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♪♪♪
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WOMAN:
How do you want
to wear it today?
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NARRATOR:
Children.
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"Meets new friends."
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NARRATOR:
Our most valuable resource.
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TEACHER:
Clap your hands!
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NARRATOR:
In a rapidly changing world,
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how are we preparing them
for the future?
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WOMAN:
Our kids are going to have
to work with knowledge
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that hasn't been discovered yet
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on technologies that
haven't been invented yet.
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NARRATOR:
How can schools today
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help students of all backgrounds
meet the challenges of tomorrow?
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Inequality in the United States
is our Achilles' heel.
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MAN:
We want a world where regardless
of where you are born,
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you have got an equal shot.
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NARRATOR:
Can science help us find a way
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to give all children
an equal shot?
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WOMAN:
What do you think?
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You look like
an astronaut, maybe?
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WOMAN:
We shouldn't be asking kids
to beat the odds.
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We should be using science
to change the odds.
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Cortex...
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NARRATOR:
Today's researchers are peering
into the brain,
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trying to unlock the secrets
of how children learn.
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WOMAN:
Reading is not a skill that
the brain is wired to do.
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What does that say?
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"Autumn"?
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Yes.
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WOMAN:
We're trying to get to the point
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where I can say that
this is the magic
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that will really help enhance
school performance.
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So we might rethink
the word "reflection."
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NARRATOR:
Can their discoveries help
educators transform our schools?
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TEACHER:
I want to smell it,
I want to taste it,
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I want to know how it looks.
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MAN:
It is possible
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to change
the brains of children
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in ways that can level
the playing field.
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TEACHER:
How many people saw the growth?
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MAN:
Individual children
who think differently,
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who learn differently,
or are on different paths
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can now get the thing
that works best for them.
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That's why!
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NARRATOR:
The stakes could not be higher.
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MAN:
Public education K-12
is not a terminal degree.
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It's the beginning
of the rest of your life.
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Ready, set...
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Go!
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Look at that!
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NARRATOR:
"School of the Future,"
right now on NOVA.
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When freshman Omar Gaytan
proskateboards to school,...N:
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he's careful
to take the same route
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and wear the right colors.
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OMAR:
In the streets, the main thing
you got to worry about:
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violence, gangs.
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It's not as violent
as it used to be,
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but, like, there's still
a gang presence.
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If they do something to you,
you're expected to retaliate.
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NARRATOR:
Across the freeway, Cole McFaul,
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a senior at one of California's
top-ranked high schools,
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raises a different kind
of worry.
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COLE:
I think some people
at our school
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do feel a need to succeed,
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and they push themselves
really hard.
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There's, like,
this mentality that,
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"Oh my gosh,
I need to do well.
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I need to work super hard."
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NARRATOR:
This is Silicon Valley.
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The home of Apple, Google,
and Facebook,
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it is also home to two
very different communities
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separated only by a freeway.
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(dog barking)
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LINDA DARLING-HAMMOND:
In these two cities,
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Palo Alto
and East Palo Alto,
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life is entirely different.
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The resources for children are
entirely different,
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the opportunities are
entirely different,
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the schools are
entirely different,
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DENISE HERRMANN:
We have students
who really want to succeed,
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and if success means learning
in a certain path,
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they're going to really be
ultra-focused on that.
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AMIKA GUILLAUME:
We have a lot of students
who are helping to pay the rent,
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not just adding a little bit
here and there,
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but literally paying the rent.
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DARLING-HAMMOND:
All over the country,
you can find these contrasts.
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Inequality in the United States
is our Achilles' heel.
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NARRATOR:
Each year across the country,
millions of children participate
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in a public education system
built on a promise:
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that all students deserve
an equal opportunity to learn
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regardless of zip code.
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But for many students,
a long history of inequity
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has left that promise
unfulfilled.
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NEWS ANNOUNCERS:
The United States is nowhere
near the top of the list.
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Students from Asia to Europe
outperform Americans on tests.
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NARRATOR:
Every five years,
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students from around the world
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take a unique test
that consistently shows
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Americans ranking
well below their peers
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from other industrialized
nations.
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But that is not whole story.
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DARLING-HAMMOND:
In fact, part of the American
public education system
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is doing pretty well.
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We actually rank first
in the world in reading
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in schools that serve fewer than
ten percent of kids in poverty.
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NEWS ANNOUNCER:
America has a child poverty rate
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nearly double that of countries
like Canada and Germany,
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who outperform
the United States.
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CLAUDE STEELE:
High-performing nations
on PISA scores
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have very tiny percentages
of their kids in poverty.
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We just have a much steeper
slope in this society to climb.
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RUSSLYN ALI:
If you're designing a system
that ensures that poor kids
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and kids of color
are going to get less
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of everything that we know
matters the most
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in public education, then....
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then you have
a civil rights quagmire.
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NARRATOR:
In spite of increased attention
on education,
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in some states, nearly one third
of low-income students
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never finish high school.
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ALI:
Let's be clear--
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the achievement gap is caused
by the opportunity gap.
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It hobbles far too many
of our young people.
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NARRATOR:
While the opportunity gap
in America is deep-seated,
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can our schools do a better job
in closing the achievement gap?
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How can they best serve
all students?
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Can the science of learning
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help more children
reach their potential?
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WOMAN:
Kids need to feel engaged
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to really make optimal use of
your educational opportunities,
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and the neural data
are giving us new insights
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into the mechanics
of that process.
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NARRATOR:
Can new technologies provide
more individualized instruction?
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BHARAT MEDIRATTA:
A child's education
should be centered
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around the way that
that child can receive
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the best education
to help them grow.
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CHILDREN:
I pledge allegiance
to the flag...
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NARRATOR:
How can we transform
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our one-size-fits-all
education model
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to prepare students
for an unpredictable future?
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TODD ROSE:
For the first time
in our history,
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we have an economy for which
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the only thing that's certain
is uncertainty and change.
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And so what we have to prepare
people for is adaptability.
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Oh, so that's why!
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NARRATOR:
Teachers, students, parents,
and scientists
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all across the country
take center stage...
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Everyone has a growth mindset.
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NARRATOR:
...as they explore innovative
approaches to education
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and a new vision
for the school of the future.
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Wait, there's
coordinates!
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There's actually
coordinates!
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I know!
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Yay, I can see now!
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NARRATOR:
What does a child need
to become a successful student?
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Most experts agree that
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developing certain skills
early on is essential.
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PAM CANTOR:
There are a set of skills
that all children need
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to be learners.
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They need to be able
to pay attention,
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to concentrate, to focus
for long periods of time.
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NARRATOR:
But some conditions, including
growing up in poverty,
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can hinder the development
of these skills.
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CANTOR:
Within low-income households
comes risks around learning,
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and we have
a huge number of children
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who are being exposed
to stresses
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that actually cause them
to come into kindergarten
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not ready for learning.
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There are gaps that will persist
over time.
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NARRATOR:
At the University of Oregon's
Brain Development Lab,
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neuroscientist Eric Pakulak
and his team
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are looking for ways to help
children overcome these gaps.
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To do this, they study
how our brains learn
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to pay attention and focus
from an early age.
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PAKULAK:
When you're paying attention,
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your brain is essentially
turning up the volume
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on what I'm saying
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and also suppressing
the distracting information
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that's going on around you.
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What's your name?
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PAKULAK:
That's a very powerful skill
for young children.
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It's part of self-regulation,
which involves your ability
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to use your brain
to control your body,
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to focus attention, to suppress
distracting information.
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I need this one!
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NARRATOR:
They studied
preschool-age students
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and found that
the ability to focus
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can closely align
with socioeconomic status.
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PAKULAK:
If you're growing up
in an environment
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that's very chaotic,
that's not very predictable,
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that in some cases could even
potentially be dangerous,
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it's actually to your benefit
in that environment
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to not suppress
distracting information
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to the same degree
as other children.
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Were you making
a joke, Cleo?
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PAKULAK:
And so what is potentially
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a large benefit
in that environment
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could then not be such a benefit
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when the child is moving
into a school environment
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where those abilities
are very important.
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What's gong on there?
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NARRATOR:
To better understand
how a child's experience
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outside of the classroom
can impact school readiness,
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they began their research
in the home.
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WOMAN:
Morning, Celi!
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You got your clothes
all picked out for school today?
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NARRATOR:
In Eugene, Oregon,
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Crystal Rulli begins her day
like most parents:
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by getting her children
off to school.
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CRYSTAL:
When you're all done,
we can go get ready.
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I got a shirt
and some pants.
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All I need is socks and shoes.
Perfect.
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NARRATOR:
But she has the added challenge
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of being a single mom
to three kids,
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two of them
under the age of eight.
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CRYSTAL:
Let's get your hair
taken care of.
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The youngest,
five-year-old Araceli,
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is getting ready for school
at the local Head Start,
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a federally funded
education program
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that serves low-income families.
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How do you want
to wear it today?
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Should we put it
in a ponytail or a braid?
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Two ponytails.
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Two ponytails?
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NARRATOR:
This mother-daughter exchange
may seem unremarkable,
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but Crystal is practicing
parenting techniques
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meant to reduce stress
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and heighten focus
in day-to-day interactions.
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There you go, all done.
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You're good to go.
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You did a lot of these
on your chart today.
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Can you tell me
which ones you did?
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Those two?
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What's this one?
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Wake up.
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We woke up, huh?
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Do you want a sticker
for that one?
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You do?
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Do you want me to pick it,
or do you want to pick it?
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NARRATOR:
She gives Araceli
concrete choices
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and rewards her
for making decisions.
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What a good job!
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All right!
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Go see teacher Stephanie!
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Teacher Stephanie!
245
00:12:31,551 --> 00:12:34,119
Yeah, tell her
about your morning.
246
00:12:35,555 --> 00:12:37,489
NARRATOR:
Crystal and Araceli
are part of a study
247
00:12:37,557 --> 00:12:39,557
at the University of Oregon,
248
00:12:39,626 --> 00:12:43,661
where researchers are working
with Head Start of Lane County
249
00:12:43,730 --> 00:12:46,498
on techniques that help children
learn to focus.
250
00:12:46,566 --> 00:12:49,734
What they do at home
is amplified
251
00:12:49,803 --> 00:12:52,670
by what takes place
in the classroom.
252
00:12:52,739 --> 00:12:55,573
The goal is to see
if this program leads
253
00:12:55,642 --> 00:12:58,510
to better learning outcomes
for preschoolers.
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00:12:58,578 --> 00:13:00,512
TEACHER:
If you're not listening
to the directions,
255
00:13:00,580 --> 00:13:02,247
can we play our games?
256
00:13:02,315 --> 00:13:03,381
CHILDREN:
No.
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00:13:03,450 --> 00:13:04,749
'Cause you won't know
what to do!
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00:13:04,818 --> 00:13:06,818
PAKULAK:
Children at this age
are starting
259
00:13:06,887 --> 00:13:09,654
to focus their attention
for longer periods of time.
260
00:13:09,723 --> 00:13:11,623
All right,
Dr. Distraction!
261
00:13:11,691 --> 00:13:14,292
PAKULAK:
And they're starting
to develop the ability
262
00:13:14,361 --> 00:13:17,362
to ignore the distracting
information.
263
00:13:17,430 --> 00:13:19,531
These are sort of
foundational skills
264
00:13:19,599 --> 00:13:21,599
that can be of great benefit
to the child
265
00:13:21,668 --> 00:13:23,401
going into the school
environment,
266
00:13:23,470 --> 00:13:25,203
and then some evidence
even suggests
267
00:13:25,272 --> 00:13:27,372
longer-lasting effects
into adulthood.
268
00:13:27,440 --> 00:13:31,543
NARRATOR:
In one activity
called "Dr. Distraction"
269
00:13:31,611 --> 00:13:34,212
students must walk
along a ribbon
270
00:13:34,281 --> 00:13:35,680
while carrying an object
on a spoon.
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00:13:35,749 --> 00:13:38,583
TEACHER:
You'll be the best
Dr. Distraction there is!
272
00:13:38,652 --> 00:13:40,485
NARRATOR:
Without being distracted
273
00:13:40,554 --> 00:13:43,421
by the commotion
that surrounds them.
274
00:13:43,490 --> 00:13:45,990
TEACHER:
Over the red stick,
and done!
275
00:13:46,059 --> 00:13:50,328
PAKULAK:
This is a really important
period in brain development
276
00:13:50,397 --> 00:13:52,397
for very young children.
277
00:13:52,465 --> 00:13:55,400
Targeting these vulnerable
brain systems
278
00:13:55,468 --> 00:13:57,435
at this particular point
in development
279
00:13:57,504 --> 00:13:59,604
might essentially
help strengthen
280
00:13:59,673 --> 00:14:01,606
the architecture of the brain
281
00:14:01,675 --> 00:14:03,508
and provide
an important platform
282
00:14:03,577 --> 00:14:06,277
for these children
moving forward.
283
00:14:06,346 --> 00:14:08,313
Nice job, Araceli!
284
00:14:08,381 --> 00:14:09,581
I'll take your frog.
285
00:14:09,649 --> 00:14:11,216
You give that brain a kiss.
286
00:14:12,719 --> 00:14:16,554
NARRATOR:
Some of these children
make regular visits
287
00:14:16,623 --> 00:14:20,225
to the Brain Development Lab
at the University of Oregon
288
00:14:20,293 --> 00:14:22,093
so the team can measure
any impact
289
00:14:22,162 --> 00:14:24,429
of the focus training.
290
00:14:24,497 --> 00:14:27,298
WOMAN:
All right, here we go
into the Brain Room!
291
00:14:27,367 --> 00:14:29,567
Now we're going
to put your hat on.
292
00:14:29,636 --> 00:14:33,771
NARRATOR:
Five-year-old Sawyer
is being fitted with an EEG cap
293
00:14:33,840 --> 00:14:38,376
that measures the electrical
activity in his brain.
294
00:14:38,445 --> 00:14:39,811
WOMAN:
Okay, we're going
to strap you in.
295
00:14:39,880 --> 00:14:42,213
What do you think, you look
like an astronaut, maybe?
296
00:14:42,282 --> 00:14:44,015
Maybe a deep-sea diver?
297
00:14:44,084 --> 00:14:45,016
Astronaut!
298
00:14:45,085 --> 00:14:47,051
Astronaut,
that's a good one.
299
00:14:47,888 --> 00:14:51,356
NARRATOR:
An electroencephalogram,
or EEG,
300
00:14:51,424 --> 00:14:53,725
picks up wave patterns
generated by brain cells
301
00:14:53,793 --> 00:14:58,363
communicating with one another
through electrical impulses.
302
00:14:58,431 --> 00:15:01,366
Occurring within milliseconds
of a stimulus,
303
00:15:01,434 --> 00:15:05,503
these impulses make EEG
a fairly reliable way
304
00:15:05,572 --> 00:15:08,373
for scientists to gauge
a person's response
305
00:15:08,441 --> 00:15:10,642
to a particular event.
306
00:15:10,710 --> 00:15:12,977
All right,
let's get on our throne!
307
00:15:13,046 --> 00:15:14,445
Here we go!
308
00:15:14,514 --> 00:15:16,481
NARRATOR:
Sawyer is going to listen
to some stories
309
00:15:16,549 --> 00:15:18,349
to test his ability
to focus his attention.
310
00:15:18,418 --> 00:15:20,285
Okay, you ready to watch
some stories?
311
00:15:20,353 --> 00:15:22,320
Okay, here we go.
312
00:15:22,389 --> 00:15:24,722
All right, here we go, kiddo.
313
00:15:24,791 --> 00:15:28,159
MAN (on recording):
Harry was a white dog
with black spots.
314
00:15:28,228 --> 00:15:29,694
On his birthday...
315
00:15:29,763 --> 00:15:32,196
NARRATOR:
Sawyer is told to focus
on a story about a dog
316
00:15:32,265 --> 00:15:34,632
called "No Roses for Harry"
317
00:15:34,701 --> 00:15:37,235
playing from a speaker
on his left side
318
00:15:37,304 --> 00:15:38,403
while pictures from the book
319
00:15:38,471 --> 00:15:40,738
are shown on the screen
in front of him.
