from across the world. It has been described as a global guessing game, in which teachers collaborate and have their classes meet via Skype (or any other online conferencing platform), then have students try to guess each other’s location. There are many forms of this “\u003c/span>\u003ca href=\"http://bit.ly/MysterySkypeWhere\">\u003cspan style=\"font-weight: 400\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” format, and teachers can be creative in their collaboration to set up the activities (such as only asking the other class yes or no questions).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> With activities such as this, teachers and students connect with classrooms across the world, expand their cultural awareness, and hone their geography skills—while also collaborating as a class to guess the location of the mystery classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Global Read Aloud\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> What if your students could read the same book and collaborate with students from across the world? They can! Each year during a six-week period, the \u003c/span>\u003ca href=\"http://bit.ly/ReadAloudGlobal\">\u003cspan style=\"font-weight: 400\">Global Read Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students and teachers connect with resources and activities that are based on a common book. Teachers can connect with other classes from around the world that are participating and decide how much time they would like to dedicate and how involved they would like to be.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> To make these global connections with other classes, teachers can harness the power of edtech to connect using tools such as Skype, Twitter, Padlet, or Flipgrid. “Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/HistoryFrog\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png\" alt=\"Karalee Wong Nakatsuka\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1020x856.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-160x134.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-768x645.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1536x1289.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-2048x1719.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1920x1611.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Karalee Wong Nakatsuka\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.A. E.D., is a veteran middle school U.S. history teacher. Also a Gilder Lehrman Master Teacher, she was recognized in 2019 as the Gilder Lehrman History Teacher of the Year for California and was a top 10 finalist for the national award. She serves on the American250 History Education Advisory Council, the Gilder Lehrman Teacher Advisory Council and the Monticello Teacher Advisory Group. She’s a member of the California Council for the Social Studies (CCSS), the National Council for the Social Studies (NCSS), the iCivics Education Network and the National Council for History Education (NCHE). Nakatsuka appeared in the New York Times multimedia story “What’s Actually Being Taught in History Class?” and was featured in an article in Time Magazine’s September 2021 issue titled “From Teachers to Custodians, Meet the Educators Who Saved a Pandemic School Year.” She’s passionate about using technology to engage and excite students; sharing the stories and the places where history took place; building community in her classroom; and preparing students to develop as empathetic, informed, engaged and active critical thinkers and citizens who care and make a difference in the world.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/LucyKirchh\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60160\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png\" alt=\"Laurel Aguilar-Kirchhoff\" width=\"250\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-160x151.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-768x724.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot.png 904w\" sizes=\"(max-width: 250px) 100vw, 250px\">Laurel Aguilar-Kirchhoff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.S.Ed., is a former history and science educator who now serves as a professional development coordinator and digital learning specialist. Aguilar-Kirchhoff works with educators, administrators and students to successfully integrate educational technology into curriculum for lasting student learning outcomes. Her areas of expertise include digital citizenship, media literacy, blended learning, curriculum instruction and design, and edtech and innovation. She was recognized as the 2018 National History Day California Teacher of the Year, was a top six finalist for the National History Day Teacher of the Year, and was the Inland Area CUE (IACUE) Administrator of the Year in 2022. She’s a Google Certified Trainer, Leading Edge Certified Online Blended Teacher and a member of the iCivics Education Network. Aguilar-Kirchhoff served on the ISTE Digital Citizenship PLN Leadership team and is currently an ISTE Community Leader. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60090/7-edtech-tools-to-connect-students-to-a-global-community","authors":["4354"],"categories":["mindshift_20788","mindshift_193"],"tags":["mindshift_20533","mindshift_822","mindshift_21294","mindshift_545","mindshift_550","mindshift_963","mindshift_851"],"featImg":"mindshift_60234","label":"mindshift"},"mindshift_60009":{"type":"posts","id":"mindshift_60009","meta":{"index":"posts_1591205157","site":"mindshift","id":"60009","score":null,"sort":[1667892215000]},"guestAuthors":[],"slug":"keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","title":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","publishDate":1667892215,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Astrid Utting makes an effort to get to know her peers. When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","status":"publish","parent":0,"modified":1667925453,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1758},"headData":{"title":"'Keep those diaries': Strategies for centering student voices and improving reflection habits - MindShift","description":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60009 https://ww2.kqed.org/mindshift/?p=60009","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/07/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits/","disqusTitle":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","excludeFromSiteSearch":"Include","path":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Astrid Utting makes an effort to get to know her peers. When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21343","mindshift_21181","mindshift_20865","mindshift_21016","mindshift_21033","mindshift_851"],"featImg":"mindshift_60042","label":"mindshift"},"mindshift_59717":{"type":"posts","id":"mindshift_59717","meta":{"index":"posts_1591205157","site":"mindshift","id":"59717","score":null,"sort":[1660887961000]},"guestAuthors":[],"slug":"it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","title":"It took 20 years for this author to reunite with the teacher who changed his life","publishDate":1660887961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those \"life is better than fiction\" twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>\"I pretty much learned how to read and write in English because of her, and if it wasn't for Mrs. Lung, I don't know what would have happened to me,\" Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>\"I feel like everything that I've done up to this point — all the success that I've had, the fact that I'm a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,\" he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation's most esteemed publications. But for much of his early life, he could hardly speak English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, \"I associated school and learning with punishment and with exclusion.\"\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>\"I fell in love with my parents' home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,\" Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung's class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>\"I could see he was sharp as a tack, but it was hard for him,\" Lung told NPR.\u003c/p>\n\u003cp>\"Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn't understand him.\"\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it's not an especially unique situation.\u003c/p>\n\u003cp>\"There are many thousands of teachers doing the same thing all over, and they're doing it for the love of it. Not for any kind of kudos but because we have a passion for it,\" she said.\u003c/p>\n\u003cp>Lung added: \"It's just incredible to see their literacy grow by leaps and bounds. To see when they're able to communicate with their little friends, which I think is a big part of learning English or any other language.\"\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai's father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai's parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>\"Part of it was that I didn't know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn't find any records of her,\" he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung's neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, \"Did you ever teach at Alyce Norman Elementary School?\"\u003c/p>\n\u003cp>It was Lung's husband who ultimately found Kochai. \"He found me on Facebook and reached out to me out of the blue,\" Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>\"I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,\" Kochai said, adding that he also managed to get both of his parents on the call. \"She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,\" he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>\"Again, it was my husband who had the idea, to go to the reading on Saturday,\" Lung said.