320
00:15:40,807 --> 00:15:42,740
MAN (on recording):
He thought it was the silliest
sweater he'd ever seen.
321
00:15:42,809 --> 00:15:45,310
The next day, when Harry went
downtown with the children
322
00:15:45,378 --> 00:15:47,045
wearing his new sweater...
323
00:15:47,113 --> 00:15:51,582
NARRATOR:
Soon, another story called
"I Love You, Blue Kangaroo"
324
00:15:51,651 --> 00:15:54,519
begins playing from a speaker
on his right side.
325
00:15:54,587 --> 00:15:56,354
WOMAN (on recording):
Blue Kangaroo belonged to Lily.
326
00:15:56,423 --> 00:15:57,956
He was her very own kangaroo.
327
00:15:58,024 --> 00:16:00,825
NARRATOR:
Sawyer is told
to ignore the second story
328
00:16:00,894 --> 00:16:04,395
and only focus on the first--
the one about the dog.
329
00:16:04,464 --> 00:16:09,634
(stories overlapping)
330
00:16:09,703 --> 00:16:11,469
So the mastoids
look good.
331
00:16:11,538 --> 00:16:13,237
Very nice.
332
00:16:13,306 --> 00:16:17,275
NARRATOR:
Soon, intermittent noises begin
playing from both speakers.
333
00:16:17,344 --> 00:16:20,545
(beeping and stories overlap)
334
00:16:20,613 --> 00:16:23,314
These sounds trigger
an immediate response
335
00:16:23,383 --> 00:16:25,650
in Sawyer's brain
and help Pakulak identify
336
00:16:25,719 --> 00:16:29,520
which story Sawyer
is more focused on.
337
00:16:29,589 --> 00:16:32,824
PAKULAK:
Things happen very fast
in the brain.
338
00:16:32,892 --> 00:16:37,662
We can look at whether
there's a larger brain response
339
00:16:37,731 --> 00:16:39,464
to something that you're
paying attention to
340
00:16:39,532 --> 00:16:41,833
compared to the brain response
341
00:16:41,901 --> 00:16:46,137
to something that you're not
paying attention to.
342
00:16:46,206 --> 00:16:47,672
(beeping and stories overlap)
343
00:16:47,741 --> 00:16:50,341
NARRATOR:
The stakes here are high.
344
00:16:50,410 --> 00:16:53,311
Eric Pakulak is trying
to figure out
345
00:16:53,380 --> 00:16:55,580
if the interventions
might make a difference.
346
00:16:55,648 --> 00:16:57,715
PAKULAK:
This is a powerful technique
347
00:16:57,784 --> 00:16:59,751
for studying the brains
of young children
348
00:16:59,819 --> 00:17:02,253
because we're able
to actually look at outcomes
349
00:17:02,322 --> 00:17:03,554
in terms of brain function.
350
00:17:03,623 --> 00:17:05,556
With our new techniques,
351
00:17:05,625 --> 00:17:09,427
we're really able to document
the vulnerability of the brain
352
00:17:09,496 --> 00:17:11,996
to the pernicious effects
of early adversity.
353
00:17:16,469 --> 00:17:19,737
MAN:
Okay, if you turn to page 14...
354
00:17:20,740 --> 00:17:22,640
Maybe some of you had a chance
this week to try this out?
355
00:17:22,709 --> 00:17:24,709
NARRATOR:
While the preschoolers
are tested in the lab
356
00:17:24,778 --> 00:17:28,546
and instructed in the classroom
during the day,
357
00:17:28,615 --> 00:17:31,616
their parents head to the school
at night.
358
00:17:31,684 --> 00:17:34,552
PAKULAK:
The other parallel line
of research that we did
359
00:17:34,621 --> 00:17:37,555
was looking at how
working closely with parents
360
00:17:37,624 --> 00:17:39,590
might improve these outcomes
for children.
361
00:17:39,659 --> 00:17:41,759
NARRATOR:
This is where Crystal comes
362
00:17:41,828 --> 00:17:44,729
to learn strategies
to reduce stress at home
363
00:17:44,798 --> 00:17:48,766
and encourage her kids to pay
attention to what she is saying.
364
00:17:48,835 --> 00:17:51,769
PAKULAK:
There's a long history
of evidence
365
00:17:51,838 --> 00:17:53,671
about the effects
of positive parenting
366
00:17:53,740 --> 00:17:56,607
and getting parents
more involved.
367
00:17:56,676 --> 00:18:00,311
MAN:
They're now ready for more
thinking opportunities.
368
00:18:00,380 --> 00:18:02,413
Okay, so would anyone
like to share
369
00:18:02,482 --> 00:18:04,215
any experiences that they had
trying it out?
370
00:18:04,284 --> 00:18:05,216
Yeah, sure.
371
00:18:05,285 --> 00:18:06,284
Go ahead.
372
00:18:06,352 --> 00:18:07,752
CRYSTAL:
I have two younger children.
373
00:18:07,821 --> 00:18:11,622
They're just... they're really
into the whole idea of it
374
00:18:11,691 --> 00:18:13,624
and getting rewarded
with little stickers.
375
00:18:13,693 --> 00:18:15,426
So they're doing it
on their own with...
376
00:18:15,495 --> 00:18:17,361
They're kind of competing
a little bit
377
00:18:17,430 --> 00:18:19,330
and they're just coming to me
as they do it,
378
00:18:19,399 --> 00:18:21,466
and then they're like,
"Okay, I brushed my teeth,"
379
00:18:21,534 --> 00:18:23,534
you know,
"Can I get my sticker?"
380
00:18:23,603 --> 00:18:25,403
So it's kind of
flipped the script.
381
00:18:25,472 --> 00:18:27,371
Instead of you
chasing them around,
382
00:18:27,440 --> 00:18:28,573
they're chasing you around
383
00:18:28,641 --> 00:18:31,309
and they're paying
attention to you.
384
00:18:31,377 --> 00:18:32,610
It's not, "Wah, wah, wah."
385
00:18:32,679 --> 00:18:35,213
It's moving away from that
and actually giving them
386
00:18:35,281 --> 00:18:37,482
a reason to tune in
to your words.
387
00:18:37,550 --> 00:18:39,450
PAKULAK:
We were able to document
388
00:18:39,519 --> 00:18:41,652
reductions in parenting stress
in these parents.
389
00:18:41,721 --> 00:18:43,688
They were reporting
better social skills
390
00:18:43,756 --> 00:18:45,723
and fewer problem behaviors
in their children.
391
00:18:45,792 --> 00:18:47,692
They're going to be
paying attention...
392
00:18:47,760 --> 00:18:51,429
NARRATOR:
But does reducing stress at home
393
00:18:51,498 --> 00:18:53,664
combined with activities
in the classroom
394
00:18:53,733 --> 00:18:57,502
really improve a child's ability
to focus?
395
00:18:57,570 --> 00:19:00,438
PAKULAK:
What we were able to show
is that children
396
00:19:00,507 --> 00:19:03,608
who were randomly assigned
to receive this intervention
397
00:19:03,676 --> 00:19:06,277
that involved working
more closely with parents
398
00:19:06,346 --> 00:19:07,912
as well as the child
attention training
399
00:19:07,981 --> 00:19:12,650
that we do see that these
brain systems for attention
400
00:19:12,719 --> 00:19:15,620
improve in children
from backgrounds of poverty.
401
00:19:15,688 --> 00:19:16,821
WOMAN:
Teacher Sally is here!
402
00:19:16,890 --> 00:19:18,422
NARRATOR:
This is not the only evidence
403
00:19:18,491 --> 00:19:21,459
that points to the value
of early intervention
404
00:19:21,528 --> 00:19:25,730
and the role of parents
in a child's education.
405
00:19:25,798 --> 00:19:30,501
RUSSLYN ALI:
Education is the thing that
touches every single one of us
406
00:19:30,570 --> 00:19:31,769
not once, but twice in our life.
407
00:19:31,838 --> 00:19:33,538
We go to school
and we send our kids to school.
408
00:19:33,606 --> 00:19:35,473
We want the best
because we know
409
00:19:35,542 --> 00:19:37,441
if we give our kids
the best education,
410
00:19:37,510 --> 00:19:39,510
that is the foundation
they need to succeed
411
00:19:39,579 --> 00:19:41,612
in whatever life choices
they choose.
412
00:19:41,681 --> 00:19:45,483
NARRATOR:
Many experts believe
that parents are critical
413
00:19:45,552 --> 00:19:48,819
to helping children
learn better.
414
00:19:48,888 --> 00:19:52,523
ALEJANDRO GAC-ARTIGAS:
I don't think that we'll be able
to close the achievement gap
415
00:19:52,592 --> 00:19:55,459
without learning how
to effectively engage parents.
416
00:19:55,528 --> 00:19:59,497
Home is where children spend 75%
of their waking hours,
417
00:19:59,566 --> 00:20:02,466
and yet our system does
shockingly little
418
00:20:02,535 --> 00:20:04,368
to try to capture
any educational value
419
00:20:04,437 --> 00:20:05,503
from this time.
420
00:20:05,572 --> 00:20:08,773
NARRATOR:
With the help of parents,
421
00:20:08,841 --> 00:20:11,709
Alejandro Gac-Artigas
is looking to nurture
422
00:20:11,778 --> 00:20:15,813
a critical skill
for young learners: reading.
423
00:20:15,882 --> 00:20:20,618
GAC-ARTIGAS:
When I became a first-grade
teacher in Philadelphia,
424
00:20:20,687 --> 00:20:23,588
I was bowled over
by the fact that
425
00:20:23,656 --> 00:20:25,523
it took my kids
till the end of November
426
00:20:25,592 --> 00:20:27,592
for their reading levels
to finally catch up
427
00:20:27,660 --> 00:20:30,595
to where they had been
before the summer.
428
00:20:30,663 --> 00:20:32,430
And when I talked
to other teachers
429
00:20:32,498 --> 00:20:33,798
about what was going on,
430
00:20:33,866 --> 00:20:35,633
they all shared in this really
matter-of-fact way,
431
00:20:35,702 --> 00:20:38,469
"That's just the summer slide,"
432
00:20:38,538 --> 00:20:41,939
as if it were some law of nature
that growing up poor,
433
00:20:42,008 --> 00:20:44,508
for every two steps forward
you take during the year,
434
00:20:44,577 --> 00:20:46,711
you're going to take a step back
during the summer.
435
00:20:46,779 --> 00:20:52,350
NARRATOR:
Studies point to a troubling
trend among low income students:
436
00:20:52,418 --> 00:20:55,253
their reading skills
can erode dramatically
437
00:20:55,321 --> 00:20:57,588
during the summer months--
438
00:20:57,657 --> 00:20:59,991
a major contributor
to the achievement gap.
439
00:21:00,059 --> 00:21:02,627
GAC-ARTIGAS:
I began to realize that
summer learning loss
440
00:21:02,695 --> 00:21:06,731
is a symptom of an underlying,
deeper problem,
441
00:21:06,799 --> 00:21:08,699
which is that parents
have largely been left out
442
00:21:08,768 --> 00:21:10,735
of the process
of educating their kids.
443
00:21:10,803 --> 00:21:13,237
MAN:
Okay, so we want
to have your child
444
00:21:13,306 --> 00:21:15,306
read with you
and alone, right?
445
00:21:15,375 --> 00:21:16,807
We want to read together
and alone.
446
00:21:16,876 --> 00:21:19,577
We need both of those things
to improve the reading levels.
447
00:21:19,646 --> 00:21:24,715
NARRATOR:
One study found that this slide
can become a gap
448
00:21:24,784 --> 00:21:28,653
that has fifth graders reading
at a second-grade level.
449
00:21:28,721 --> 00:21:32,857
So Gac-Artigas founded
Springboard Collaborative,
450
00:21:32,925 --> 00:21:37,194
a program to help parents
foster better reading habits
451
00:21:37,263 --> 00:21:39,430
in their children.
452
00:21:39,499 --> 00:21:42,333
Students receive
daily reading instruction
453
00:21:42,402 --> 00:21:43,734
for five weeks
during the summer.
454
00:21:43,803 --> 00:21:46,404
Additionally,
their parents attend
455
00:21:46,472 --> 00:21:48,673
weekly workshops with them
456
00:21:48,741 --> 00:21:52,743
to learn techniques
for encouraging reading at home.
457
00:21:52,812 --> 00:21:55,880
Everyone is doing
an amazing job of working hard,
458
00:21:55,948 --> 00:21:58,616
and so this is just
another reminder about the goals
459
00:21:58,685 --> 00:22:01,085
and how you can monitor
that progress.
460
00:22:01,154 --> 00:22:05,956
GAC-ARTIGAS:
Both the teacher and the parent
share a goal for the child:
461
00:22:06,025 --> 00:22:08,559
they both want to see the kid
become a successful reader.
462
00:22:08,628 --> 00:22:11,696
And they have complementary
skill sets to make it happen.
463
00:22:11,764 --> 00:22:15,633
The teacher is the expert
on instruction.
464
00:22:15,702 --> 00:22:18,869
The parent is the expert
on their own child.
465
00:22:18,938 --> 00:22:24,575
NARRATOR:
Ken McFarlane is the expert
on his son Marcus.
466
00:22:24,644 --> 00:22:26,610
McFARLANE:
To send your child to school
467
00:22:26,679 --> 00:22:28,446
and think that they're going
to magically become
468
00:22:28,514 --> 00:22:33,284
who you want them to be
is questionable at best.
469
00:22:33,353 --> 00:22:34,685
"Meet new friends..."
470
00:22:34,754 --> 00:22:36,754
McFARLANE:
So I filled my home with books
471
00:22:36,823 --> 00:22:39,156
and I thought that
I would produce a reader,
472
00:22:39,225 --> 00:22:40,524
but that alone doesn't work.
473
00:22:40,593 --> 00:22:42,960
You have to put in the work
to produce a reader.
474
00:22:43,029 --> 00:22:47,665
NARRATOR:
Marcus attends a public school
in Philadelphia,
475
00:22:47,734 --> 00:22:50,634
and while he's not
a struggling reader,
476
00:22:50,703 --> 00:22:52,503
his kindergarten teacher felt
477
00:22:52,572 --> 00:22:54,672
he wasn't living up
to his potential.
478
00:22:54,741 --> 00:22:58,509
So she recommended
Springboard Collaborative.
479
00:22:58,578 --> 00:23:01,145
McFARLANE:
They taught us
how to make reading
480
00:23:01,214 --> 00:23:02,313
more interactive...
481
00:23:02,382 --> 00:23:04,382
Sound it out.
482
00:23:04,450 --> 00:23:06,517
...asking questions
prior to reading,
483
00:23:06,586 --> 00:23:09,453
in the middle of reading,
after reading is finished,
484
00:23:09,522 --> 00:23:12,523
and it basically encouraged us
to be more involved
485
00:23:12,592 --> 00:23:15,292
and encourage him to take
responsibility for himself.
486
00:23:15,361 --> 00:23:16,927
What does this say?
487
00:23:16,996 --> 00:23:17,995
Autumn?
488
00:23:18,064 --> 00:23:18,863
Yes.
489
00:23:18,931 --> 00:23:20,331
I don't know
what that means.
490
00:23:20,400 --> 00:23:22,233
It's the fall--
the seasons.
491
00:23:24,470 --> 00:23:26,370
NARRATOR:
According to Springboard
Collaborative,
492
00:23:26,439 --> 00:23:27,805
in just five weeks,
493
00:23:27,874 --> 00:23:31,642
its students replaced a typical
three-month reading loss
494
00:23:31,711 --> 00:23:34,745
with a more than
three-month reading gain.
495
00:23:34,814 --> 00:23:36,614
GAC-ARTIGAS:
Those five weeks
are really intended
496
00:23:36,682 --> 00:23:40,518
to build some habits that
a family can take and run with.
497
00:23:40,586 --> 00:23:43,454
"The plow digs up the plants
498
00:23:43,523 --> 00:23:48,692
and churns the potatoes
to the surface."
499
00:23:48,761 --> 00:23:52,863
"They stop
on the spice trading..."