\u003c/p>\n\u003cp>Lung's husband had seen a Facebook post about Kochai's new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>\"I had no idea they were going to be there,\" Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>\"I don't know how I didn't see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I'd seen her,\" he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>\"And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,\" Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they've made a new plan. \"We're going to have a big family dinner next week!\" Kochai said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In the meantime, Lung has some homework: \"I am part of the way through his first book and I just got his second book at the reading, so I'll be reading that when I'm finished.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The writer searched for more than a decade for Susan Lung, who taught him to read and write English when he was a 7-year-old in 1999. On Saturday, she surprised him at one of his book readings.","status":"publish","parent":0,"modified":1660887961,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1125},"headData":{"title":"It took 20 years for this author to reunite with the teacher who changed his life - MindShift","description":"The writer searched for more than a decade for Susan Lung, who taught him to read and write English when he was a 7-year-old in 1999. On Saturday, she surprised him at one of his book readings.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59717 https://ww2.kqed.org/mindshift/?p=59717","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/18/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life/","disqusTitle":"It took 20 years for this author to reunite with the teacher who changed his life","nprByline":"Vanessa Romo","nprImageAgency":"Jamil Jan Kochai","nprStoryId":"1117808852","nprApiLink":"http://api.npr.org/query?id=1117808852&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/08/17/1117808852/after-20-years-author-jamil-jan-kochai-reunites-with-teacher-susan-lung?ft=nprml&f=1117808852","nprRetrievedStory":"1","nprPubDate":"Wed, 17 Aug 2022 18:55:00 -0400","nprStoryDate":"Wed, 17 Aug 2022 06:16:00 -0400","nprLastModifiedDate":"Wed, 17 Aug 2022 18:55:22 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59717/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those \"life is better than fiction\" twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>\"I pretty much learned how to read and write in English because of her, and if it wasn't for Mrs. Lung, I don't know what would have happened to me,\" Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>\"I feel like everything that I've done up to this point — all the success that I've had, the fact that I'm a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,\" he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation's most esteemed publications. But for much of his early life, he could hardly speak English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, \"I associated school and learning with punishment and with exclusion.\"\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>\"I fell in love with my parents' home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,\" Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung's class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>\"I could see he was sharp as a tack, but it was hard for him,\" Lung told NPR.\u003c/p>\n\u003cp>\"Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn't understand him.\"\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it's not an especially unique situation.\u003c/p>\n\u003cp>\"There are many thousands of teachers doing the same thing all over, and they're doing it for the love of it. Not for any kind of kudos but because we have a passion for it,\" she said.\u003c/p>\n\u003cp>Lung added: \"It's just incredible to see their literacy grow by leaps and bounds. To see when they're able to communicate with their little friends, which I think is a big part of learning English or any other language.\"\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai's father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai's parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>\"Part of it was that I didn't know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn't find any records of her,\" he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung's neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, \"Did you ever teach at Alyce Norman Elementary School?\"\u003c/p>\n\u003cp>It was Lung's husband who ultimately found Kochai. \"He found me on Facebook and reached out to me out of the blue,\" Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>\"I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,\" Kochai said, adding that he also managed to get both of his parents on the call. \"She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,\" he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>\"Again, it was my husband who had the idea, to go to the reading on Saturday,\" Lung said.\u003c/p>\n\u003cp>Lung's husband had seen a Facebook post about Kochai's new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>\"I had no idea they were going to be there,\" Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>\"I don't know how I didn't see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I'd seen her,\" he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>\"And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,\" Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they've made a new plan. \"We're going to have a big family dinner next week!\" Kochai said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the meantime, Lung has some homework: \"I am part of the way through his first book and I just got his second book at the reading, so I'll be reading that when I'm finished.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59717/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","authors":["byline_mindshift_59717"],"categories":["mindshift_20827"],"tags":["mindshift_20851","mindshift_397","mindshift_851"],"featImg":"mindshift_59718","label":"mindshift"},"mindshift_59282":{"type":"posts","id":"mindshift_59282","meta":{"index":"posts_1591205157","site":"mindshift","id":"59282","score":null,"sort":[1648885393000]},"guestAuthors":[],"slug":"these-second-graders-helped-shelter-pups-find-their-fur-ever-homes","title":"These second-graders helped shelter pups find their fur-ever homes","publishDate":1648885393,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sleigh Ride is a chubby, blue-gray pitbull, and she'd been hanging around Richmond Animal Care and Control's shelter for quite awhile. But a letter from a second-grader — written on the dog's behalf — may have been the ticket home.\u003c/p>\n\u003cp>\"Do you want to adopt me?\" the letter read. \"You can snuggle with me! I promise that I will be a good dog. You can even sleep with me if you want!\"\u003c/p>\n\u003cp>Within about 10 days of posting the letter alongside the kennel, someone adopted Sleigh Ride into a fur-ever home, said Christie Chipps Peters, director of Richmond Animal Care and Control.\u003c/p>\n\u003cfigure id=\"attachment_59286\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59286 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/students-write-ddf790f3ecaf643733717edf8b1ba3f2c592daf5-scaled-e1649404782563.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students write the letters. \u003ccite>(St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The letter came from a student in Kensey Jones' writing class at St. Michael's Episcopal School in Richmond, Va. It was part of a persuasive writing assignment — Jones' brainchild — that asked students to write letters in the voice of one of 24 animals — 23 dogs and one cat — at the shelter.\u003c/p>\n\u003cp>In each letter, the young writers persuaded readers to adopt an assigned pet, from the point of view of the animal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So far, the students' work has been effective. After posting the letters outside each kennel, only four dogs remain: Pebble, Yosemite, Kotey and I'll Tumble For Ya.\u003c/p>\n\u003cfigure id=\"attachment_59283\" class=\"wp-caption alignnone\" style=\"max-width: 910px\">\u003cimg class=\"wp-image-59283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d.jpg\" alt=\"\" width=\"910\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d.jpg 910w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d-800x853.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d-160x171.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d-768x819.jpg 768w\" sizes=\"(max-width: 910px) 100vw, 910px\">\u003cfigcaption class=\"wp-caption-text\">This dog was adopted after the persuasive writing assignment. \u003ccite>(St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"It was just a miraculous marketing tool to help people find those pets and fall in love with them with the stories that the kids wrote, and then take that pet home with them,\" Peters told NPR.\u003c/p>\n\u003cp>When Peters was compiling the dogs to include on the list, she stuck with the ones who are harder to adopt, like ones who had health or behavioral challenges.\u003c/p>\n\u003cp>Ordinarily, people might walk past these animals without taking a second look, but the letters and matching illustrations encouraged people to slow down, Peters said.