500
00:23:52,932 --> 00:23:55,733
GAC-ARTIGAS:
I can think of no more natural
way to personalize instruction
501
00:23:55,802 --> 00:23:58,536
than to do so
with a family member.
502
00:23:58,604 --> 00:24:00,404
"Did you see
anything amazing?
503
00:24:00,473 --> 00:24:02,339
"Weeds and rocks.
504
00:24:02,408 --> 00:24:03,908
Same here!"
505
00:24:03,976 --> 00:24:06,744
GAC-ARTIGAS:
That, for me,
is where the magic is then,
506
00:24:06,813 --> 00:24:09,580
and I think it's every bit
as magical for low-income kids
507
00:24:09,649 --> 00:24:12,183
as we know it to be
in higher-income places.
508
00:24:13,252 --> 00:24:16,187
I like reading because...
509
00:24:18,591 --> 00:24:19,723
When you read something,
510
00:24:19,792 --> 00:24:21,859
they have different problems
than yours.
511
00:24:22,862 --> 00:24:25,162
And when you look
at other people's problems,
512
00:24:25,231 --> 00:24:26,330
it makes you forget your own.
513
00:24:26,399 --> 00:24:29,500
You can imagine
about anything you want.
514
00:24:29,569 --> 00:24:33,170
I wish I had more time for it,
but I do like reading.
515
00:24:34,807 --> 00:24:36,674
NARRATOR:
If programs like Springboard
516
00:24:36,742 --> 00:24:39,543
can bolster children's
literacy skills,
517
00:24:39,612 --> 00:24:44,515
can reading interventions impact
a child's developing brain?
518
00:24:44,584 --> 00:24:47,485
Neuroscientist
Joanna Christodoulou
519
00:24:47,553 --> 00:24:49,119
is trying to find out.
520
00:24:50,690 --> 00:24:52,590
CHRISTODOULOU:
First you're learning to read,
521
00:24:52,658 --> 00:24:54,425
and then you're reading
to learn.
522
00:24:54,494 --> 00:24:57,761
And so during the earliest
stages of education,
523
00:24:57,830 --> 00:25:00,397
in early elementary school,
your job really is,
524
00:25:00,466 --> 00:25:01,899
"Learn how to read
and learn how to do it well."
525
00:25:01,968 --> 00:25:08,372
Reading is not a skill that
the brain is wired to do.
526
00:25:08,441 --> 00:25:10,608
Children have
to orchestrate regions
527
00:25:10,676 --> 00:25:12,610
designed to serve other purposes
528
00:25:12,678 --> 00:25:15,980
and organize them
in service reading.
529
00:25:16,048 --> 00:25:17,081
Come on in.
530
00:25:17,149 --> 00:25:19,283
Let me show you
the real brain camera.
531
00:25:19,352 --> 00:25:20,818
There it is,
right through that window.
532
00:25:20,887 --> 00:25:24,622
NARRATOR:
Early reading deficits
in children
533
00:25:24,690 --> 00:25:27,525
can lead to learning
difficulties later on.
534
00:25:27,593 --> 00:25:30,294
So Christodoulou
is studying young readers
535
00:25:30,363 --> 00:25:32,663
at the earliest possible stage
536
00:25:32,732 --> 00:25:37,334
using magnetic resonance
imaging, or MRI.
537
00:25:37,403 --> 00:25:41,438
Christodoulou focuses
on two parts of the brain
538
00:25:41,507 --> 00:25:44,241
involved in language.
539
00:25:44,310 --> 00:25:47,545
Known as Broca's
and Wernicke's areas,
540
00:25:47,613 --> 00:25:51,715
they're named for the scientists
who discovered their functions.
541
00:25:51,784 --> 00:25:54,285
CHRISTODOULOU:
Wernicke's we understand
to be very important
542
00:25:54,353 --> 00:25:55,653
for language comprehension,
543
00:25:55,721 --> 00:25:58,422
and Broca's area
is incredibly important
544
00:25:58,491 --> 00:26:00,624
for language production.
545
00:26:00,693 --> 00:26:02,660
And that's important
even before reading onset
546
00:26:02,728 --> 00:26:05,429
because when you're learning
to read,
547
00:26:05,498 --> 00:26:06,897
you're harnessing regions
548
00:26:06,966 --> 00:26:11,569
that have been serving your
language capacities already.
549
00:26:11,637 --> 00:26:15,205
NARRATOR:
Research suggests that
the development
550
00:26:15,274 --> 00:26:16,640
of Broca's and Wernicke's
551
00:26:16,709 --> 00:26:18,776
depends a lot
on a child's environment.
552
00:26:18,844 --> 00:26:21,712
CHRISTODOULOU:
When we think about kids
who are at risk,
553
00:26:21,781 --> 00:26:23,447
that could translate
to things like
554
00:26:23,516 --> 00:26:25,282
how many books are in the home,
555
00:26:25,351 --> 00:26:27,384
or how much language
does a child hear--
556
00:26:27,453 --> 00:26:29,486
not from a television,
but from actual people.
557
00:26:29,555 --> 00:26:34,325
NARRATOR:
Growing up in a less advantaged
household may,
558
00:26:34,393 --> 00:26:35,559
for some children,
559
00:26:35,628 --> 00:26:38,429
slow the development
of areas of the brain
560
00:26:38,497 --> 00:26:42,700
critical to language
and reading.
561
00:26:42,768 --> 00:26:45,336
CHRISTODOULOU:
We looked at the structural data
562
00:26:45,404 --> 00:26:46,837
and we found a very notable
correlation
563
00:26:46,906 --> 00:26:50,541
between Broca's area
and socioeconomic status.
564
00:26:50,610 --> 00:26:54,111
On average, the lower
your socioeconomic status,
565
00:26:54,180 --> 00:26:56,880
the smaller that region.
566
00:26:57,917 --> 00:27:01,385
NARRATOR:
Christodoulou wants to see
if early reading interventions
567
00:27:01,454 --> 00:27:03,454
can change
the physical structure
568
00:27:03,522 --> 00:27:06,824
of these crucial regions
of the brain.
569
00:27:08,194 --> 00:27:09,460
To do that,
570
00:27:09,528 --> 00:27:11,562
she analyzed the test scores
and MRI data of children
571
00:27:11,631 --> 00:27:15,466
who attended a six-week
summer reading program
572
00:27:15,534 --> 00:27:17,067
like Springboard Collaborative.
573
00:27:17,136 --> 00:27:18,736
That looks really nice.
574
00:27:18,804 --> 00:27:21,338
NARRATOR:
She found that
after the intervention,
575
00:27:21,407 --> 00:27:24,608
children from lower
socioeconomic backgrounds
576
00:27:24,677 --> 00:27:27,711
showed marked improvement
across several reading skills.
577
00:27:27,780 --> 00:27:31,982
But most striking was the change
in their brain structure.
578
00:27:32,051 --> 00:27:35,719
CHRISTODOULOU:
Children from the lowest
socioeconomic backgrounds
579
00:27:35,788 --> 00:27:40,524
made the greatest gains in
the region of Wernicke's area.
580
00:27:40,593 --> 00:27:42,359
NARRATOR:
These preliminary results
581
00:27:42,428 --> 00:27:44,328
suggest that
reading interventions
582
00:27:44,397 --> 00:27:47,264
can positively impact
brain development.
583
00:27:47,333 --> 00:27:48,432
CHRISTODOULOU:
You ready?
584
00:27:48,501 --> 00:27:49,667
I'm going to show you
what it looks like
585
00:27:49,735 --> 00:27:51,335
from one ear
all the way to the other ear.
586
00:27:51,404 --> 00:27:53,637
The huge benefit
of being a child
587
00:27:53,706 --> 00:27:57,107
is that your brain
is extraordinarily plastic.
588
00:27:57,176 --> 00:27:58,308
It's amenable to change
589
00:27:58,377 --> 00:28:00,010
in ways that are
very distinctive and unique.
590
00:28:00,079 --> 00:28:01,145
What do you think?
591
00:28:01,213 --> 00:28:02,880
(laughing)
592
00:28:03,983 --> 00:28:06,717
NARRATOR:
The brain's ability
to respond to changes
593
00:28:06,786 --> 00:28:10,888
in environment and behavior
is called neuroplasticity.
594
00:28:10,956 --> 00:28:14,258
PAKULAK:
Neuroplasticity is
the changeability of the brain
595
00:28:14,326 --> 00:28:16,694
with different kinds
of experience.
596
00:28:16,762 --> 00:28:22,533
NARRATOR:
For educators, neuroplasticity
presents both risk and reward.
597
00:28:22,601 --> 00:28:24,401
PAKULAK:
The metaphor that we use is
598
00:28:24,470 --> 00:28:26,837
neuroplasticity is
a double-edged sword.
599
00:28:26,906 --> 00:28:31,008
The same systems that are
vulnerable are also enhanceable.
600
00:28:31,077 --> 00:28:32,810
(whistle blows)
601
00:28:32,878 --> 00:28:36,413
NARRATOR:
One factor that makes the brain
vulnerable is chronic stress.
602
00:28:36,482 --> 00:28:38,649
This can hamper development
in areas
603
00:28:38,718 --> 00:28:43,620
where our abilities to learn and
to process emotions intersect.
604
00:28:43,689 --> 00:28:46,356
CANTOR:
The limbic system
of the developing brain
605
00:28:46,425 --> 00:28:50,427
is where the affective emotional
life of children is shaped
606
00:28:50,496 --> 00:28:52,896
and where their learning brain
is shaped.
607
00:28:52,965 --> 00:28:57,334
NARRATOR:
The limbic system
includes the hippocampus,
608
00:28:57,403 --> 00:28:58,802
which is critical to memory,
609
00:28:58,871 --> 00:29:03,707
and the amygdala, the brain's
emotional smoke detector.
610
00:29:03,776 --> 00:29:06,543
When the brain
perceives a threat,
611
00:29:06,612 --> 00:29:09,680
the amygdala initiates
a chain reaction.
612
00:29:09,749 --> 00:29:13,417
That triggers the release
of the stress hormone cortisol.
613
00:29:13,486 --> 00:29:15,719
With chronic stress,
614
00:29:15,788 --> 00:29:18,388
the amygdala
becomes oversensitive
615
00:29:18,457 --> 00:29:20,524
and floods the body
with cortisol,
616
00:29:20,593 --> 00:29:23,494
putting it in a state
of high alert.
617
00:29:23,562 --> 00:29:27,331
This can disrupt the delicate
chemical balance and structure
618
00:29:27,399 --> 00:29:29,600
of the limbic system.
619
00:29:29,668 --> 00:29:33,704
CANTOR:
That means the children who are
highly reactive to stress
620
00:29:33,773 --> 00:29:38,041
are easily triggered
by other events in their lives.
621
00:29:50,456 --> 00:29:52,389
TEACHER:
I'm going to give you
a countdown.
622
00:29:52,458 --> 00:29:54,525
Ten... Jackie!
623
00:29:54,593 --> 00:29:57,761
Being in an economically
disadvantaged neighborhood,
624
00:29:57,830 --> 00:30:00,397
some children come in
with a lot of baggage.
625
00:30:00,466 --> 00:30:03,667
NARRATOR:
Dana Kirton teaches fourth grade
626
00:30:03,736 --> 00:30:06,403
at Fairmont Neighborhood School
in the Bronx,
627
00:30:06,472 --> 00:30:08,505
where nearly half
of the children
628
00:30:08,574 --> 00:30:10,307
are born into poverty,
629
00:30:10,376 --> 00:30:13,177
the highest rate
in New York City.
630
00:30:13,245 --> 00:30:15,412
KIRTON:
Whether it's family life
631
00:30:15,481 --> 00:30:17,314
or a result of the neighborhood
that they live in,
632
00:30:17,383 --> 00:30:19,850
children carry
more stress than usual.
633
00:30:19,919 --> 00:30:22,686
A lot of times, they're already
in a defensive mode
634
00:30:22,755 --> 00:30:25,823
because of what has happened
before the day started.
635
00:30:25,891 --> 00:30:29,393
It could be, "I don't have
the money for a class trip,"
636
00:30:29,461 --> 00:30:32,663
"I don't have
the school supplies I needed."
637
00:30:32,731 --> 00:30:34,298
Some children come in hungry.
638
00:30:34,366 --> 00:30:38,569
NARRATOR:
The disruptive nature
of adversity on one child
639
00:30:38,637 --> 00:30:42,739
can derail learning
for an entire class of students.
640
00:30:42,808 --> 00:30:44,608
If you have a child
that is off task
641
00:30:44,677 --> 00:30:47,711
and refusing to cooperate,
it could be chaos.
642
00:30:47,780 --> 00:30:51,582
It has the ability to become
a distraction unless addressed.
643
00:30:51,650 --> 00:30:55,519
Be mindful of the time--
ten minutes.
644
00:30:55,588 --> 00:30:56,854
The positive side of this story
645
00:30:56,922 --> 00:31:01,491
is that there actually is
a prevention for this,
646
00:31:01,560 --> 00:31:04,595
and the prevention is
the human buffer.
647
00:31:04,663 --> 00:31:05,796
You keep reading,
648
00:31:05,865 --> 00:31:07,431
and I like the fact that
you're using the pencil.
649
00:31:07,499 --> 00:31:08,565
I want to really
commend you on that.
650
00:31:08,634 --> 00:31:10,400
CANTOR:
When children feel safe,
651
00:31:10,469 --> 00:31:13,370
when children are
feeling nurtured,
652
00:31:13,439 --> 00:31:16,206
that adults are caring
about them,
653
00:31:16,275 --> 00:31:20,177
there actually is
another pathway.
654
00:31:20,246 --> 00:31:21,178
Is everybody with us?
655
00:31:21,247 --> 00:31:22,179
CHILDREN:
Yes!
656
00:31:22,248 --> 00:31:23,213
All right, there's a boat...
657
00:31:23,282 --> 00:31:24,514
NARRATOR:
To buffer the stress
658
00:31:24,583 --> 00:31:26,750
her students may be experiencing
outside of school,
659
00:31:26,819 --> 00:31:29,620
Dana makes her classroom
a safe place.
660
00:31:29,688 --> 00:31:32,556
She and her co-teacher
Kristin Robles
661
00:31:32,625 --> 00:31:34,591
rely on techniques
aimed at creating
662
00:31:34,660 --> 00:31:36,627
a positive
classroom environment.
663
00:31:36,695 --> 00:31:38,428
Let's turn and talk
to our partner.
664
00:31:38,497 --> 00:31:40,063
KIRTON:
60 seconds.
665
00:31:40,132 --> 00:31:41,398
Go!
666
00:31:41,467 --> 00:31:43,667
NARRATOR:
One tool is called
"turn-and-talk."
667
00:31:43,736 --> 00:31:45,602
And then he ate
the chocolate.
668
00:31:45,671 --> 00:31:47,404
Everything tastes
like chocolate.
669
00:31:47,473 --> 00:31:50,607
John Midas follows slowly
with Susan.
670
00:31:50,676 --> 00:31:53,310
He wanted some water,
but when he drank water...
671
00:31:53,379 --> 00:31:55,512
KIRTON:
Children need to collaborate,
672
00:31:55,581 --> 00:31:58,415
and they respond when they have
somebody to respond with.
673
00:31:58,484 --> 00:32:03,053
John was carrying
a dark blue trumpet case, and...
674
00:32:03,122 --> 00:32:04,388
What's his name?
675
00:32:04,456 --> 00:32:05,589
We want everybody to feel
accepted and welcomed
676
00:32:05,658 --> 00:32:06,790
for what they have to bring.
677
00:32:06,859 --> 00:32:10,494
NARRATOR:
Another technique uses praise
678
00:32:10,562 --> 00:32:12,663
in place of punishment.
679
00:32:12,731 --> 00:32:15,198
Thank you to those who are
listening to our classmate.
680
00:32:15,267 --> 00:32:17,301
Thank you.
681
00:32:17,369 --> 00:32:18,802
We like to praise those
who are on task,
682
00:32:18,871 --> 00:32:21,638
because the hope is that
everybody wants to be praised.