\u003c/p>\n\u003cp>Sunday Special, a tan and white pitbull (who was aptly picked up on a Sunday), also found his home after a second-grader wrote a letter on his behalf. He doesn't always show well, Peters said, and was very afraid of people.\u003c/p>\n\u003cp>But one student wrote a compelling letter in his voice.\u003c/p>\n\u003cfigure id=\"attachment_59284\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/story-sunday-special-dog-0469d10150d4abca06c1aafcb1686495ab67be82-e1649404889949.jpe\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A student's letter on behalf of Sunday Special. \u003ccite>(St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Hello, my name is Sunday Special,\" the letter began. \"I would love to be adopted. If you do adopt me, I hope I will brighten up your Sundays like the sun! You'll be my Sunday Special and I hope I'll be yours!\"\u003c/p>\n\u003cp>The pup was able to find a home, and Peters is certain the letter was a factor.\u003c/p>\n\u003cp>\"His little story, I'm telling you, is the reason that he got adopted,\" Peters said.\u003c/p>\n\u003cp>The students have been enthusiastic throughout the process, Jones tells NPR. It probably helps that Peters brought in Snow, a white pitbull, for a visit with the students. The kids were \"so excited and happy and jumping out of their skin\" when they met the well-mannered fella, Peters said.\u003c/p>\n\u003cfigure id=\"attachment_59287\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59287\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/puppy-snow-at-stm-1b280696d7e411d2ddf4e83d258cb7a95a948465-scaled-e1649404915473.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003cfigcaption class=\"wp-caption-text\">Students meet Snow, the pitbull. \u003ccite>(Nena Meurlin/St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though the writing took place in early February, students still ask about the animals they wrote about.\u003c/p>\n\u003cp>\"Has I'll Tumble For Ya been adopted yet?\" Jones recalls one student asking before the day's lesson had even started.\u003c/p>\n\u003cp>Jones says she's watched her students develop an eagerness to write, even beyond this project.\u003c/p>\n\u003cp>\"They are just so excited to use their writing, whether it's to persuade, to inform, to do some research,\" Jones said.\u003c/p>\n\u003cp>Jones, who volunteers at the shelter, said she hopes the students learn that \"they can do anything,\" even if they're only 7 or 8 years old. She hopes that other teachers will also partner with their local shelters.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Make that impact for not only the children, but the dogs that are awaiting their forever home,\" Jones said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+second-graders+helped+shelter+pups+find+their+fur-ever+homes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A second-grade class wrote persuasive letters on behalf of shelter dogs, urging folks to adopt the animals. So far, the young writers have been successful.","status":"publish","parent":0,"modified":1649405021,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":686},"headData":{"title":"These second-graders helped shelter pups find their fur-ever homes - MindShift","description":"A second-grade class wrote persuasive letters on behalf of shelter dogs, urging folks to adopt the animals. So far, the young writers have been successful.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59282 https://ww2.kqed.org/mindshift/?p=59282","disqusUrl":"https://ww2.kqed.org/mindshift/2022/04/02/these-second-graders-helped-shelter-pups-find-their-fur-ever-homes/","disqusTitle":"These second-graders helped shelter pups find their fur-ever homes","nprByline":"Rina Torchinsky","nprImageAgency":"St. Michael's Episcopal School/RACC","nprStoryId":"1090057426","nprApiLink":"http://api.npr.org/query?id=1090057426&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/04/01/1090057426/these-second-graders-helped-shelter-pups-find-their-fur-ever-homes?ft=nprml&f=1090057426","nprRetrievedStory":"1","nprPubDate":"Fri, 01 Apr 2022 13:57:00 -0400","nprStoryDate":"Fri, 01 Apr 2022 13:57:52 -0400","nprLastModifiedDate":"Fri, 01 Apr 2022 15:38:17 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59282/these-second-graders-helped-shelter-pups-find-their-fur-ever-homes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sleigh Ride is a chubby, blue-gray pitbull, and she'd been hanging around Richmond Animal Care and Control's shelter for quite awhile. But a letter from a second-grader — written on the dog's behalf — may have been the ticket home.\u003c/p>\n\u003cp>\"Do you want to adopt me?\" the letter read. \"You can snuggle with me! I promise that I will be a good dog. You can even sleep with me if you want!\"\u003c/p>\n\u003cp>Within about 10 days of posting the letter alongside the kennel, someone adopted Sleigh Ride into a fur-ever home, said Christie Chipps Peters, director of Richmond Animal Care and Control.\u003c/p>\n\u003cfigure id=\"attachment_59286\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59286 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/students-write-ddf790f3ecaf643733717edf8b1ba3f2c592daf5-scaled-e1649404782563.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students write the letters. \u003ccite>(St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The letter came from a student in Kensey Jones' writing class at St. Michael's Episcopal School in Richmond, Va. It was part of a persuasive writing assignment — Jones' brainchild — that asked students to write letters in the voice of one of 24 animals — 23 dogs and one cat — at the shelter.\u003c/p>\n\u003cp>In each letter, the young writers persuaded readers to adopt an assigned pet, from the point of view of the animal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So far, the students' work has been effective. After posting the letters outside each kennel, only four dogs remain: Pebble, Yosemite, Kotey and I'll Tumble For Ya.\u003c/p>\n\u003cfigure id=\"attachment_59283\" class=\"wp-caption alignnone\" style=\"max-width: 910px\">\u003cimg class=\"wp-image-59283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d.jpg\" alt=\"\" width=\"910\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d.jpg 910w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d-800x853.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d-160x171.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/04/dog-adopted_custom-33ab0e4ceeb84666688a1e3a03372c5443e5c05d-768x819.jpg 768w\" sizes=\"(max-width: 910px) 100vw, 910px\">\u003cfigcaption class=\"wp-caption-text\">This dog was adopted after the persuasive writing assignment. \u003ccite>(St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"It was just a miraculous marketing tool to help people find those pets and fall in love with them with the stories that the kids wrote, and then take that pet home with them,\" Peters told NPR.\u003c/p>\n\u003cp>When Peters was compiling the dogs to include on the list, she stuck with the ones who are harder to adopt, like ones who had health or behavioral challenges.\u003c/p>\n\u003cp>Ordinarily, people might walk past these animals without taking a second look, but the letters and matching illustrations encouraged people to slow down, Peters said.\u003c/p>\n\u003cp>Sunday Special, a tan and white pitbull (who was aptly picked up on a Sunday), also found his home after a second-grader wrote a letter on his behalf. He doesn't always show well, Peters said, and was very afraid of people.\u003c/p>\n\u003cp>But one student wrote a compelling letter in his voice.\u003c/p>\n\u003cfigure id=\"attachment_59284\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/story-sunday-special-dog-0469d10150d4abca06c1aafcb1686495ab67be82-e1649404889949.jpe\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A student's letter on behalf of Sunday Special. \u003ccite>(St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Hello, my name is Sunday Special,\" the letter began. \"I would love to be adopted. If you do adopt me, I hope I will brighten up your Sundays like the sun! You'll be my Sunday Special and I hope I'll be yours!\"\u003c/p>\n\u003cp>The pup was able to find a home, and Peters is certain the letter was a factor.\u003c/p>\n\u003cp>\"His little story, I'm telling you, is the reason that he got adopted,\" Peters said.\u003c/p>\n\u003cp>The students have been enthusiastic throughout the process, Jones tells NPR. It probably helps that Peters brought in Snow, a white pitbull, for a visit with the students. The kids were \"so excited and happy and jumping out of their skin\" when they met the well-mannered fella, Peters said.\u003c/p>\n\u003cfigure id=\"attachment_59287\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59287\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/puppy-snow-at-stm-1b280696d7e411d2ddf4e83d258cb7a95a948465-scaled-e1649404915473.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003cfigcaption class=\"wp-caption-text\">Students meet Snow, the pitbull. \u003ccite>(Nena Meurlin/St. Michael's Episcopal School/RACC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though the writing took place in early February, students still ask about the animals they wrote about.\u003c/p>\n\u003cp>\"Has I'll Tumble For Ya been adopted yet?\" Jones recalls one student asking before the day's lesson had even started.\u003c/p>\n\u003cp>Jones says she's watched her students develop an eagerness to write, even beyond this project.\u003c/p>\n\u003cp>\"They are just so excited to use their writing, whether it's to persuade, to inform, to do some research,\" Jones said.\u003c/p>\n\u003cp>Jones, who volunteers at the shelter, said she hopes the students learn that \"they can do anything,\" even if they're only 7 or 8 years old. She hopes that other teachers will also partner with their local shelters.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Make that impact for not only the children, but the dogs that are awaiting their forever home,\" Jones said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+second-graders+helped+shelter+pups+find+their+fur-ever+homes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59282/these-second-graders-helped-shelter-pups-find-their-fur-ever-homes","authors":["byline_mindshift_59282"],"categories":["mindshift_193"],"tags":["mindshift_21174","mindshift_851"],"featImg":"mindshift_59285","label":"mindshift"},"mindshift_59170":{"type":"posts","id":"mindshift_59170","meta":{"index":"posts_1591205157","site":"mindshift","id":"59170","score":null,"sort":[1646231311000]},"guestAuthors":[],"slug":"small-steps-to-make-creativity-part-of-your-daily-routine","title":"Small steps to make creativity part of your daily routine","publishDate":1646231311,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Creativity can be elusive — whether you feel the pressure to make something \"good\" or can't find time for your artistic endeavors – it can be hard to dedicate yourself to a creative practice.\u003c/p>\n\u003cp>\u003ca href=\"https://juliacameronlive.com/about/\">Julia Cameron\u003c/a>, the author of the bestselling book \u003cem>The Artist's Way\u003c/em>, has spent her career teaching \"creative unblocking.\" In her new book, \u003ca href=\"https://us.macmillan.com/books/9781250809377/seekingwisdom\">\u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>\u003c/a>, Cameron combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer.\u003c/p>\n\u003cp>Cameron says that spirituality and prayer can deepen our creativity and vice versa. \"I have found that if I teach people to work on their creativity, their spirituality wakes up. And if I try teaching about spirituality, their creativity wakes up.\"\u003c/p>\n\u003cp>These tips can help you commit to and deepen both your creative and spiritual practices.\u003c/p>\n\u003ch3>Creative Practice #1: \"Morning Pages\"\u003c/h3>\n\u003cp>This is the fundamental tool Cameron suggests for unblocking creativity. It \"brings clarity, direction, and productivity to every area of our lives,\" says Cameron. Here's how they work:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First thing in the morning (Cameron says ideally no more than 45 minutes after waking), write three pages by hand about anything. Seriously, anything. The point is that you don't stop writing. If you're bored and can't think of what to write, write that.\u003c/p>\n\u003cp>\"Morning Pages serve as a kind of 'brain drain'\" says Cameron, \"that allows you to release the worries, fears, and distractions standing between you and your day.\" Morning Pages are a low-pressure way to express yourself. As Cameron says, \"there's no wrong way to do Morning Pages.\"\u003c/p>\n\u003cp>Just don't share your writing with anyone – these pages are meant to be a space where you can vent and share free of judgment, so don't censor yourself. It's OK if they turn into a grocery list, a rant at your sister or a poem.\u003c/p>\n\u003ch3>Creative Practice #2: \"Artist Date\"\u003c/h3>\n\u003cp>You don't have to consider yourself an artist to go on an Artist Date. Cameron describes it as a \"once-a-week, solo adventure that you take just for fun.\" Cameron's students say they \"find themselves befriending themselves\" on these dates.\u003c/p>\n\u003cp>Try and do something that delights you on your Artist Date: Eat at a new restaurant, peruse a bookstore, go to the beach or a movie. Your Artist Date doesn't need to be expensive – one of Cameron's favorite outings is to go visit bunnies at a pet store. The main point here is fun – do something fun and frivolous.\u003c/p>\n\u003ch3>Creative Practice #3: Walks\u003c/h3>\n\u003cp>Walks can help you \"commune with your own thoughts,\" says Cameron. Twice a week, take a solo, twenty-minute walk. Leave your phone at home. Don't run an errand on your way or bring the dog or a friend with you. Go alone and just walk.\u003c/p>\n\u003cp>Walking isn't just a creative practice, it's a spiritual practice as well. \"For centuries, spiritual seekers have walked — on quests, on pilgrimages, through labyrinths,\" says Cameron. Walking can be a way to connect to the world around you and to your higher power (however you define that).\u003c/p>\n\u003ch3>Creative Practice #4: Prayer\u003c/h3>\n\u003cp>Before you close this tab, know that Cameron defines prayer loosely. She's not mandating who you pray to or trying to define God for you. She just wants you to connect with a creative energy outside yourself.\u003c/p>\n\u003cp>Prayer will look, feel and sound different for all of us but it doesn't matter how it comes out – ultimately praying brings a kind of freedom, says Cameron. She suggests a few prayer practices for seeking wisdom:\u003c/p>\n\u003cp>\u003cstrong>Prayers of petition:\u003c/strong> This is what she calls the \"Santa Clause\" prayer. \"You're asking for something, and you're hoping that the higher power will deliver it.\"\u003c/p>\n\u003cp>Cameron recommends being super honest when praying, but also to remember that we have a limited point of view. \"You need to remind yourself that God is far-seeing ... and may have something better in store for you than what you yourself had planned.\"\u003c/p>\n\u003cp>\u003cstrong>Prayers of guidance: \u003c/strong>Once a day, write down a question that you have about your life and \"listen, and write out what comes back,\" she says. \"The point is to be willing to ask, and then be open to receiving. The answers that you hear may surprise you.\"\u003c/p>\n\u003cp>For example, maybe you are not sure what form your creativity should take. You could ask: what should I do or make with my creative desire? See what answer arises.\u003c/p>\n\u003cp>\u003cstrong>Prayers of gratitude: \u003c/strong>Talk about what you're grateful for. \"It might be, 'I'm grateful for my curly hair. I'm grateful for my dog.'\"\u003c/p>\n\u003cp>This practice, Cameron says, can transform pessimism into optimism, which she believes is a boon for creativity. \"We tend to believe in the image of a suffering artist. And that creativity is born out of pain. And what I have found is that creativity is born out of happiness, which is a radical step to take.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider, with engineering support from Daniel Shukhin. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. If you have a good life hack, leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem> or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. Your tip could appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you love Life Kit and want more, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+make+creativity+part+of+your+daily+routine+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Julia Cameron, author of \u003cem>The Artist's Way\u003c/em> and architect of the famous creative practice \"Morning Pages,\" has spent her career teaching \"creative unblocking.\"In her new book, \u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>, she combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer. ","status":"publish","parent":0,"modified":1647010525,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":923},"headData":{"title":"Small steps to make creativity part of your daily routine - MindShift","description":"Julia Cameron, author of The Artist's Way and architect of the famous creative practice "Morning Pages," has spent her career teaching "creative unblocking."In her new book, Seeking Wisdom: a spiritual path to creative connection, she combines the creative practices of The Artist's Way, with a new intentional practice – prayer. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59170 https://ww2.kqed.org/mindshift/?p=59170","disqusUrl":"https://ww2.kqed.org/mindshift/2022/03/02/small-steps-to-make-creativity-part-of-your-daily-routine/","disqusTitle":"Small steps to make creativity part of your daily routine","nprByline":"Rachel Martin and Clare Marie Schneider","nprImageAgency":"Photo Illustration by Becky Harlan/NPR","nprStoryId":"1083493312","nprApiLink":"http://api.npr.org/query?id=1083493312&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/02/28/1083493312/julia-cameron-author-of-artists-way-on-morning-pages-and-prayer?ft=nprml&f=1083493312","nprRetrievedStory":"1","nprPubDate":"Tue, 01 Mar 2022 19:23:00 -0500","nprStoryDate":"Tue, 01 Mar 2022 00:03:51 -0500","nprLastModifiedDate":"Tue, 01 Mar 2022 19:23:08 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2022/03/20220301_lifekit_julia_cameron_life_kit_me__-_final.mp3?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","nprAudioM3u":"http://api.npr.org/m3u/11083543424-67b48a.m3u?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2022/03/20220301_lifekit_julia_cameron_life_kit_me__-_final.mp3?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Creativity can be elusive — whether you feel the pressure to make something \"good\" or can't find time for your artistic endeavors – it can be hard to dedicate yourself to a creative practice.\u003c/p>\n\u003cp>\u003ca href=\"https://juliacameronlive.com/about/\">Julia Cameron\u003c/a>, the author of the bestselling book \u003cem>The Artist's Way\u003c/em>, has spent her career teaching \"creative unblocking.\" In her new book, \u003ca href=\"https://us.macmillan.com/books/9781250809377/seekingwisdom\">\u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>\u003c/a>, Cameron combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer.\u003c/p>\n\u003cp>Cameron says that spirituality and prayer can deepen our creativity and vice versa. \"I have found that if I teach people to work on their creativity, their spirituality wakes up. And if I try teaching about spirituality, their creativity wakes up.\"\u003c/p>\n\u003cp>These tips can help you commit to and deepen both your creative and spiritual practices.\u003c/p>\n\u003ch3>Creative Practice #1: \"Morning Pages\"\u003c/h3>\n\u003cp>This is the fundamental tool Cameron suggests for unblocking creativity. It \"brings clarity, direction, and productivity to every area of our lives,\" says Cameron. Here's how they work:\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>First thing in the morning (Cameron says ideally no more than 45 minutes after waking), write three pages by hand about anything. Seriously, anything. The point is that you don't stop writing. If you're bored and can't think of what to write, write that.\u003c/p>\n\u003cp>\"Morning Pages serve as a kind of 'brain drain'\" says Cameron, \"that allows you to release the worries, fears, and distractions standing between you and your day.\" Morning Pages are a low-pressure way to express yourself. As Cameron says, \"there's no wrong way to do Morning Pages.\"\u003c/p>\n\u003cp>Just don't share your writing with anyone – these pages are meant to be a space where you can vent and share free of judgment, so don't censor yourself. It's OK if they turn into a grocery list, a rant at your sister or a poem.\u003c/p>\n\u003ch3>Creative Practice #2: \"Artist Date\"\u003c/h3>\n\u003cp>You don't have to consider yourself an artist to go on an Artist Date. Cameron describes it as a \"once-a-week, solo adventure that you take just for fun.\" Cameron's students say they \"find themselves befriending themselves\" on these dates.\u003c/p>\n\u003cp>Try and do something that delights you on your Artist Date: Eat at a new restaurant, peruse a bookstore, go to the beach or a movie. Your Artist Date doesn't need to be expensive – one of Cameron's favorite outings is to go visit bunnies at a pet store. The main point here is fun – do something fun and frivolous.\u003c/p>\n\u003ch3>Creative Practice #3: Walks\u003c/h3>\n\u003cp>Walks can help you \"commune with your own thoughts,\" says Cameron. Twice a week, take a solo, twenty-minute walk. Leave your phone at home. Don't run an errand on your way or bring the dog or a friend with you. Go alone and just walk.\u003c/p>\n\u003cp>Walking isn't just a creative practice, it's a spiritual practice as well. \"For centuries, spiritual seekers have walked — on quests, on pilgrimages, through labyrinths,\" says Cameron. Walking can be a way to connect to the world around you and to your higher power (however you define that).\u003c/p>\n\u003ch3>Creative Practice #4: Prayer\u003c/h3>\n\u003cp>Before you close this tab, know that Cameron defines prayer loosely. She's not mandating who you pray to or trying to define God for you. She just wants you to connect with a creative energy outside yourself.\u003c/p>\n\u003cp>Prayer will look, feel and sound different for all of us but it doesn't matter how it comes out – ultimately praying brings a kind of freedom, says Cameron. She suggests a few prayer practices for seeking wisdom:\u003c/p>\n\u003cp>\u003cstrong>Prayers of petition:\u003c/strong> This is what she calls the \"Santa Clause\" prayer. \"You're asking for something, and you're hoping that the higher power will deliver it.\"\u003c/p>\n\u003cp>Cameron recommends being super honest when praying, but also to remember that we have a limited point of view. \"You need to remind yourself that God is far-seeing ... and may have something better in store for you than what you yourself had planned.\"\u003c/p>\n\u003cp>\u003cstrong>Prayers of guidance: \u003c/strong>Once a day, write down a question that you have about your life and \"listen, and write out what comes back,\" she says. \"The point is to be willing to ask, and then be open to receiving. The answers that you hear may surprise you.\"\u003c/p>\n\u003cp>For example, maybe you are not sure what form your creativity should take. You could ask: what should I do or make with my creative desire? See what answer arises.\u003c/p>\n\u003cp>\u003cstrong>Prayers of gratitude: \u003c/strong>Talk about what you're grateful for. \"It might be, 'I'm grateful for my curly hair. I'm grateful for my dog.'\"\u003c/p>\n\u003cp>This practice, Cameron says, can transform pessimism into optimism, which she believes is a boon for creativity. \"We tend to believe in the image of a suffering artist. And that creativity is born out of pain. And what I have found is that creativity is born out of happiness, which is a radical step to take.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider, with engineering support from Daniel Shukhin. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. If you have a good life hack, leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem> or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. Your tip could appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you love Life Kit and want more, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+make+creativity+part+of+your+daily+routine+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine","authors":["byline_mindshift_59170"],"categories":["mindshift_193"],"tags":["mindshift_20854","mindshift_862","mindshift_851"],"featImg":"mindshift_59179","label":"mindshift"},"mindshift_58638":{"type":"posts","id":"mindshift_58638","meta":{"index":"posts_1591205157","site":"mindshift","id":"58638","score":null,"sort":[1635227031000]},"guestAuthors":[],"slug":"listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","title":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students","publishDate":1635227031,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When the podcast Ear Hustle first launched in 2017, Nigel Poor and Earlonne Woods explored the largely invisible stories inside San Quentin State Prison. While the word “prison” might make one think of felonies, violence and hardened criminals, any listener could clearly hear that the heart of the podcast is about humanity, early life choices and confronting mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\">their first episode “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is about seeking a person to safely share one's limited space. Other episodes cover topics like parents working through challenging conditions to be \u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">present in their children's lives\u003c/a> and\u003c/span>\u003cspan style=\"font-weight: 400\"> nurturers who care for \u003ca href=\"https://www.earhustlesq.com/episodes/2017/7/12/looking-out\">unusual pets in a medium security facility\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Podcast fans also got to hear incarcerated people reflect on what their lives were like growing up long before they ended up in San Quentin, including stories about their relationships with family and community members. Listeners, including teachers, heard this connection and reached out to Ear Hustle’s creators to share. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We got a lot of letters from teachers and their students talking about what they learned from the episode,” said Woods. He met Poor, a visual artist and educator, while serving a 31-years-to-life sentence at San Quentin. He served \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/22/670313799/earlonne-woods-co-host-of-ear-hustle-podcast-gets-prison-sentence-commuted\">\u003cspan style=\"font-weight: 400\">21 years before having his sentence commuted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the governor in 2018. Educators were drawn to using Ear Hustle episodes as springboards for multimodal activities in their classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And now there is\u003c/span>\u003ca href=\"https://sites.prh.com/thisisearhustle\">\u003cspan style=\"font-weight: 400\"> “This is Ear Hustle: Unflinching Stories of Everyday Prison Life,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> their new book about uncovering and amplifying stories about prison life and how they came together to co-host the first ever podcast produced within a prison. They also write about their experiences in school, how it shaped their lives and how it informs what they do today. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was one of [those] kids that learned to read way later,” said Woods. “I was the class clown to avoid being in the situations of reading, being in the situations of math, so I would just act out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Poor writes about how she had dyslexia and undiagnosed learning disabilities that made school difficult even though she was naturally curious. “I've carried that with me. That idea of being told that I wasn't smart, that I couldn't do things, that I was bothersome because teachers had to explain things to me over and over again,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a podcast that is already rich with activities for young learners, “This is Ear Hustle” provides more accounts from incarcerated and formerly incarcerated people that students can explore in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How podcasts build writing skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benjamin Bush, a Kentucky-based high school English teacher, started using Ear Hustle in his class because he was looking for a new way to engage his students. “The biggest problem that I think that it addresses is apathy. Getting someone to just start working on something is the hardest,” said Bush. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle drew in his learners because it allowed them to listen to voices other than his. They could hear from a wide range of people featured on the podcast and relate to their experiences. “We got to know the backgrounds of their lives and the things that they had struggled with through poverty and trauma, which affects a lot of our kids,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After each episode, Bush’s students did a related writing assignment. “It allowed me to reimagine what a text is in a classroom and how multimedia exists in a classroom in the same way that a novel or a play would.” For example,\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\"> “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examines the size of a typical prison cell (Woods’ was five feet by ten feet at San Quentin) and how to negotiate the space with a cellmate. “We all have roommates at some point in our lives,” writes Woods in his book. “We also wanted the subject to be something that everybody could relate to—whether they were in prison or in society.” In class, Bush and his students used rulers to measure out the size of a cell and did creative writing about what it would feel like to inhabit the limited space with another person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For another assignment, Bush brought in additional articles about solitary confinement, sentencing guidelines and parole rules for students to fuel their classroom conversations about prison systems. Later, students could choose to write a persuasive argument piece about one of the issues they talked about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After listening to\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/8/09/catch-a-kite\">\u003cspan style=\"font-weight: 400\"> “Catch a Kite,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an episode about receiving letters, students had the opportunity to write a letter to someone in the podcast. In one letter, a student talks about how he identifies with how his letter recipient needed to commit crimes to support his family. Another student wrote about how \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">\u003cspan style=\"font-weight: 400\">“Thick Glass,” Ear Hustle’s episode about parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped her understand dynamics within her own family. “Her father had been in and out of prison,” Bush said. “She wrote in her letter that Ear Hustle allowed her to envision her father as a good father. She was able to see him as redeemable in a way that maybe she hadn't before.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Little Jaylen's beautiful letter. Hear his letter at the end of our most recent episode \"Thick Glass\": \u003ca href=\"https://t.co/uecEBskphM\">https://t.co/uecEBskphM\u003c/a> \u003ca href=\"https://t.co/IZVr1rPSS7\">pic.twitter.com/IZVr1rPSS7\u003c/a>\u003c/p>\n\u003cp>— Ear Hustle Podcast (@earhustlesq) \u003ca href=\"https://twitter.com/earhustlesq/status/991359292174413824?ref_src=twsrc%5Etfw\">May 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connection and a sense of not being alone in hard situations are key feelings that Woods hopes to leave with young people who listen to Ear Hustle’s stories. \u003c/span>\u003cspan style=\"font-weight: 400\">He also thinks these connections help young people become better learners.\u003c/span>\u003cspan style=\"font-weight: 400\"> “You can benefit from someone's story,” he said. “You can have a different insight on something that will help you navigate through your life.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kinetic learning and listening\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle co-host Nigel Poor has brought the podcast into her photography classes at California State University, Sacramento, saying its focus on storytelling primes students to slow down and build important skills in observing. “I use it to talk about storytelling and compassionate listening and building empathy, which I think are tools anybody needs no matter what they're studying.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=By0d5G4yRzM\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her class, Ear Hustle is the basis of a kinetic learning experience to help students pay attention to other invisible stories. She’ll tell students to go for a walk outside and find something discarded on the ground that draws their attention. Picking up abandoned bits and pieces is part of Poor’s art practice, and when she first started volunteering at San Quentin, she would collect things from the prison’s parking lot. In the book, she describes the lot as her “hunting ground.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, she’ll invite students to bring back their found object and share a story they’ve created about it. “It sounds weird at first, but it gets people to connect with their creativity and the associations that they make with objects and experiences. And that's, to me, where stories start.” She’ll then move into playing clips from Ear Hustle and discussing what people hear in them and how she and Earlonne put episodes together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's so much [emphasis] put on the end result,” said Poor about education. “Listening and thinking is actually a valid activity. So I like to talk about that, and I like to talk about ways to pull stories out of people and give people the confidence to talk about themselves.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using hands-on learning to understand systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielle Devencenzi, assistant principal at St. Ignatius College Prep high school in San Francisco, begins her criminal justice class by looking at major legislation that shaped the U.S. justice system such as California's Three Strikes Sentencing Law, the 1994 Crime Bill and landmark US Supreme Court cases. “Twelve years ago, I started to take my students to San Quentin to really understand the social justice issues facing our prison system in California, specifically mass incarceration,” she said.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MsDevencenzi/status/961419775250350080\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing firsthand from incarcerated people and seeing the environment adds more depth to the books and articles they discuss as part of the class, according to Devencenzi. “I'm a firm believer that if you don't really see what's happening and really talk to the people who are impacted by our systems, then you can't really be an informed agent of change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devencenzi gives each of her students a notebook that they’ll use to write down their reactions, observations and notes from conversations with the people they meet on their tour of the prison. In a debrief, after visiting the prison, Devencenzi has students circle up their desks to share one thing from their notebook while she takes notes that she’ll later send to San Quentin. “They always talk about the humanity of the guys and how brave they are to tell their story in front of a bunch of complete strangers,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Ear Hustle first came out, her class was able to see the recording studio and meet some of the people featured in the episodes during their visits to San Quentin. “The podcast just became humanized when they met Curtis,” said Devencenzi about connecting with Curtis Roberts, who shared his story in “\u003ca href=\"https://www.earhustlesq.com/episodes/2017/9/27/left-behind\">Left Behind\u003c/a>.” Like Woods, Roberts had his sentence commuted in 2018. “It was just a month later when Curtis actually came to my classroom and visited my students again after they had met him in the prison yard,\" said Devencenzi. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Curtis Roberts who served a 29 year prison sentence comes to \u003ca href=\"https://twitter.com/StIgnatius?ref_src=twsrc%5Etfw\">@StIgnatius\u003c/a> to speak with criminal justice students who just visited San Quentin. Check out his \u003ca href=\"https://twitter.com/earhustlesq?ref_src=twsrc%5Etfw\">@earhustlesq\u003c/a> episode called Left Behind \u003ca href=\"https://t.co/MkNenCgs0Z\">pic.twitter.com/MkNenCgs0Z\u003c/a>\u003c/p>\n\u003cp>— Danielle Devencenzi (@MsDevencenzi) \u003ca href=\"https://twitter.com/MsDevencenzi/status/1201586814026428418?ref_src=twsrc%5Etfw\">December 2, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a culminating project, students in Devencenzi’s criminal justice class create a podcast based on in-depth interviews. Students explore their communities looking for trends and topics that – like their favorite episodes of Ear Hustle – require a little digging to uncover. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woods and Poor have dreams of creating an entire Ear Hustle curriculum that includes the expanded stories and deeper dives from “This is Ear Hustle.” At Woods’ request, Poor stands up to show that she’s wearing a black one-piece jumpsuit as part of her work for an episode \u003c/span>\u003ca href=\"https://www.earhustlesq.com/challenge\">\u003cspan style=\"font-weight: 400\">about a 30-day Ear Hustle challenge. \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">“We're asking listeners to come on this journey with us where we are eating the food that's eaten in prison during the same time and wearing three select outfits,” said Poor. “Not because we think we can replicate life in prison, but as a way to just build awareness and empathy about some of the things you give up when you go to prison.