683
00:32:21,707 --> 00:32:25,108
Thank you to those
who are quiet and waiting.
684
00:32:25,177 --> 00:32:26,109
When they hear
685
00:32:26,178 --> 00:32:27,444
"Thank you to those,"
686
00:32:27,513 --> 00:32:28,712
everybody's like,
"Oh, I want to be a 'those!'"
687
00:32:28,781 --> 00:32:30,747
And so everybody just
kind of falls in line.
688
00:32:30,816 --> 00:32:33,417
Okay, thank you to those
who are standing in a circle.
689
00:32:33,485 --> 00:32:35,519
We have to be careful
how we speak to children
690
00:32:35,587 --> 00:32:37,487
because you can speak
life and death
691
00:32:37,556 --> 00:32:42,259
into a child's school life
with words that you say.
692
00:32:42,328 --> 00:32:45,429
ROBLES:
Say one word that reminds you
693
00:32:45,497 --> 00:32:47,264
of being in fourth grade
in 409 this year.
694
00:32:47,333 --> 00:32:48,432
Then we're going to say
the person
695
00:32:48,500 --> 00:32:49,633
that we're tossing
the string to,
696
00:32:49,702 --> 00:32:51,501
and we're going to hold on
to one end
697
00:32:51,570 --> 00:32:54,071
and toss it
to that person.
698
00:32:54,139 --> 00:32:55,272
Learning!
699
00:32:55,341 --> 00:32:56,740
Okay, you gotta step up
so they can see you.
700
00:32:56,809 --> 00:33:00,143
Step up a little bit more,
right there, that's good.
701
00:33:00,212 --> 00:33:01,278
Robotics.
702
00:33:01,347 --> 00:33:02,980
Hold the string
and throw it.
703
00:33:04,650 --> 00:33:07,684
PAM CANTOR:
School readiness means
you walk in the door,
704
00:33:07,753 --> 00:33:14,191
and what you see and feel is
a joyous, safe, engaged,
705
00:33:14,259 --> 00:33:15,659
positive school community
706
00:33:15,728 --> 00:33:20,297
where every single message
that children get
707
00:33:20,366 --> 00:33:23,533
is that they are capable
of great things.
708
00:33:23,602 --> 00:33:25,435
KIRTON:
People will say,
"You're a teacher?
709
00:33:25,504 --> 00:33:26,903
Oh, God bless you."
710
00:33:26,972 --> 00:33:29,673
And I say, "Yes, thank you,
but God bless my children,"
711
00:33:29,742 --> 00:33:32,109
because my children are
putting in the hard work.
712
00:33:32,177 --> 00:33:33,543
I'm just showing them.
713
00:33:33,612 --> 00:33:35,579
My children are taking it
and they're running with it.
714
00:33:35,647 --> 00:33:37,247
And so don't give up.
715
00:33:37,316 --> 00:33:39,316
All right!
716
00:33:39,385 --> 00:33:41,985
I have knotless memories.
717
00:33:42,054 --> 00:33:43,420
All right!
718
00:33:43,489 --> 00:33:45,455
VIVIAN GADSDEN:
This idea that there's
one pathway
719
00:33:45,524 --> 00:33:49,659
is very small-minded,
narrow-minded.
720
00:33:49,728 --> 00:33:52,362
There are these
multiple pathways.
721
00:33:52,431 --> 00:33:55,198
Some of them are laden
with barriers,
722
00:33:55,267 --> 00:33:58,568
and others are fairly seamless.
723
00:33:58,637 --> 00:34:01,204
We have to figure out how
to make them more seamless
724
00:34:01,273 --> 00:34:02,706
for all children.
725
00:34:02,775 --> 00:34:06,143
It takes really being concerned
about the whole child.
726
00:34:08,781 --> 00:34:10,947
NARRATOR:
Part of focusing
on the whole child
727
00:34:11,016 --> 00:34:14,785
is understanding that even when
children are ready to learn,
728
00:34:14,853 --> 00:34:19,089
they may not have the necessary
tools to learn effectively.
729
00:34:24,663 --> 00:34:26,463
MARK McDANIEL:
We would never throw a child
730
00:34:26,532 --> 00:34:28,298
into the deep end
of a swimming pool
731
00:34:28,367 --> 00:34:30,100
and say, "Swim."
732
00:34:30,169 --> 00:34:31,435
We wouldn't do that.
733
00:34:31,503 --> 00:34:34,271
But in education,
that's exactly what we do.
734
00:34:34,339 --> 00:34:36,506
We throw the kid
into the classroom
735
00:34:36,575 --> 00:34:38,942
and we say, "Learn!"
736
00:34:42,714 --> 00:34:45,415
NARRATOR:
Are there proven techniques
for teaching all kids
737
00:34:45,484 --> 00:34:50,353
not just what to learn,
but how to learn better?
738
00:34:50,422 --> 00:34:51,855
Good morning, everybody!
739
00:34:51,924 --> 00:34:54,024
PATRICE BAIN:
I have some really
bright students...
740
00:34:54,093 --> 00:34:54,758
Morning!
741
00:34:54,827 --> 00:34:55,659
...who couldn't tell me
742
00:34:55,727 --> 00:34:59,029
what we had done a month ago.
743
00:34:59,098 --> 00:35:00,197
They could copy.
744
00:35:00,265 --> 00:35:01,731
They could copy really well.
745
00:35:01,800 --> 00:35:05,335
But if you asked
an essential question,
746
00:35:05,404 --> 00:35:08,438
they wouldn't know
how to answer.
747
00:35:08,507 --> 00:35:10,373
So our essential question
for this chapter is,
748
00:35:10,442 --> 00:35:12,742
what transformations occurred...
749
00:35:12,811 --> 00:35:14,878
NARRATOR:
Patrice Bain,
a history teacher in Illinois,
750
00:35:14,947 --> 00:35:19,416
wants her students to remember
everything she teaches them,
751
00:35:19,485 --> 00:35:22,486
so she asks them to think
about an essential question.
752
00:35:22,554 --> 00:35:24,354
BAIN:
There we go!
753
00:35:24,423 --> 00:35:27,457
NARRATOR:
And she tests them every day.
754
00:35:27,526 --> 00:35:30,460
Names on top,
number one through five.
755
00:35:30,529 --> 00:35:32,662
I just take whatever we did
the day before,
756
00:35:32,731 --> 00:35:36,600
I put it in a basket,
I pull five things out.
757
00:35:36,668 --> 00:35:40,370
It makes the students so
accountable for their learning.
758
00:35:40,439 --> 00:35:43,273
They have to retrieve
this information.
759
00:35:43,342 --> 00:35:48,211
What is the term
for a grand church?
760
00:35:48,280 --> 00:35:49,946
Number two...
761
00:35:50,015 --> 00:35:53,450
NARRATOR:
This is no high-stakes test
that students often dread.
762
00:35:53,519 --> 00:35:56,353
This is a mini-quiz.
763
00:35:56,421 --> 00:35:59,322
Bain will not record
their scores.
764
00:35:59,391 --> 00:36:01,458
BAIN:
And number five,
765
00:36:01,527 --> 00:36:04,327
what was the term
for the journey and battle
766
00:36:04,396 --> 00:36:06,663
to take control of Jerusalem?
767
00:36:06,732 --> 00:36:08,632
NARRATOR:
These quizzes prompt students
768
00:36:08,700 --> 00:36:11,868
to fetch the information
from memory.
769
00:36:11,937 --> 00:36:15,705
Known as active retrieval,
the process has been shown
770
00:36:15,774 --> 00:36:18,742
to strengthen
long-term retention.
771
00:36:18,810 --> 00:36:23,146
MARK McDANIEL:
We should be trying
to retrieve the information,
772
00:36:23,215 --> 00:36:24,447
getting it out of memory
773
00:36:24,516 --> 00:36:26,449
rather than trying to cram it
into memory.
774
00:36:26,518 --> 00:36:28,385
It turns out that
retrieval practice
775
00:36:28,453 --> 00:36:32,489
is extremely effective
for creating robust memories.
776
00:36:32,558 --> 00:36:36,760
NARRATOR:
After decades of studying
teaching techniques,
777
00:36:36,828 --> 00:36:40,597
cognitive psychologists
Roddy Roediger and Mark McDaniel
778
00:36:40,666 --> 00:36:42,566
researched their
learning strategies
779
00:36:42,634 --> 00:36:45,535
at Columbia Middle School.
780
00:36:45,604 --> 00:36:50,540
McDANIEL:
We were interested
in whether or not
781
00:36:50,609 --> 00:36:52,375
getting things out of memory--
782
00:36:52,444 --> 00:36:54,444
that's what you do
when you take a test--
783
00:36:54,513 --> 00:36:57,047
could actually be an effective
learning technique.
784
00:36:57,115 --> 00:37:02,352
NARRATOR:
Patrice Bain's classroom was
one of their laboratories.
785
00:37:02,421 --> 00:37:05,355
In their studies
at Columbia Middle School,
786
00:37:05,424 --> 00:37:07,891
Roediger and McDaniel found
that integrating
787
00:37:07,960 --> 00:37:12,562
daily, low-stakes quizzes
to promote active retrieval
788
00:37:12,631 --> 00:37:15,632
improved outcomes for students.
789
00:37:15,701 --> 00:37:19,369
BAIN:
How can we answer this question?
790
00:37:19,438 --> 00:37:21,338
Raise your hand.
791
00:37:21,406 --> 00:37:24,474
People got infected
with the bubonic plague.
792
00:37:24,543 --> 00:37:27,277
The plague helped
to end feudalism.
793
00:37:27,346 --> 00:37:28,878
BAIN:
Oh!
794
00:37:28,947 --> 00:37:31,581
McDANIEL:
The results clearly showed
over and over again
795
00:37:31,650 --> 00:37:34,584
that material
that was quizzed
796
00:37:34,653 --> 00:37:39,189
was remembered better
on the exams in class.
797
00:37:39,258 --> 00:37:40,824
Are we making any connections?
798
00:37:40,892 --> 00:37:44,327
McDANIEL:
In fact, students were improving
about a grade level,
799
00:37:44,396 --> 00:37:46,396
coming up
from a B-type performance
800
00:37:46,465 --> 00:37:48,298
to A-type performance
801
00:37:48,367 --> 00:37:50,267
on material
that had been quizzed.
802
00:37:50,335 --> 00:37:51,401
BAIN:
Let's see...
803
00:37:51,470 --> 00:37:53,403
Garen,
what is feudalism?
804
00:37:53,472 --> 00:37:57,440
A rule of governing
the, um...
805
00:37:57,509 --> 00:37:59,242
(laughs nervously)
806
00:37:59,311 --> 00:38:00,377
ROEDIGER:
One problem we've had
807
00:38:00,445 --> 00:38:02,479
is people trying
to make learning easy.
808
00:38:02,547 --> 00:38:04,414
They don't want
the kids to fail.
809
00:38:04,483 --> 00:38:06,383
They want the kids to succeed.
810
00:38:06,451 --> 00:38:09,719
But you also want the child
to learn accurately
811
00:38:09,788 --> 00:38:12,122
and to pick up
the correct information.
812
00:38:12,190 --> 00:38:13,390
Somebody help me!
813
00:38:13,458 --> 00:38:15,225
BAIN:
There we go!
814
00:38:15,294 --> 00:38:16,226
It's okay to ask for help.
815
00:38:16,295 --> 00:38:17,294
That's the way we learn.
816
00:38:17,362 --> 00:38:19,262
And to do that,
challenge is good.
817
00:38:19,331 --> 00:38:20,463
BAIN:
Hands on this one.
818
00:38:20,532 --> 00:38:22,332
What did the Normans do?
819
00:38:22,401 --> 00:38:23,767
Liam?
820
00:38:23,835 --> 00:38:26,336
NARRATOR:
Low- or no-cost strategies
that work,
821
00:38:26,405 --> 00:38:27,737
even when learning gets hard,
822
00:38:27,806 --> 00:38:31,408
have proven especially useful
in communities
823
00:38:31,476 --> 00:38:35,578
like Upper Darby, Pennsylvania,
just outside Philadelphia.
824
00:38:35,647 --> 00:38:39,316
Budget cuts here
meant big changes
825
00:38:39,384 --> 00:38:41,618
for the district's
public schools.
826
00:38:41,687 --> 00:38:43,420
DAN McGARRY:
Programs were starting to be cut
827
00:38:43,488 --> 00:38:45,355
from the public schools
in this area,
828
00:38:45,424 --> 00:38:47,657
and people started to move away.
829
00:38:47,726 --> 00:38:49,392
When you're taking
those resources away
830
00:38:49,461 --> 00:38:51,628
from kids who need it,
it then makes its way
831
00:38:51,697 --> 00:38:54,331
into student achievement issues
for a school district,
832
00:38:54,399 --> 00:38:56,199
and that led
to all these problems.
833
00:38:56,268 --> 00:38:57,500
(children chatting)
834
00:38:57,569 --> 00:38:59,169
How are we doing today--
you all right?
835
00:39:00,505 --> 00:39:02,105
Guys, how are we doing today?
836
00:39:02,174 --> 00:39:04,607
NARRATOR:
Among the hardest hit
in the Upper Darby district
837
00:39:04,676 --> 00:39:07,711
was Beverly Hills Middle School.
838
00:39:07,779 --> 00:39:10,580
In 2011, it was struggling
to meet
839
00:39:10,649 --> 00:39:13,583
the state's many standardized
testing requirements
840
00:39:13,652 --> 00:39:16,686
and was labeled
a failing school.
841
00:39:16,755 --> 00:39:21,124
Principal Kelley Simone
rules the hallways here.
842
00:39:21,193 --> 00:39:22,325
Watch out, buddy!
843
00:39:22,394 --> 00:39:23,727
You okay?
844
00:39:23,795 --> 00:39:26,262
We're trying to meet the needs
of all kids with less.
845
00:39:26,331 --> 00:39:27,764
We had to do something.
846
00:39:27,833 --> 00:39:30,533
NARRATOR:
Over 60 languages of origin
are spoken here,
847
00:39:30,602 --> 00:39:36,639
and most students qualify
for a free or reduced lunch.
848
00:39:36,708 --> 00:39:39,809
We couldn't just say,
"Oh, well, pack it up and go."
849
00:39:39,878 --> 00:39:43,346
We still have to teach children
and educate children every day.
850
00:39:43,415 --> 00:39:44,848
McGARRY:
Where there's poverty
851
00:39:44,916 --> 00:39:46,716
and there's heartache
and there's hardships,
852
00:39:46,785 --> 00:39:49,419
unfortunately, there are kids
who come into school
853
00:39:49,488 --> 00:39:51,554
that are needy.
854
00:39:51,623 --> 00:39:53,790
I wanted to figure out,
how can we improve
855
00:39:53,859 --> 00:39:55,325
some of the climate
and culture things
856
00:39:55,394 --> 00:39:56,459
that we're dealing with?
857
00:39:56,528 --> 00:40:00,330
NARRATOR:
The district took a gamble
858
00:40:00,399 --> 00:40:02,832
and called a former
schoolteacher.
859
00:40:02,901 --> 00:40:06,736
Now a psychologist at
the University of Pennsylvania,
860
00:40:06,805 --> 00:40:09,606
Angela Duckworth
is trying to figure out
861
00:40:09,674 --> 00:40:13,710
what makes people stick with it
through the hard times.
862
00:40:13,779 --> 00:40:17,313
DUCKWORTH:
When I was a teacher,
many of my students
863
00:40:17,382 --> 00:40:20,016
were not doing as well
as I wanted them to do.
864
00:40:20,085 --> 00:40:21,518
And for me,
865
00:40:21,586 --> 00:40:24,320
the gap between what I thought
they could intellectually handle
866
00:40:24,389 --> 00:40:25,722
and what they were
actually doing
867
00:40:25,791 --> 00:40:29,459
is what drove me to study
the psychology of effort.
868
00:40:29,528 --> 00:40:30,727
And I'm going to
really try 100%.
869
00:40:30,796 --> 00:40:32,896
What is the psychology
of staying with things
870
00:40:32,964 --> 00:40:36,199
and not giving up on them,
as so many of my students did?
871
00:40:37,169 --> 00:40:40,770
NARRATOR:
So Duckworth studied a number
of success-driven groups,
872
00:40:40,839 --> 00:40:46,810
including West Point cadets,
CEOs, and college students.
873
00:40:46,878 --> 00:40:50,580
Her measure is a test in which
people rate their likelihood
874
00:40:50,649 --> 00:40:54,184
for not giving up
when times get tough.
875
00:40:54,252 --> 00:40:55,919
She calls this trait "grit."
876
00:40:55,987 --> 00:41:00,223
Subjects noted how strongly
they identified with statements
877
00:41:00,292 --> 00:41:02,492
such as
"new projects and ideas
878
00:41:02,561 --> 00:41:05,395
sometimes distract me
from previous ones,"
879
00:41:05,464 --> 00:41:09,499
or "setbacks discourage me."
880
00:41:09,568 --> 00:41:12,702
She found that
even more than IQ,
881
00:41:12,771 --> 00:41:16,306
grit was a strong predictor
of success.
882
00:41:19,311 --> 00:41:20,610
DUCKWORTH:
Some people might think,
883
00:41:20,679 --> 00:41:23,279
"Well, IQ is genetic,
but character is learned,"
884
00:41:23,348 --> 00:41:26,316
but really,
both IQ and character
885
00:41:26,384 --> 00:41:28,351
are both genetic and learned.
886
00:41:28,420 --> 00:41:31,187
So that's the kind
of messy answer
887
00:41:31,256 --> 00:41:32,922
to the nature-nurture question.
888
00:41:34,359 --> 00:41:35,792
NARRATOR:
With Duckworth's help,
889
00:41:35,861 --> 00:41:39,996
the district established
its character education program.
890
00:41:40,065 --> 00:41:41,130
Gritty!
891
00:41:41,199 --> 00:41:43,933
When I say deep practice,
you say...
892
00:41:44,002 --> 00:41:45,435
Gritty!
893
00:41:45,504 --> 00:41:46,703
NARRATOR:
In addition
to the standard curriculum,
894
00:41:46,771 --> 00:41:49,973
teachers now carve out time
for grit.
895
00:41:50,041 --> 00:41:55,745
DUCKWORTH:
It is really not easy
to take an insight from research
896
00:41:55,814 --> 00:41:58,515
and just, you know, make it real
in the classroom.
897
00:41:58,583 --> 00:42:01,518
NARRATOR:
Goal setting and perseverance
898
00:42:01,586 --> 00:42:04,354
lie at the heart
of these lessons.
899
00:42:04,422 --> 00:42:06,623
When you get knocked down,
you get up,
900
00:42:06,691 --> 00:42:08,424
and next time, guess what?
901
00:42:08,493 --> 00:42:10,426
You do it even better.
902
00:42:10,495 --> 00:42:12,395
NARRATOR:
In one exercise,
903
00:42:12,464 --> 00:42:16,366
students in Mary Byrnes'
sixth grade language arts class
904
00:42:16,434 --> 00:42:18,535
are challenged
to write a few lines
905
00:42:18,603 --> 00:42:21,304
about a unique food they enjoy.
906
00:42:21,373 --> 00:42:22,772
Ready, set, go.
Quick share-out, guys.
907
00:42:22,841 --> 00:42:24,841
"My favorite food
is spicy Indian food.
908
00:42:24,910 --> 00:42:27,377
"I love the smell and taste
of the exotic spices.
909
00:42:27,445 --> 00:42:29,178
I can't choose just one dish."
910
00:42:29,247 --> 00:42:30,446
Great.
911
00:42:30,515 --> 00:42:32,248
Great try.
912
00:42:32,317 --> 00:42:35,418
NARRATOR:
Then, they must rewrite those
sentences and make them better.
913
00:42:35,487 --> 00:42:38,454
Now I want to smell it,
I want to taste it,
914
00:42:38,523 --> 00:42:40,123
I want to know how it looks.
915
00:42:40,191 --> 00:42:41,491
Ready, set...
916
00:42:41,560 --> 00:42:44,794
Choose challenge, guys.
917
00:42:44,863 --> 00:42:48,698
DUCKWORTH:
To get better in any skill
is to challenge yourself
918
00:42:48,767 --> 00:42:50,567
to do what you
couldn't do before,
919
00:42:50,635 --> 00:42:53,269
to concentrate,
to get feedback,
920
00:42:53,338 --> 00:42:56,372
and then to do it
all over again.
921
00:42:56,441 --> 00:42:58,608
100% all the way, super job.
922
00:42:58,677 --> 00:43:01,578
DUCKWORTH:
I think for all students,
the place where they learn
923
00:43:01,646 --> 00:43:03,746
is the place that's just
a little harder,
924
00:43:03,815 --> 00:43:06,883
just a little more advanced
than what they can do today.
925
00:43:06,952 --> 00:43:11,287
I'm going to ask you
to wrap up that last sentence,
926
00:43:11,356 --> 00:43:12,422
turn to your partner.
927
00:43:12,490 --> 00:43:13,756
Turn, hurry up.
928
00:43:13,825 --> 00:43:16,492
"My favorite delicacy is hot,
spicy Indian food.
929
00:43:16,561 --> 00:43:18,261
"I love eating
the delicious curry
930
00:43:18,330 --> 00:43:19,629
"folded with soft,
fluffy white rice.
931
00:43:19,698 --> 00:43:22,131
"I especially love
the exotic smell and flavor
932
00:43:22,200 --> 00:43:24,100
of the spice blends."
933
00:43:24,169 --> 00:43:26,336
Awesome!
934
00:43:26,404 --> 00:43:28,538
How many people
like their work better
935
00:43:28,607 --> 00:43:31,474
after you went back in there
and improved it?
936
00:43:31,543 --> 00:43:34,577
How many people
saw the growth?
937
00:43:34,646 --> 00:43:36,346
Although it took
more time,
938
00:43:36,414 --> 00:43:38,314
how many people say
it was worth it?
939
00:43:38,383 --> 00:43:39,549
So you want
to remember that:
940
00:43:39,618 --> 00:43:42,385
how you felt
after you met the challenge,
941
00:43:42,454 --> 00:43:48,758
after you set your mind
to giving it your absolute best.
942
00:43:48,827 --> 00:43:53,496
NARRATOR:
Grit is not a solution
for all struggling students,
943
00:43:53,565 --> 00:43:56,666
especially those faced with
challenges beyond their control,
944
00:43:56,735 --> 00:44:00,670
but it can encourage
some children to keep at it.
945
00:44:00,739 --> 00:44:02,472
DUCKWORTH:
I think grit is
946
00:44:02,540 --> 00:44:04,707
this intuition that things
are going to be hard
947
00:44:04,776 --> 00:44:07,977
and you're going to want to give
up because you are frustrated,
948
00:44:08,046 --> 00:44:12,482
because you are disappointed,
because you are discouraged,
949
00:44:12,550 --> 00:44:17,320
but in that moment, you're going
to stick to it and not give up,
950
00:44:17,389 --> 00:44:19,989
and you're going to keep doing
that over a long period.
951
00:44:20,058 --> 00:44:24,661
NARRATOR:
Since introducing grit
into classroom instruction,
952
00:44:24,729 --> 00:44:27,830
teachers and administrators
at Beverly Hills Middle School
953
00:44:27,899 --> 00:44:32,902
have seen firsthand how attitude
impacts academic performance.
954
00:44:34,606 --> 00:44:36,739
McGARRY:
Public education, K-to-12,
is not a terminal degree.
955
00:44:36,808 --> 00:44:40,510
It's the beginning
of the rest of your life.
956
00:44:40,578 --> 00:44:42,612
It's about kids setting a goal
957
00:44:42,681 --> 00:44:44,681
for what they want to achieve
and who they want to be in life.
958
00:44:44,749 --> 00:44:46,683
That will increase
student achievement.
959
00:44:46,751 --> 00:44:49,352
And I believe that's not
a huge cost financially;
960
00:44:49,421 --> 00:44:50,987
it's a cost of time.
961
00:44:52,791 --> 00:44:56,459
Grit is to me, like, the ability
to work through things
962
00:44:56,528 --> 00:44:59,429
even though they may, like,
put stress on you.
963
00:44:59,497 --> 00:45:01,764
Having determination, basically.
964
00:45:01,833 --> 00:45:04,367
Blood, sweat, and tears
through no matter what.
965
00:45:04,436 --> 00:45:06,569
Well, when I'm faced
with a challenge,
966
00:45:06,638 --> 00:45:08,271
I kind of power through it.
967
00:45:08,339 --> 00:45:10,373
If I get afraid
of doing new things,
968
00:45:10,442 --> 00:45:12,408
I just take a deep breath
969
00:45:12,477 --> 00:45:14,410
and tell myself that
I can do it.
970
00:45:14,479 --> 00:45:15,445
You're never finished.
971
00:45:15,513 --> 00:45:17,146
You can always keep going.
972
00:45:17,215 --> 00:45:18,281
There's only a deadline--
973
00:45:18,349 --> 00:45:21,050
you can keep going
to make it better.
974
00:45:22,821 --> 00:45:26,255
NARRATOR:
Teaching skills that nurture
positive personal qualities
975
00:45:26,324 --> 00:45:27,690
is having a resurgence.
976
00:45:27,759 --> 00:45:32,662
But as an educational practice,
it's nothing new.
977
00:45:32,731 --> 00:45:36,399
DUCKWORTH:
It was Martin Luther King
many decades ago
978
00:45:36,468 --> 00:45:39,535
who said that the goal
of a true education
979
00:45:39,604 --> 00:45:41,504
is intelligence plus character.
980
00:45:41,573 --> 00:45:43,506
So it's not just
in the last few years
981
00:45:43,575 --> 00:45:46,342
that we're having this epiphany.
982
00:45:46,411 --> 00:45:51,414
CAROL DWECK:
It was the 1960s, 1970s.
983
00:45:51,483 --> 00:45:54,617
We were coming out of an era
of behaviorism
984
00:45:54,686 --> 00:45:56,652
when you could only talk
about behavior.
985
00:45:56,721 --> 00:46:00,189
You could not talk
about what was in the head
986
00:46:00,258 --> 00:46:01,624
or what someone felt.
987
00:46:01,693 --> 00:46:04,861
That was considered
unscientific.
988
00:46:06,297 --> 00:46:07,730
We were putting that behind us,
989
00:46:07,799 --> 00:46:11,200
and we were rushing
into the head
990
00:46:11,269 --> 00:46:13,402
with great eagerness.
991
00:46:13,471 --> 00:46:17,406
It was an era now called
the Cognitive Revolution
992
00:46:17,475 --> 00:46:22,578
that said, "We can never
understand human behavior
993
00:46:22,647 --> 00:46:27,817
without studying human thought
and human emotion."
994
00:46:30,288 --> 00:46:31,254
Good afternoon.
995
00:46:31,322 --> 00:46:33,055
Good afternoon!
996
00:46:33,124 --> 00:46:36,526
NARRATOR:
Carol Dweck is a psychologist
whose early research formed
997
00:46:36,594 --> 00:46:41,164
one of character education's
more popular theories:
998
00:46:41,232 --> 00:46:43,199
growth mindset.
999
00:46:45,203 --> 00:46:47,703
DWECK:
What I found was
1000
00:46:47,772 --> 00:46:52,575
that children think in different
ways about their intelligence.
1001
00:46:52,644 --> 00:46:55,678
Some believe
it's just this fixed trait:
1002
00:46:55,747 --> 00:46:58,281
"I have a certain amount
and that's it."
1003
00:46:58,349 --> 00:47:01,951
But we saw that other kids
believed
1004
00:47:02,020 --> 00:47:06,222
that their basic talents and
abilities could be cultivated.
1005
00:47:06,291 --> 00:47:08,224
They took on challenges.
1006
00:47:08,293 --> 00:47:11,093
They applied the effort.
1007
00:47:11,162 --> 00:47:12,562
That's a growth mindset.
1008
00:47:12,630 --> 00:47:17,300
We've shown repeatedly that
teaching kids the growth mindset
1009
00:47:17,368 --> 00:47:21,971
really helps their achievement
over time.
1010
00:47:26,444 --> 00:47:28,211
SAL KHAN:
We want a world where
1011
00:47:28,279 --> 00:47:30,213
regardless of where
you are born,
1012
00:47:30,281 --> 00:47:33,082
you have got an equal shot
as anyone else.
1013
00:47:34,686 --> 00:47:37,854
NARRATOR:
Helping children by convincing
them that they can learn
1014
00:47:37,922 --> 00:47:42,158
is a strategy that education
entrepreneur Sal Khan
1015
00:47:42,227 --> 00:47:44,493
has also adopted.
1016
00:47:44,562 --> 00:47:46,495
In order for someone
to really reach their potential,
1017
00:47:46,564 --> 00:47:48,231
they have to believe
in themselves.
1018
00:47:48,299 --> 00:47:50,833
I saw that firsthand with Nadia.
1019
00:47:50,902 --> 00:47:55,471
NARRATOR:
Nadia is Khan's cousin,
who at 12 years old
1020
00:47:55,540 --> 00:47:58,474
lacked confidence
in her learning abilities.
1021
00:47:58,543 --> 00:48:00,176
KHAN:
Nadia was having trouble
in math.
1022
00:48:00,245 --> 00:48:01,510
Because of that,
1023
00:48:01,579 --> 00:48:02,712
they were putting her
into a slower math class.
1024
00:48:02,780 --> 00:48:04,247
I was like,
"Look, if you're up for it,
1025
00:48:04,315 --> 00:48:05,648
"let's get on the phone
every day,
1026
00:48:05,717 --> 00:48:09,385
and I want to work with you,"
and she agreed.
1027
00:48:09,454 --> 00:48:11,621
Let's get started.
1028
00:48:11,689 --> 00:48:15,625
NARRATOR:
Ultimately, Khan designed
math tutorials for his cousin
1029
00:48:15,693 --> 00:48:17,593
that he shared with her
on YouTube.
1030
00:48:17,662 --> 00:48:20,429
KHAN:
If I've traveled 0.5 kilometers,
1031
00:48:20,498 --> 00:48:24,233
how many centimeters
have I traveled?
1032
00:48:24,302 --> 00:48:26,302
Question mark centimeters.
1033
00:48:26,371 --> 00:48:29,405
Soon, not only did Nadia
improve in math,
1034
00:48:29,474 --> 00:48:32,675
but her attitude or mindset
changed as well.
1035
00:48:32,744 --> 00:48:37,380
KHAN:
So one of a bigger unit is equal
to a bunch of the smaller unit.
1036
00:48:37,448 --> 00:48:38,714
The same young Nadia
at 12 years old
1037
00:48:38,783 --> 00:48:40,516
who thought that she did not
have the capability
1038
00:48:40,585 --> 00:48:41,684
to understand unit conversion
1039
00:48:41,753 --> 00:48:44,220
two years later
was taking calculus
1040
00:48:44,289 --> 00:48:45,755
at the local university.
1041
00:48:45,823 --> 00:48:52,728
That was Exhibit A for me of,
"Wow, a lot of this is mindset,
1042
00:48:52,797 --> 00:48:55,865
and a lot of this is
your perception of yourself."
1043
00:48:57,468 --> 00:48:59,235
NARRATOR:
Inspired by his niece,
1044
00:48:59,304 --> 00:49:01,304
Khan established
a not-for-profit,
1045
00:49:01,372 --> 00:49:03,406
online tutorial service.
1046
00:49:03,474 --> 00:49:06,275
KHAN:
Let's say I start
with an old classic:
1047
00:49:06,344 --> 00:49:08,411
one plus one.
1048
00:49:08,479 --> 00:49:10,680
9x minus 4y...
1049
00:49:10,748 --> 00:49:13,683
NARRATOR:
Over a decade old,
Khan Academy has
1050
00:49:13,751 --> 00:49:17,753
more than 38 million registered
users worldwide.
1051
00:49:17,822 --> 00:49:21,524
Lessons range from math
to organic chemistry
1052
00:49:21,592 --> 00:49:23,025
and world history.