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They think the Ear Hustle challenge, which draws on themes surfaced in the “Prison 101” chapter from “This is Ear Hustle” and an episode from season two called “The Workaround,” would be a worthwhile activity for high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While stories from behind prison walls may seem to be an unlikely place to find education materials, Ear Hustle shows that there are several entry points into learning where storytelling is concerned. “There's learning through reading. There's learning through experiencing. People who don't necessarily think they're educators actually can be educators,” said Poor. “I would love for that to be a lesson of 'This is Ear Hustle': that voices really matter and that there's surprising stories everywhere that are worthy of being heard.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Many rich multimodal learning activities have come from using Ear Hustle, a podcast created by Earlonne Woods and Nigel Poor, in the classroom. Now, teachers can use their new book This is Ear Hustle to further unlock the power of storytelling.","status":"publish","parent":0,"modified":1664479644,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2075},"headData":{"title":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students - MindShift","description":"Many rich multimodal learning activities have come from using Ear Hustle, a podcast created by Earlonne Woods and Nigel Poor, in the classroom. Now, teachers can use their new book This is Ear Hustle to further unlock the power of storytelling.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58638 https://ww2.kqed.org/mindshift/?p=58638","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/25/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students/","disqusTitle":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students","excludeFromSiteSearch":"Include","path":"/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When the podcast Ear Hustle first launched in 2017, Nigel Poor and Earlonne Woods explored the largely invisible stories inside San Quentin State Prison. While the word “prison” might make one think of felonies, violence and hardened criminals, any listener could clearly hear that the heart of the podcast is about humanity, early life choices and confronting mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\">their first episode “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is about seeking a person to safely share one's limited space. Other episodes cover topics like parents working through challenging conditions to be \u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">present in their children's lives\u003c/a> and\u003c/span>\u003cspan style=\"font-weight: 400\"> nurturers who care for \u003ca href=\"https://www.earhustlesq.com/episodes/2017/7/12/looking-out\">unusual pets in a medium security facility\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Podcast fans also got to hear incarcerated people reflect on what their lives were like growing up long before they ended up in San Quentin, including stories about their relationships with family and community members. Listeners, including teachers, heard this connection and reached out to Ear Hustle’s creators to share. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We got a lot of letters from teachers and their students talking about what they learned from the episode,” said Woods. He met Poor, a visual artist and educator, while serving a 31-years-to-life sentence at San Quentin. He served \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/22/670313799/earlonne-woods-co-host-of-ear-hustle-podcast-gets-prison-sentence-commuted\">\u003cspan style=\"font-weight: 400\">21 years before having his sentence commuted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the governor in 2018. Educators were drawn to using Ear Hustle episodes as springboards for multimodal activities in their classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And now there is\u003c/span>\u003ca href=\"https://sites.prh.com/thisisearhustle\">\u003cspan style=\"font-weight: 400\"> “This is Ear Hustle: Unflinching Stories of Everyday Prison Life,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> their new book about uncovering and amplifying stories about prison life and how they came together to co-host the first ever podcast produced within a prison. They also write about their experiences in school, how it shaped their lives and how it informs what they do today. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was one of [those] kids that learned to read way later,” said Woods. “I was the class clown to avoid being in the situations of reading, being in the situations of math, so I would just act out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Poor writes about how she had dyslexia and undiagnosed learning disabilities that made school difficult even though she was naturally curious. “I've carried that with me. That idea of being told that I wasn't smart, that I couldn't do things, that I was bothersome because teachers had to explain things to me over and over again,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a podcast that is already rich with activities for young learners, “This is Ear Hustle” provides more accounts from incarcerated and formerly incarcerated people that students can explore in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How podcasts build writing skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benjamin Bush, a Kentucky-based high school English teacher, started using Ear Hustle in his class because he was looking for a new way to engage his students. “The biggest problem that I think that it addresses is apathy. Getting someone to just start working on something is the hardest,” said Bush. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle drew in his learners because it allowed them to listen to voices other than his. They could hear from a wide range of people featured on the podcast and relate to their experiences. “We got to know the backgrounds of their lives and the things that they had struggled with through poverty and trauma, which affects a lot of our kids,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After each episode, Bush’s students did a related writing assignment. “It allowed me to reimagine what a text is in a classroom and how multimedia exists in a classroom in the same way that a novel or a play would.” For example,\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400\"> “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examines the size of a typical prison cell (Woods’ was five feet by ten feet at San Quentin) and how to negotiate the space with a cellmate. “We all have roommates at some point in our lives,” writes Woods in his book. “We also wanted the subject to be something that everybody could relate to—whether they were in prison or in society.” In class, Bush and his students used rulers to measure out the size of a cell and did creative writing about what it would feel like to inhabit the limited space with another person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For another assignment, Bush brought in additional articles about solitary confinement, sentencing guidelines and parole rules for students to fuel their classroom conversations about prison systems. Later, students could choose to write a persuasive argument piece about one of the issues they talked about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After listening to\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/8/09/catch-a-kite\">\u003cspan style=\"font-weight: 400\"> “Catch a Kite,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an episode about receiving letters, students had the opportunity to write a letter to someone in the podcast. In one letter, a student talks about how he identifies with how his letter recipient needed to commit crimes to support his family. Another student wrote about how \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">\u003cspan style=\"font-weight: 400\">“Thick Glass,” Ear Hustle’s episode about parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped her understand dynamics within her own family. “Her father had been in and out of prison,” Bush said. “She wrote in her letter that Ear Hustle allowed her to envision her father as a good father. She was able to see him as redeemable in a way that maybe she hadn't before.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Little Jaylen's beautiful letter. Hear his letter at the end of our most recent episode \"Thick Glass\": \u003ca href=\"https://t.co/uecEBskphM\">https://t.co/uecEBskphM\u003c/a> \u003ca href=\"https://t.co/IZVr1rPSS7\">pic.twitter.com/IZVr1rPSS7\u003c/a>\u003c/p>\n\u003cp>— Ear Hustle Podcast (@earhustlesq) \u003ca href=\"https://twitter.com/earhustlesq/status/991359292174413824?ref_src=twsrc%5Etfw\">May 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connection and a sense of not being alone in hard situations are key feelings that Woods hopes to leave with young people who listen to Ear Hustle’s stories. \u003c/span>\u003cspan style=\"font-weight: 400\">He also thinks these connections help young people become better learners.\u003c/span>\u003cspan style=\"font-weight: 400\"> “You can benefit from someone's story,” he said. “You can have a different insight on something that will help you navigate through your life.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kinetic learning and listening\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ear Hustle co-host Nigel Poor has brought the podcast into her photography classes at California State University, Sacramento, saying its focus on storytelling primes students to slow down and build important skills in observing. “I use it to talk about storytelling and compassionate listening and building empathy, which I think are tools anybody needs no matter what they're studying.