1053
00:49:23,094 --> 00:49:26,295
KHAN:
Those microtubules
are going to start pulling
1054
00:49:26,364 --> 00:49:27,964
on each of the sister
chromatids.
1055
00:49:28,032 --> 00:49:31,701
NARRATOR:
But now, they're experimenting
with something new.
1056
00:49:31,769 --> 00:49:36,272
Khan wants students to keep
trying when they're struggling.
1057
00:49:36,341 --> 00:49:37,606
WOMAN:
A growth mindset is where
1058
00:49:37,675 --> 00:49:39,709
you think of your brain
as something that can grow.
1059
00:49:39,777 --> 00:49:42,478
You can expand, stretch,
and build it up.
1060
00:49:42,547 --> 00:49:44,613
KHAN:
We've worked
with the research labs
1061
00:49:44,682 --> 00:49:47,183
to start putting mini
growth mindset interventions
1062
00:49:47,251 --> 00:49:49,151
in Khan Academy.
1063
00:49:51,956 --> 00:49:55,224
NARRATOR:
They've launched
an international competition
1064
00:49:55,293 --> 00:49:56,759
that teaches math
1065
00:49:56,828 --> 00:49:59,362
and encourages effort
in the process.
1066
00:49:59,430 --> 00:50:01,163
How many people do we have
signed up?
1067
00:50:01,232 --> 00:50:02,164
We have over 25,000.
1068
00:50:02,233 --> 00:50:02,865
Oh, really?
1069
00:50:02,934 --> 00:50:04,200
Idaho might be...
1070
00:50:04,268 --> 00:50:05,368
Idaho's killing it.
1071
00:50:05,436 --> 00:50:06,936
Yes.
1072
00:50:07,005 --> 00:50:10,506
NARRATOR:
The state of Idaho is
among the competitors.
1073
00:50:10,575 --> 00:50:13,509
We're now doing a whole
virtual and physical challenge
1074
00:50:13,578 --> 00:50:16,379
with communities that are
all about building mindset.
1075
00:50:16,447 --> 00:50:18,547
We call it Learn Storm.
1076
00:50:18,616 --> 00:50:21,417
WOMAN:
Are you ready for Learn Storm?
1077
00:50:21,486 --> 00:50:28,124
(cheering)
1078
00:50:28,192 --> 00:50:29,158
Learn!
1079
00:50:29,227 --> 00:50:30,059
Storm!
1080
00:50:30,128 --> 00:50:30,559
Learn!
1081
00:50:30,628 --> 00:50:31,327
Storm!
1082
00:50:31,396 --> 00:50:32,628
(cheering)
1083
00:50:32,697 --> 00:50:37,199
Let's have a huge
round of applause for Sal Khan!
1084
00:50:37,268 --> 00:50:38,334
(cheering)
1085
00:50:38,403 --> 00:50:39,602
KHAN:
All the people you admire
1086
00:50:39,670 --> 00:50:41,771
in sports, in media,
and business,
1087
00:50:41,839 --> 00:50:44,640
they've all failed more times
than you realize,
1088
00:50:44,709 --> 00:50:46,609
but what differentiated them
1089
00:50:46,677 --> 00:50:49,712
is that they got back up
and they kept going.
1090
00:50:49,781 --> 00:50:51,514
And so that's where Learn Storm
came from.
1091
00:50:51,582 --> 00:50:58,888
NARRATOR:
"Learn Storm" is a competition
built for someone like J.T.
1092
00:51:00,124 --> 00:51:02,024
(cow mooing)
1093
00:51:03,928 --> 00:51:06,796
NARRATOR:
More agile with video games
than he is with math,
1094
00:51:06,864 --> 00:51:10,332
the Idaho middle schooler
is often discouraged
1095
00:51:10,401 --> 00:51:11,967
when he gets an answer wrong.
1096
00:51:12,036 --> 00:51:16,305
KHAN:
There's such a stigma
with getting something wrong.
1097
00:51:16,374 --> 00:51:18,407
That's failure.
1098
00:51:18,476 --> 00:51:21,377
I mean, the word "failure"
literally feels like...
1099
00:51:21,446 --> 00:51:22,745
I mean, it feels bad.
1100
00:51:22,814 --> 00:51:24,747
Like, cortisol starts getting
put into your system
1101
00:51:24,816 --> 00:51:26,549
as soon as you even hear
the word "failure."
1102
00:51:26,617 --> 00:51:28,350
And "F," you know, I mean,
1103
00:51:28,419 --> 00:51:31,087
I have dreams
where I see an "F" still!
1104
00:51:33,424 --> 00:51:35,458
(mumbling through problem)
1105
00:51:35,526 --> 00:51:37,526
Draw a line below too
so you know that we're...
1106
00:51:37,595 --> 00:51:39,295
I will, but
I'm not done yet.
1107
00:51:39,363 --> 00:51:40,463
...keeping everything
organized.
1108
00:51:40,531 --> 00:51:43,265
Now erase that
and re-add it.
1109
00:51:43,334 --> 00:51:45,468
Wait, I'm lost with these.
1110
00:51:45,536 --> 00:51:47,470
KHAN:
When you're trying
to understand something
1111
00:51:47,538 --> 00:51:49,605
that's a little intimidating,
maybe a little complex,
1112
00:51:49,674 --> 00:51:51,707
it's stressful
to have someone else
1113
00:51:51,776 --> 00:51:53,676
waiting for you
to understand it.
1114
00:51:53,744 --> 00:51:56,412
"Hey, look, you see why y
is now equal to -8?"
1115
00:51:56,481 --> 00:51:58,247
(unsure):
"Yeah, I understand it."
1116
00:51:59,350 --> 00:52:01,317
So you missed
the whole answer
1117
00:52:01,385 --> 00:52:03,552
just because of how
you lined it all up.
1118
00:52:03,621 --> 00:52:05,354
Just erase your answer.
1119
00:52:05,423 --> 00:52:06,822
My head hurts.
1120
00:52:07,625 --> 00:52:08,824
KHAN:
You just feel pressure.
1121
00:52:08,893 --> 00:52:10,426
You don't want to waste
the other person's time,
1122
00:52:10,495 --> 00:52:11,460
you don't want them
to judge you.
1123
00:52:11,529 --> 00:52:12,595
(computer dings)
1124
00:52:12,663 --> 00:52:15,564
NARRATOR:
When his father leaves,
1125
00:52:15,633 --> 00:52:20,136
the Khan tutorial helps J.T.
work through a tough problem.
1126
00:52:20,204 --> 00:52:21,570
A hint appears on screen
1127
00:52:21,639 --> 00:52:26,108
telling him how to change
his strategy.
1128
00:52:27,745 --> 00:52:31,380
An additional prompt
encourages him to try again.
1129
00:52:31,449 --> 00:52:33,149
Oh, okay.
1130
00:52:33,217 --> 00:52:37,453
NARRATOR:
Once he's correctly answered
all the questions in the series,
1131
00:52:37,522 --> 00:52:39,488
J.T. moves on
to the next level of difficulty
1132
00:52:39,557 --> 00:52:43,859
and gets energy points
for his effort.
1133
00:52:43,928 --> 00:52:47,563
This point total goes
toward his overall performance
1134
00:52:47,632 --> 00:52:49,598
in the Learn Storm challenge.
1135
00:52:49,667 --> 00:52:52,801
KHAN:
Hopefully that starts
to deprogram some of this,
1136
00:52:52,870 --> 00:52:55,738
"Failure is bad, don't step out
of your comfort zone,
1137
00:52:55,806 --> 00:52:59,508
stick to what you know,"
fixed mindset thinking.
1138
00:52:59,577 --> 00:53:01,143
Now that's good.
1139
00:53:01,212 --> 00:53:02,511
Yep.
1140
00:53:02,580 --> 00:53:04,713
NARRATOR:
With Learn Storm,
1141
00:53:04,782 --> 00:53:07,349
students are not only rewarded
for getting it right,
1142
00:53:07,418 --> 00:53:10,553
but for trying,
an encouragement tool
1143
00:53:10,621 --> 00:53:14,490
that's part gaming strategy
and part cognitive science.
1144
00:53:14,559 --> 00:53:16,625
KHAN:
If I had one single hope,
1145
00:53:16,694 --> 00:53:18,494
it's that any participant
in Learn Storm,
1146
00:53:18,563 --> 00:53:21,063
their mindset towards learning
has changed.
1147
00:53:21,132 --> 00:53:22,097
Yep.
1148
00:53:22,166 --> 00:53:23,332
"I got a couple
of questions wrong
1149
00:53:23,401 --> 00:53:25,234
"and I went home
and I reviewed those questions
1150
00:53:25,303 --> 00:53:26,402
and now I got it right."
1151
00:53:26,470 --> 00:53:29,838
That's the type of impact
we hope to see,
1152
00:53:29,907 --> 00:53:33,409
and I think the cognitive
science and the tech
1153
00:53:33,477 --> 00:53:35,611
are only going to become
more and more symbiotic.
1154
00:53:35,680 --> 00:53:37,379
J.T.:
Oh, that one's pretty easy.
1155
00:53:37,448 --> 00:53:40,583
DWECK:
The intersection
of technology
1156
00:53:40,651 --> 00:53:44,186
and psychology
is a wonderful intersection.
1157
00:53:44,255 --> 00:53:45,654
(computer dings)
1158
00:53:45,723 --> 00:53:52,094
We want children to engage
joyfully in a learning process.
1159
00:53:52,163 --> 00:53:53,362
(computer dings)
1160
00:53:53,431 --> 00:53:55,197
Will they stick to it?
1161
00:53:55,266 --> 00:53:57,399
Will they find it enjoyable?
1162
00:53:57,468 --> 00:54:00,436
So we care
about these things too,
1163
00:54:00,504 --> 00:54:03,172
not just the final outcome.
1164
00:54:03,241 --> 00:54:04,873
(computer dings)
1165
00:54:06,644 --> 00:54:08,410
NARRATOR:
Designed more than
100 years ago,
1166
00:54:08,479 --> 00:54:12,348
our school system needed
to prepare a workforce
1167
00:54:12,416 --> 00:54:14,950
for a factory-based,
industrialized economy.
1168
00:54:17,688 --> 00:54:22,224
But that one-size-fits-all
approach to education
1169
00:54:22,293 --> 00:54:24,260
often doesn't work for students
1170
00:54:24,328 --> 00:54:26,228
of varying interests
and abilities.
1171
00:54:29,700 --> 00:54:33,535
How can a school system
built for mass education
1172
00:54:33,604 --> 00:54:39,441
be redesigned to meet the needs
of individual students?
1173
00:54:39,510 --> 00:54:41,510
After World War II,
1174
00:54:41,579 --> 00:54:43,712
the U.S. Air Force
faced a similar challenge
1175
00:54:43,781 --> 00:54:47,249
when it transitioned
to jet-powered aviation.
1176
00:54:49,687 --> 00:54:50,719
ANNOUNCER:
Jets must be handled differently
1177
00:54:50,788 --> 00:54:52,621
through the whole cycle
of operations.
1178
00:54:52,690 --> 00:54:57,159
TODD ROSE:
Planes are going faster,
they're more powerful,
1179
00:54:57,228 --> 00:54:59,762
all kinds of technology now,
1180
00:54:59,830 --> 00:55:03,432
and they're having
just a heck of a time
1181
00:55:03,501 --> 00:55:05,134
with pilot performance.
1182
00:55:12,910 --> 00:55:15,577
NARRATOR:
Test flights
of newly designed fighter jets
1183
00:55:15,646 --> 00:55:19,548
were crashing
at an alarming rate.
1184
00:55:19,617 --> 00:55:21,483
ROSE:
For generations,
1185
00:55:21,552 --> 00:55:23,652
the dominant military design
philosophy was
1186
00:55:23,721 --> 00:55:27,656
that if you had to create
one thing, your best bet was
1187
00:55:27,725 --> 00:55:30,459
to actually design
for an average-sized person.
1188
00:55:30,528 --> 00:55:33,529
NARRATOR:
When a young researcher
figured out
1189
00:55:33,597 --> 00:55:36,865
that there was no such thing
as an average-sized pilot,
1190
00:55:36,934 --> 00:55:40,202
he determined that the problem
was not pilot error,
1191
00:55:40,271 --> 00:55:41,704
but one of design.
1192
00:55:41,772 --> 00:55:45,774
So instead of trying to find
pilots to fit their planes,
1193
00:55:45,843 --> 00:55:51,113
the Air Force began building
planes to fit their pilots.
1194
00:55:51,182 --> 00:55:52,781
The simple solution?
1195
00:55:52,850 --> 00:55:56,418
Something commonly seen
in automobiles today:
1196
00:55:56,487 --> 00:56:00,389
adjustable seats and steering.
1197
00:56:00,458 --> 00:56:01,690
ROSE:
It's a recognition
1198
00:56:01,759 --> 00:56:05,661
that average-based
industrial systems have failed.
1199
00:56:05,730 --> 00:56:07,663
So when I think of the parallel
to education,
1200
00:56:07,732 --> 00:56:09,698
I think we will see
pretty big gains
1201
00:56:09,767 --> 00:56:12,167
just from shifting
toward individuals
1202
00:56:12,236 --> 00:56:14,036
and away from averages.
1203
00:56:15,406 --> 00:56:16,872
Do you really know
how to do this?
1204
00:56:16,941 --> 00:56:19,441
NARRATOR:
To create a more adjustable
school system
1205
00:56:19,510 --> 00:56:22,544
that adapts to the needs
of millions of children,
1206
00:56:22,613 --> 00:56:25,214
education entrepreneur
Max Ventilla
1207
00:56:25,282 --> 00:56:26,915
is relying
on digital technology.
1208
00:56:26,984 --> 00:56:30,519
MAX VENTILLA:
One of the key hallmarks
of a 21st century profession
1209
00:56:30,588 --> 00:56:33,389
is that you are using
digital technologies
1210
00:56:33,457 --> 00:56:36,592
to build on your own
capabilities.
1211
00:56:36,660 --> 00:56:39,862
We can all have the same Legos,
1212
00:56:39,930 --> 00:56:43,632
and we can create an infinite
number of different arrangements
1213
00:56:43,701 --> 00:56:46,668
that each satisfy
our own individual need.
1214
00:56:46,737 --> 00:56:50,305
For me, this phrase
"mass customization"
1215
00:56:50,374 --> 00:56:53,108
is the goal.
1216
00:56:55,980 --> 00:57:00,482
TEACHER:
Can you tell us more about that,
that superimposed layer?
1217
00:57:00,551 --> 00:57:02,551
That says "C-A-something-T."
1218
00:57:02,620 --> 00:57:04,686
So I think
we identify that...
1219
00:57:04,755 --> 00:57:07,623
NARRATOR:
Called "Alt-School,"
1220
00:57:07,691 --> 00:57:10,359
this experiment in customizable
learning environments
1221
00:57:10,428 --> 00:57:13,362
is taking place
in a small, private network
1222
00:57:13,431 --> 00:57:15,297
of one-room schoolhouses.
1223
00:57:15,366 --> 00:57:18,700
BHARAT MEDIRATTA:
It's not a lab in the form that
we're performing experiments.
1224
00:57:18,769 --> 00:57:21,737
It's a lab in the form
of us trying to understand
1225
00:57:21,806 --> 00:57:25,407
how to build the best-quality
education every single day
1226
00:57:25,476 --> 00:57:26,909
in that classroom.
1227
00:57:27,745 --> 00:57:32,314
NARRATOR:
Nearly everything here
is done on computers.
1228
00:57:32,383 --> 00:57:34,883
By working closely
with software engineers,
1229
00:57:34,952 --> 00:57:39,321
teachers can alter the programs
to suit the needs of each child.
1230
00:57:39,390 --> 00:57:41,056
How do you do that?
1231
00:57:41,125 --> 00:57:45,360
MEDIRATTA:
When you get a device now,
that device has a settings icon.
1232
00:57:45,429 --> 00:57:46,695
When you click
on that settings icon,
1233
00:57:46,764 --> 00:57:48,297
there's all kinds of things
that you can change
1234
00:57:48,365 --> 00:57:49,364
to customize it for yourself.
1235
00:57:49,433 --> 00:57:50,833
You know how you have
the bar graphs...
1236
00:57:50,901 --> 00:57:54,303
MEDIRATTA:
Now we can provide
customization at scale,
1237
00:57:54,371 --> 00:57:55,704
and that in
an education environment
1238
00:57:55,773 --> 00:57:58,407
means that individual children
who think differently,
1239
00:57:58,476 --> 00:58:00,442
who learn differently
or are on different paths,
1240
00:58:00,511 --> 00:58:03,378
can now get the thing
that works best for them
1241
00:58:03,447 --> 00:58:05,481
for the particular goal
they're trying to achieve.
1242
00:58:05,549 --> 00:58:07,549
TEACHER:
Ratios like fractions
1243
00:58:07,618 --> 00:58:09,051
are about relationships.
1244
00:58:09,119 --> 00:58:14,656
So in our scale model, as we
grow, as the actual height...
1245
00:58:14,725 --> 00:58:18,393
NARRATOR:
At this alt school in Palo Alto,
Courtney Reynolds is teaching
1246
00:58:18,462 --> 00:58:22,564
a math lesson about ratios to
a mixed-aged group of students.
1247
00:58:22,633 --> 00:58:26,969
So this is about 170 feet.
1248
00:58:27,037 --> 00:58:30,672
NARRATOR:
After the group lesson, students
will put their new knowledge
1249
00:58:30,741 --> 00:58:36,445
about ratios to work on building
scale models of a living space.
1250
00:58:36,514 --> 00:58:39,581
Or dive deeper into the subject
1251
00:58:39,650 --> 00:58:44,286
through personalized lesson
plans called "playlists."
1252
00:58:44,355 --> 00:58:46,788
Think of your playlist
as your textbook.
1253
00:58:46,857 --> 00:58:51,493
But instead of it being every
child gets the same textbook,
1254
00:58:51,562 --> 00:58:53,462
each child
gets their own textbook
1255
00:58:53,531 --> 00:58:55,564
that is composed
of different chapters.
1256
00:58:55,633 --> 00:58:58,300
Well, right now,
I have this playlist
1257
00:58:58,369 --> 00:59:00,869
about being mindful of my scale.
1258
00:59:00,938 --> 00:59:03,639
MEDIRATTA:
Maybe there's, like,
a chapter that's on math,
1259
00:59:03,707 --> 00:59:05,374
but there's five
different levels of math,
1260
00:59:05,442 --> 00:59:07,175
so maybe you get
level three math.
1261
00:59:07,244 --> 00:59:08,410
Maybe you get level five math.
1262
00:59:08,479 --> 00:59:11,146
And when I click
the "I'm Done" button,
1263
00:59:11,215 --> 00:59:12,548
I send it to my teacher,
1264
00:59:12,616 --> 00:59:15,017
so my teacher receives it.
1265
00:59:15,819 --> 00:59:18,554
NARRATOR:
With students
working independently,
1266
00:59:18,622 --> 00:59:20,889
Courtney has time
to see who needs help,
1267
00:59:20,958 --> 00:59:25,260
like student Juan Martin,
who is struggling to find
1268
00:59:25,329 --> 00:59:27,663
the right ratio
for his scale model.
1269
00:59:27,731 --> 00:59:30,832
MEDIRATTA:
Now you don't teach
these 35 students
1270
00:59:30,901 --> 00:59:33,735
all the same curriculum,
you teach these 35 students
1271
00:59:33,804 --> 00:59:37,606
the thing that helps them
with their core skills
1272
00:59:37,675 --> 00:59:39,541
and lines up
with their passions.
1273
00:59:39,610 --> 00:59:43,946
REYNOLDS:
Show me how we're
repeating these units.
1274
00:59:44,014 --> 00:59:47,649
MEDIRATTA:
In this model, the educator
moves a little bit away
1275
00:59:47,718 --> 00:59:48,984
from being a direct teacher
1276
00:59:49,053 --> 00:59:52,654
and more towards being
an education facilitator.
1277
00:59:52,723 --> 00:59:55,457
Why can't I do five times ten?
1278
00:59:55,526 --> 00:59:57,159
Hmm!
1279
00:59:57,227 --> 00:59:58,393
What's stopping you?
1280
00:59:58,462 --> 00:59:59,561
I'm not sure.
1281
00:59:59,630 --> 01:00:01,263
What does five
times ten mean?
1282
01:00:01,332 --> 01:00:04,633
NARRATOR:
When Juan Martin realizes
that one inch on his model
1283
01:00:04,702 --> 01:00:10,405
can represent five feet at full
scale, it all comes together.
1284
01:00:10,474 --> 01:00:13,008
Oh, so that's why.
1285
01:00:14,278 --> 01:00:15,777
Thanks.
I think we did it.
1286
01:00:15,846 --> 01:00:18,447
MEDIRATTA:
We're not trying
to reduce educator time.
1287
01:00:18,515 --> 01:00:21,049
We're trying to improve
the value of their time.
1288
01:00:22,152 --> 01:00:23,185
Nice job.
1289
01:00:23,253 --> 01:00:25,153
Budding architect.
1290
01:00:27,992 --> 01:00:32,794
NARRATOR:
While most schools cannot afford
this level of customization,
1291
01:00:32,863 --> 01:00:35,864
the hope is that as technology
becomes cheaper,
1292
01:00:35,933 --> 01:00:41,536
this model can be scaled up
and adapted for all children.
1293
01:00:41,605 --> 01:00:43,939
ROSE:
It's really important
to realize that technology
1294
01:00:44,008 --> 01:00:49,444
is not a solution; it is a tool,
just like my pencil is a tool.
1295
01:00:49,513 --> 01:00:52,347
So it's really about
how we choose to use
1296
01:00:52,416 --> 01:00:53,782
this new tool at our disposal.
1297
01:00:53,851 --> 01:00:57,452
But digital technologies
now give us the power
1298
01:00:57,521 --> 01:01:00,489
and the flexibility to create
customizable environments
1299
01:01:00,557 --> 01:01:02,591
at scale without spending
more money.
1300
01:01:02,660 --> 01:01:06,795
NARRATOR:
Even though digital technology
1301
01:01:06,864 --> 01:01:08,964
is a familiar presence in the
lives of today's students,
1302
01:01:09,033 --> 01:01:13,702
its long-term impact on their
learning is still unknown.
1303
01:01:13,771 --> 01:01:17,806
But one thing is certain:
the generation of students
1304
01:01:17,875 --> 01:01:21,677
entering high school today
is the first born into a world
1305
01:01:21,745 --> 01:01:25,280
where they can literally hold
a computer in their hands
1306
01:01:25,349 --> 01:01:28,850
from cradle to grave.
1307
01:01:29,887 --> 01:01:33,055
LINDA DARLING-HAMMOND:
Human beings are learning
organizations.
1308
01:01:33,123 --> 01:01:34,289
That's what we do,
1309
01:01:34,358 --> 01:01:36,158
from the first moment
we are on the earth.
1310
01:01:38,862 --> 01:01:40,929
NARRATOR:
Children's natural quest
to learn
1311
01:01:40,998 --> 01:01:45,901
meets new and unique challenges
as they move into high school.
1312
01:01:47,671 --> 01:01:49,604
MARY HELEN IMMORDINO-YANG:
As kids move into adolescence,
1313
01:01:49,673 --> 01:01:52,507
they're engaging
with their friendships,
1314
01:01:52,576 --> 01:01:54,810
they're engaging
with their community,
1315
01:01:54,878 --> 01:01:58,046
and they want to feel
like they're part of something.
1316
01:01:59,883 --> 01:02:03,785
NARRATOR:
The physical, emotional, and
social changes of adolescence
1317
01:02:03,854 --> 01:02:07,823
pose new challenges
and offer great opportunities.
1318
01:02:07,891 --> 01:02:11,526
IMMORDINO-YANG:
They're trying to figure out,
who am I.
1319
01:02:11,595 --> 01:02:15,163
Not just what do I do
and what can I do,
1320
01:02:15,232 --> 01:02:17,432
but what kind of person am I,
1321
01:02:17,501 --> 01:02:19,801
and how do my actions show that?
1322
01:02:19,870 --> 01:02:25,540
NARRATOR:
Many educators see this as an
important way to engage students
1323
01:02:25,609 --> 01:02:29,778
in learning by making it
more relevant to their lives.
1324
01:02:36,687 --> 01:02:40,455
NARRATOR:
That's the intention behind
East Palo Alto Academy,
1325
01:02:40,524 --> 01:02:44,392
a charter school
that opened its doors in 2001,
1326
01:02:44,461 --> 01:02:48,830
the same year
that Omar Gaytan was born.
1327
01:02:48,899 --> 01:02:53,802
OMAR GAYTAN:
Originally my family
is from Michoacan, Mexico.
1328
01:02:55,439 --> 01:02:58,140
What brought my dad over here
was, you know,
1329
01:02:58,208 --> 01:03:00,475
the search for money.
1330
01:03:00,544 --> 01:03:03,678
My dad never even finished
the fourth grade,
1331
01:03:03,747 --> 01:03:07,582
but he still wants me
to make it to college.
1332
01:03:07,651 --> 01:03:10,952
NARRATOR:
Since 1975,
1333
01:03:11,021 --> 01:03:15,357
this city has been without
a traditional public high school
1334
01:03:15,425 --> 01:03:18,160
and has struggled
with crime and violence.
1335
01:03:20,731 --> 01:03:22,497
AMIKA GUILLAUME:
One of our biggest
challenges is,
1336
01:03:22,566 --> 01:03:25,233
how do you get someone
college-ready if their parents
1337
01:03:25,302 --> 01:03:26,868
have never gone to high school?
1338
01:03:27,471 --> 01:03:29,504
TEACHER:
Whoo, morning, guys.
1339
01:03:29,573 --> 01:03:31,006
What's good, Omar?
1340
01:03:31,074 --> 01:03:31,873
What's good, Andy?
1341
01:03:31,942 --> 01:03:33,842
Thank you
for being on time.
1342
01:03:33,911 --> 01:03:37,479
NARRATOR:
Admission to East Palo
Alto Academy
1343
01:03:37,548 --> 01:03:38,980
is first come, first served.
1344
01:03:39,049 --> 01:03:43,451
With just over 300 students,
it's an attractive alternative
1345
01:03:43,520 --> 01:03:45,320
to the neighboring town's
high school
1346
01:03:45,389 --> 01:03:47,622
with a much larger student body.
1347
01:03:47,691 --> 01:03:49,524
GUILLAUME:
A school like ours
needs to exist,
1348
01:03:49,593 --> 01:03:52,394
because there are students
who get overwhelmed
1349
01:03:52,462 --> 01:03:53,628
by being one of 600
other freshmen.
1350
01:03:53,697 --> 01:03:58,400
When you have over 89%
of your students
1351
01:03:58,468 --> 01:03:59,801
qualify for free
and reduced lunch,
1352
01:03:59,870 --> 01:04:03,772
over 75% of your students
are learning English,
1353
01:04:03,841 --> 01:04:07,709
and over 50% of your students
qualify as homeless,
1354
01:04:07,778 --> 01:04:11,413
you inevitably have students
who are going to have challenges
1355
01:04:11,481 --> 01:04:13,448
when it comes to being ready
to learn.
1356
01:04:13,517 --> 01:04:17,485
What problems can arise
when we seek revenge?
1357
01:04:17,554 --> 01:04:19,821
NARRATOR:
Teachers here
take a different approach.
1358
01:04:19,890 --> 01:04:24,459
GUILLAUME:
We do very much culturally
responsive instruction,
1359
01:04:24,528 --> 01:04:26,494
so we don't use
your typical textbook.
1360
01:04:26,563 --> 01:04:27,996
We're going to take
from everything
1361
01:04:28,065 --> 01:04:29,798
and create a curriculum that
is engaging for our students.
1362
01:04:29,867 --> 01:04:34,336
NARRATOR:
Restorative justice class
is one example.
1363
01:04:34,404 --> 01:04:38,406
Here, students learn to write
and speak openly
1364
01:04:38,475 --> 01:04:41,276
about issues relevant
to their lives and community.
1365
01:04:41,345 --> 01:04:42,477
Omar, speak on it.
1366
01:04:42,546 --> 01:04:44,279
How do we see
cycles in gangs?
1367
01:04:44,348 --> 01:04:46,381
Say like a rival gang
shoots you.
1368
01:04:46,450 --> 01:04:49,584
Then your homies are going to
get like payback to avenge you.
1369
01:04:49,653 --> 01:04:52,354
So then it just keeps going
like back and forth.
1370
01:04:52,422 --> 01:04:53,855
So it's a never-ending
cycle, right?
1371
01:04:53,924 --> 01:04:58,260
NARRATOR:
They're graded on essays,
presentations,
1372
01:04:58,328 --> 01:05:00,328
and class participation.
1373
01:05:00,397 --> 01:05:01,763
And the question
in all of those cycles is:
1374
01:05:01,832 --> 01:05:03,865
who's going to have the guts
to break it?
1375
01:05:03,934 --> 01:05:08,270
MAKAILAH PERKINS:
Culturally responsive
instruction is a way
1376
01:05:08,338 --> 01:05:09,771
to say to a student,
1377
01:05:09,840 --> 01:05:14,576
"I recognize that you have these
assets, these academic assets,
1378
01:05:14,645 --> 01:05:20,215
these social assets
that I want to feed.
1379
01:05:20,284 --> 01:05:21,850
All right,
let's get to writing.
1380
01:05:21,919 --> 01:05:25,387
PERKINS:
Because this is what's going on
in our society right now,
1381
01:05:25,455 --> 01:05:27,222
and this is how it applies
to you.
1382
01:05:27,291 --> 01:05:29,724
Figure out what your place is.
1383
01:05:29,793 --> 01:05:32,427
GUILLAUME:
This concept is important
for a school like ours
1384
01:05:32,496 --> 01:05:35,430
because it's a way to show
that teaching and learning
1385
01:05:35,499 --> 01:05:39,100
happens everywhere, not just
in an academic setting,
1386
01:05:39,169 --> 01:05:40,235
but as human relations.
1387
01:05:40,304 --> 01:05:42,604
NARRATOR:
As a way to inspire
1388
01:05:42,673 --> 01:05:45,707
and keep students engaged
in the classroom,
1389
01:05:45,776 --> 01:05:47,542
they're encouraged
to pursue their passions
1390
01:05:47,611 --> 01:05:49,577
outside of school.
1391
01:05:49,646 --> 01:05:51,813
Impressed by Omar's
writing skills,
1392
01:05:51,882 --> 01:05:56,251
one of his teachers pushed him
to start a hip hop club.
1393
01:05:56,320 --> 01:05:57,452
Hip hop gives me a voice,
1394
01:05:57,521 --> 01:06:02,390
a way to, like,
express my thoughts freely.
1395
01:06:02,459 --> 01:06:04,459
What's up?
You guys ready?
1396
01:06:04,528 --> 01:06:06,661
So all these other channels,
we don't really need them.
1397
01:06:06,730 --> 01:06:08,430
Which are the ones--
these two?
1398
01:06:08,498 --> 01:06:10,231
Exactly.
1399
01:06:10,300 --> 01:06:11,533
Rap could be about anything.
1400
01:06:11,601 --> 01:06:13,068
I want to show you
the other one.
1401
01:06:13,136 --> 01:06:14,069
Okay.
1402
01:06:14,137 --> 01:06:17,038
(music playing)
1403
01:06:18,742 --> 01:06:20,775
GAYTAN:
Could be about living here.
1404
01:06:20,844 --> 01:06:25,513
It could be about the struggle,
coming from the ghetto.
1405
01:06:25,582 --> 01:06:28,283
Rap could be like my diary,
you know?
1406
01:06:28,352 --> 01:06:29,451
What word comes to your mind?
1407
01:06:29,519 --> 01:06:30,452
What message?
1408
01:06:30,520 --> 01:06:31,953
Motivation.
1409
01:06:32,022 --> 01:06:32,687
Motivation?