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/By0d5G4yRzM'\n title='//www.youtube.com/embed/By0d5G4yRzM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For her class, Ear Hustle is the basis of a kinetic learning experience to help students pay attention to other invisible stories. She’ll tell students to go for a walk outside and find something discarded on the ground that draws their attention. Picking up abandoned bits and pieces is part of Poor’s art practice, and when she first started volunteering at San Quentin, she would collect things from the prison’s parking lot. In the book, she describes the lot as her “hunting ground.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, she’ll invite students to bring back their found object and share a story they’ve created about it. “It sounds weird at first, but it gets people to connect with their creativity and the associations that they make with objects and experiences. And that's, to me, where stories start.” She’ll then move into playing clips from Ear Hustle and discussing what people hear in them and how she and Earlonne put episodes together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There's so much [emphasis] put on the end result,” said Poor about education. “Listening and thinking is actually a valid activity. So I like to talk about that, and I like to talk about ways to pull stories out of people and give people the confidence to talk about themselves.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using hands-on learning to understand systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielle Devencenzi, assistant principal at St. Ignatius College Prep high school in San Francisco, begins her criminal justice class by looking at major legislation that shaped the U.S. justice system such as California's Three Strikes Sentencing Law, the 1994 Crime Bill and landmark US Supreme Court cases. “Twelve years ago, I started to take my students to San Quentin to really understand the social justice issues facing our prison system in California, specifically mass incarceration,” she said.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"961419775250350080"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing firsthand from incarcerated people and seeing the environment adds more depth to the books and articles they discuss as part of the class, according to Devencenzi. “I'm a firm believer that if you don't really see what's happening and really talk to the people who are impacted by our systems, then you can't really be an informed agent of change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devencenzi gives each of her students a notebook that they’ll use to write down their reactions, observations and notes from conversations with the people they meet on their tour of the prison. In a debrief, after visiting the prison, Devencenzi has students circle up their desks to share one thing from their notebook while she takes notes that she’ll later send to San Quentin. “They always talk about the humanity of the guys and how brave they are to tell their story in front of a bunch of complete strangers,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Ear Hustle first came out, her class was able to see the recording studio and meet some of the people featured in the episodes during their visits to San Quentin. “The podcast just became humanized when they met Curtis,” said Devencenzi about connecting with Curtis Roberts, who shared his story in “\u003ca href=\"https://www.earhustlesq.com/episodes/2017/9/27/left-behind\">Left Behind\u003c/a>.” Like Woods, Roberts had his sentence commuted in 2018. “It was just a month later when Curtis actually came to my classroom and visited my students again after they had met him in the prison yard,\" said Devencenzi. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Curtis Roberts who served a 29 year prison sentence comes to \u003ca href=\"https://twitter.com/StIgnatius?ref_src=twsrc%5Etfw\">@StIgnatius\u003c/a> to speak with criminal justice students who just visited San Quentin. Check out his \u003ca href=\"https://twitter.com/earhustlesq?ref_src=twsrc%5Etfw\">@earhustlesq\u003c/a> episode called Left Behind \u003ca href=\"https://t.co/MkNenCgs0Z\">pic.twitter.com/MkNenCgs0Z\u003c/a>\u003c/p>\n\u003cp>— Danielle Devencenzi (@MsDevencenzi) \u003ca href=\"https://twitter.com/MsDevencenzi/status/1201586814026428418?ref_src=twsrc%5Etfw\">December 2, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a culminating project, students in Devencenzi’s criminal justice class create a podcast based on in-depth interviews. Students explore their communities looking for trends and topics that – like their favorite episodes of Ear Hustle – require a little digging to uncover. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woods and Poor have dreams of creating an entire Ear Hustle curriculum that includes the expanded stories and deeper dives from “This is Ear Hustle.” At Woods’ request, Poor stands up to show that she’s wearing a black one-piece jumpsuit as part of her work for an episode \u003c/span>\u003ca href=\"https://www.earhustlesq.com/challenge\">\u003cspan style=\"font-weight: 400\">about a 30-day Ear Hustle challenge. \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">“We're asking listeners to come on this journey with us where we are eating the food that's eaten in prison during the same time and wearing three select outfits,” said Poor. “Not because we think we can replicate life in prison, but as a way to just build awareness and empathy about some of the things you give up when you go to prison.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They think the Ear Hustle challenge, which draws on themes surfaced in the “Prison 101” chapter from “This is Ear Hustle” and an episode from season two called “The Workaround,” would be a worthwhile activity for high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While stories from behind prison walls may seem to be an unlikely place to find education materials, Ear Hustle shows that there are several entry points into learning where storytelling is concerned. “There's learning through reading. There's learning through experiencing. People who don't necessarily think they're educators actually can be educators,” said Poor. “I would love for that to be a lesson of 'This is Ear Hustle': that voices really matter and that there's surprising stories everywhere that are worthy of being heard.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","authors":["11721"],"categories":["mindshift_21445"],"tags":["mindshift_20699","mindshift_20821","mindshift_243","mindshift_74","mindshift_20839","mindshift_21166","mindshift_851"],"featImg":"mindshift_58639","label":"mindshift"},"mindshift_57786":{"type":"posts","id":"mindshift_57786","meta":{"index":"posts_1591205157","site":"mindshift","id":"57786","score":null,"sort":[1623225534000]},"guestAuthors":[],"slug":"the-benefits-of-speech-to-text-technology-in-all-classrooms","title":"The Benefits of Speech-to-Text Technology in All Classrooms","publishDate":1623225534,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn't have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it's not stigmatizing to anyone. And students are going to self-select what's going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You're pairing verbal input with visual input and it's just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve got to be computer literate,” Nahal said. “It's a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When they're in, say, a humanities class or a science class, that's where those tools are going to come in handy. And it's a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren't the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they're doing and how they're doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky's the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ","status":"publish","parent":0,"modified":1664480265,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2024},"headData":{"title":"The Benefits of Speech-to-Text Technology in All Classrooms - MindShift","description":"Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57786 https://ww2.kqed.org/mindshift/?p=57786","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/09/the-benefits-of-speech-to-text-technology-in-all-classrooms/","disqusTitle":"The Benefits of Speech-to-Text Technology in All Classrooms","excludeFromSiteSearch":"Include","path":"/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn't have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it's not stigmatizing to anyone. And students are going to self-select what's going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You're pairing verbal input with visual input and it's just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve got to be computer literate,” Nahal said. “It's a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When they're in, say, a humanities class or a science class, that's where those tools are going to come in handy. And it's a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren't the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they're doing and how they're doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky's the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_918","mindshift_21079","mindshift_21128","mindshift_21436","mindshift_851"],"featImg":"mindshift_57966","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. 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