1410
01:06:32,756 --> 01:06:33,555
That's the message.
1411
01:06:33,623 --> 01:06:35,056
I think that's
a cool title.
1412
01:06:38,929 --> 01:06:41,696
NARRATOR:
As with any extracurricular
activity,
1413
01:06:41,765 --> 01:06:46,334
hip hop club can be both benefit
and distraction.
1414
01:06:46,403 --> 01:06:49,104
PERKINS:
Omar, can I check in
with you, please?
1415
01:06:49,172 --> 01:06:50,372
Thank you.
1416
01:06:51,775 --> 01:06:54,943
I wanted to talk a little
bit about your grades.
1417
01:06:55,012 --> 01:06:59,614
NARRATOR:
When his grades start to slip,
Omar's adviser Makailah Perkins
1418
01:06:59,683 --> 01:07:02,650
wants to know why,
and to make sure
1419
01:07:02,719 --> 01:07:05,587
that he understands
what's at stake.
1420
01:07:05,655 --> 01:07:09,758
So, you went from As and Bs
to what we have here.
1421
01:07:09,826 --> 01:07:17,232
You have an A in English,
an A in RJ, an A+ in imaging.
1422
01:07:17,300 --> 01:07:19,134
You have a what in biology?
1423
01:07:19,202 --> 01:07:20,135
A "D."
1424
01:07:20,203 --> 01:07:21,302
A "D."
1425
01:07:22,572 --> 01:07:27,208
How did you go from
an A+ to a D+ in bio?
1426
01:07:28,712 --> 01:07:32,414
PERKINS:
As an advisor, my role
is to listen first,
1427
01:07:32,482 --> 01:07:37,352
and then take what students
tell me and help them design
1428
01:07:37,421 --> 01:07:39,554
their own academic path.
1429
01:07:39,623 --> 01:07:44,592
And sometimes saying,
"No, no, no, I hear you,
1430
01:07:44,661 --> 01:07:48,430
but you think you can be here,
but I know you can be here."
1431
01:07:48,498 --> 01:07:52,867
Can you get into college
with a D in Bio?
1432
01:07:54,137 --> 01:07:55,036
No.
1433
01:07:57,407 --> 01:07:58,740
It has to be a C or more.
1434
01:07:58,809 --> 01:08:01,409
Mm-hmm, so what are you
going to do about that D?
1435
01:08:01,478 --> 01:08:03,945
Raise it up, try to.
1436
01:08:04,014 --> 01:08:08,750
NARRATOR:
Academic advisory here
is not a voluntary conference.
1437
01:08:08,819 --> 01:08:12,787
It's a required four-year class
with regular check-ins
1438
01:08:12,856 --> 01:08:16,591
to keep students on track
toward their education goals.
1439
01:08:16,660 --> 01:08:19,260
Is English
a challenging class?
1440
01:08:19,329 --> 01:08:20,261
Somewhat.
1441
01:08:20,330 --> 01:08:21,596
Somewhat.
1442
01:08:21,665 --> 01:08:24,399
So if you can get an A+
in a challenging class,
1443
01:08:24,468 --> 01:08:27,168
then that tells me
that what?
1444
01:08:30,574 --> 01:08:34,008
What could you get in bio?
1445
01:08:34,077 --> 01:08:35,510
An "A."
1446
01:08:35,579 --> 01:08:37,445
GAYTAN:
Them holding me up
to a high standard,
1447
01:08:37,514 --> 01:08:38,780
like, that makes me feel good.
1448
01:08:38,849 --> 01:08:41,316
That means that they, like,
believe I can do it.
1449
01:08:41,384 --> 01:08:42,650
So if they believe I can do it,
1450
01:08:42,719 --> 01:08:45,086
that means I could do it,
you know?
1451
01:08:46,790 --> 01:08:48,623
PERKINS:
Every second that
I'm with a kid,
1452
01:08:48,692 --> 01:08:53,495
I have the opportunity
to be a light in their life.
1453
01:08:53,563 --> 01:08:56,231
So it's a lot of encouragement,
it's a lot of advocacy,
1454
01:08:56,299 --> 01:08:57,966
it's a lot of cheerleading.
1455
01:08:58,034 --> 01:09:02,470
GUILLAUME:
65% of our students' parents
did not go to high school,
1456
01:09:02,539 --> 01:09:04,372
so you need to be
that pushy parent
1457
01:09:04,441 --> 01:09:07,675
who's going to help them
through this system.
1458
01:09:07,744 --> 01:09:11,813
They need to be given
this very powerful combination
1459
01:09:11,882 --> 01:09:14,682
of high expectations
with an incredible amount
1460
01:09:14,751 --> 01:09:19,087
of love, support, and
understanding to push them up.
1461
01:09:19,156 --> 01:09:20,355
Sometimes pull them up.
1462
01:09:23,326 --> 01:09:24,826
NARRATOR:
During the 1990s,
1463
01:09:24,895 --> 01:09:28,196
while East Palo Alto's
crime rate was soaring,
1464
01:09:28,265 --> 01:09:32,400
Silicon Valley was booming.
1465
01:09:32,469 --> 01:09:37,505
Across the freeway, Palo Alto's
median household income
1466
01:09:37,574 --> 01:09:40,808
rose to more than twice
the national average.
1467
01:09:42,679 --> 01:09:47,148
Students here can choose between
two elite public high schools.
1468
01:09:47,851 --> 01:09:50,451
CLAUDE STEELE:
Everybody is hyper-performing
1469
01:09:50,520 --> 01:09:52,453
and comes from really advantaged
backgrounds.
1470
01:09:52,522 --> 01:09:56,291
The kings of Silicon Valley
live there.
1471
01:09:56,359 --> 01:09:58,693
You get a very intense pressure.
1472
01:09:58,762 --> 01:10:00,028
TEACHER:
Here it seems like
1473
01:10:00,096 --> 01:10:02,730
her inner state is outcast,
but then nature is good.
1474
01:10:02,799 --> 01:10:05,733
So we might rethink
the word "reflection"
1475
01:10:05,802 --> 01:10:07,669
and it sounded like I heard
something about
1476
01:10:07,737 --> 01:10:13,775
mother and caring, and so maybe
nature as, like, solace.
1477
01:10:13,843 --> 01:10:16,711
A set of test scores and grades
that might make you a hero
1478
01:10:16,780 --> 01:10:21,583
in another school, you just
wonder if you can make it.
1479
01:10:21,651 --> 01:10:25,486
NARRATOR:
Cole McFaul goes
to Henry Gunn High School.
1480
01:10:25,555 --> 01:10:29,257
McFAUL:
I like to think of myself
as a good student.
1481
01:10:31,294 --> 01:10:32,727
So I do student government.
1482
01:10:32,796 --> 01:10:34,729
President
of the Chinese Culture Club.
1483
01:10:34,798 --> 01:10:38,299
I may not look like it,
but I'm a fourth Chinese.
1484
01:10:38,368 --> 01:10:41,202
I also do Model United Nations.
1485
01:10:41,271 --> 01:10:42,670
I'm also big into basketball.
1486
01:10:42,739 --> 01:10:45,273
And trying to manage all that
1487
01:10:45,342 --> 01:10:46,641
with the studying
leads to stress.
1488
01:10:46,710 --> 01:10:53,448
(teacher speaking Mandarin)
1489
01:10:53,516 --> 01:10:56,551
DENISE HERRMANN:
We have almost 2,000 students
1490
01:10:56,620 --> 01:10:57,819
and of the 2,000,
1491
01:10:57,887 --> 01:11:00,288
over 90% of them go on
to four-year colleges.
1492
01:11:00,357 --> 01:11:02,590
(bell rings)
1493
01:11:02,659 --> 01:11:06,628
So we have a very academically
focused community.
1494
01:11:06,696 --> 01:11:08,696
The physics concept
for third law...
1495
01:11:08,765 --> 01:11:10,865
McFAUL:
Maybe it's from your parents,
maybe it's from your friends,
1496
01:11:10,934 --> 01:11:13,401
maybe it's from, like,
your teachers pushing you.
1497
01:11:13,470 --> 01:11:17,605
You just work for late hours
into the night.
1498
01:11:17,674 --> 01:11:20,541
It's probably really unhealthy
for me.
1499
01:11:20,610 --> 01:11:23,778
NARRATOR:
Widely known
for student achievement,
1500
01:11:23,847 --> 01:11:27,382
Gunn High School was forced
to confront the dark side
1501
01:11:27,450 --> 01:11:33,321
of intense academic
expectations.
1502
01:11:33,390 --> 01:11:34,622
It's very important
to put social/emotional
1503
01:11:34,691 --> 01:11:36,791
and academic learning
on the table together
1504
01:11:36,860 --> 01:11:40,261
and work productively
at all of that at once.
1505
01:11:40,330 --> 01:11:44,499
When we ignore
how children feel,
1506
01:11:44,567 --> 01:11:48,603
how they are learning to be
in the world and interact,
1507
01:11:48,672 --> 01:11:51,906
we imperil them
in a number of ways.
1508
01:11:55,745 --> 01:11:57,812
McFAUL:
He was the guy
on the basketball team
1509
01:11:57,881 --> 01:12:00,315
that would just have a smile
on his face
1510
01:12:00,383 --> 01:12:02,216
and just be laughing
all the time.
1511
01:12:06,489 --> 01:12:08,589
Cam was his name.
1512
01:12:08,658 --> 01:12:11,392
He was one of my close friends.
1513
01:12:11,461 --> 01:12:14,095
I'd been Facebook-chatting him
the night before
1514
01:12:14,164 --> 01:12:16,898
at, like, 10:00.
1515
01:12:18,468 --> 01:12:21,069
I, like, walked into
my AP U.S. history class.
1516
01:12:21,137 --> 01:12:23,471
When I heard the news
1517
01:12:23,540 --> 01:12:29,544
and somebody said, like,
"Cam committed suicide."
1518
01:12:29,612 --> 01:12:31,379
And I was like, "What?
1519
01:12:31,448 --> 01:12:33,081
Like, that can't be right
at all."
1520
01:12:34,684 --> 01:12:36,718
I had never cried so hard.
1521
01:12:36,786 --> 01:12:39,354
I definitely went through
the denial phase
1522
01:12:39,422 --> 01:12:40,488
for, like, the next couple days.
1523
01:12:40,557 --> 01:12:43,424
I was, like, damn.
1524
01:12:43,493 --> 01:12:46,060
So, yeah.
1525
01:12:48,998 --> 01:12:53,434
HERRMANN:
One of our former students
died by suicide,
1526
01:12:53,503 --> 01:12:55,503
and two months later
one of our current students
1527
01:12:55,572 --> 01:12:58,473
died by suicide,
and a month and a half later
1528
01:12:58,541 --> 01:13:02,643
a third student
died by suicide.
1529
01:13:02,712 --> 01:13:06,214
And it was a pretty tumultuous
time on our campus.
1530
01:13:08,151 --> 01:13:13,521
NARRATOR:
Suicide is among the leading
causes of death for teens.
1531
01:13:13,590 --> 01:13:18,593
Since 2009, Gunn High School
has experienced eight,
1532
01:13:18,661 --> 01:13:22,730
more than half of them occurring
within one school year.
1533
01:13:22,799 --> 01:13:29,470
There definitely was a culture
of blame in the community.
1534
01:13:29,539 --> 01:13:37,578
The sense was that there was a
culture of academic competition.
1535
01:13:37,647 --> 01:13:40,581
And our high school
or the academic stress
1536
01:13:40,650 --> 01:13:42,550
may have been
one of the root causes.
1537
01:13:42,619 --> 01:13:45,420
McFAUL:
I think definitely
some people at our school
1538
01:13:45,488 --> 01:13:49,490
do feel sort of
a need to succeed,
1539
01:13:49,559 --> 01:13:52,427
and they push themselves
really hard.
1540
01:13:52,495 --> 01:13:53,661
I just looked at the situation.
1541
01:13:53,730 --> 01:13:56,364
I was, like,
"This shouldn't be happening.
1542
01:13:56,433 --> 01:13:57,532
Something has to change."
1543
01:13:57,600 --> 01:13:59,734
NARRATOR:
In response, Cole teamed up
1544
01:13:59,803 --> 01:14:01,702
with his friend and classmate
Chloe Sorensen
1545
01:14:01,771 --> 01:14:04,539
to launch
a wellness committee.
1546
01:14:04,607 --> 01:14:08,309
SORENSEN:
One of the things that Cole
and I were talking about
1547
01:14:08,378 --> 01:14:09,510
when we were creating
this position,
1548
01:14:09,579 --> 01:14:10,978
having someone to coordinate
all of these
1549
01:14:11,047 --> 01:14:14,315
different initiatives and these
efforts that we have on campus.
1550
01:14:14,384 --> 01:14:17,285
NARRATOR:
Alongside teachers,
1551
01:14:17,353 --> 01:14:19,720
health practitioners
and administrators,
1552
01:14:19,789 --> 01:14:22,490
they're working to change
the school culture
1553
01:14:22,559 --> 01:14:27,428
by reducing student stress
and improving emotional health.
1554
01:14:27,497 --> 01:14:30,598
COLE:
Gunn now offers
adolescent counseling service
1555
01:14:30,667 --> 01:14:33,434
and that's, like,
pretty much a psychologist
1556
01:14:33,503 --> 01:14:35,203
that you can go to
and talk about
1557
01:14:35,271 --> 01:14:36,838
whatever you need to talk about.
1558
01:14:36,906 --> 01:14:39,574
NARRATOR:
In addition to counseling
services for students,
1559
01:14:39,642 --> 01:14:42,477
among the many changes
at Gunn High School
1560
01:14:42,545 --> 01:14:44,812
was a new bell schedule.
1561
01:14:44,881 --> 01:14:47,715
HERRMANN:
We really tried to invest
in students having
1562
01:14:47,784 --> 01:14:52,386
a little downtime between their
focused learning experiences.
1563
01:14:52,455 --> 01:14:53,688
(bell rings)
1564
01:14:53,756 --> 01:14:55,723
So we went
with a block schedule.
1565
01:14:55,792 --> 01:14:58,426
Students have fewer classes
per day.
1566
01:14:58,495 --> 01:15:01,896
We extended lunch,
we extended the passing periods.
1567
01:15:04,534 --> 01:15:07,535
Pretty much every possible
decision that I make
1568
01:15:07,604 --> 01:15:11,472
about this school,
I make through the lens of,
1569
01:15:11,541 --> 01:15:13,674
"Is this going to contribute
to student well-being?"
1570
01:15:13,743 --> 01:15:17,345
NARRATOR:
One of the biggest changes
was getting rid
1571
01:15:17,413 --> 01:15:19,447
of an optional
early-morning class
1572
01:15:19,516 --> 01:15:24,252
that had some students arriving
at 7:20 a.m.
1573
01:15:24,320 --> 01:15:26,220
HERRMANN:
That decision
1574
01:15:26,289 --> 01:15:28,689
was in response
to a lot of pressure
1575
01:15:28,758 --> 01:15:32,827
from the professionals who know
about sleep and mental health.
1576
01:15:32,896 --> 01:15:38,599
Many of the pediatricians
who work with our students
1577
01:15:38,668 --> 01:15:42,169
understand that they aren't
getting enough sleep.
1578
01:15:44,541 --> 01:15:46,707
MARY CARSKADON:
There's just a litany of things
1579
01:15:46,776 --> 01:15:50,611
that go south if you haven't
had adequate sleep.
1580
01:15:50,680 --> 01:15:56,384
The most scary thing
is depression
1581
01:15:56,452 --> 01:15:59,887
and the start of these
mental health issues.
1582
01:15:59,956 --> 01:16:05,259
Kids who are sleeping less
have more suicidal ideation.
1583
01:16:07,697 --> 01:16:12,900
NARRATOR:
In adolescence, sleep can become
a matter of life and death.
1584
01:16:12,969 --> 01:16:14,535
Why?
1585
01:16:14,604 --> 01:16:17,538
And can anything be done
about it?
1586
01:16:17,607 --> 01:16:19,307
CARSKADON:
We have this system
1587
01:16:19,375 --> 01:16:21,342
where biology is pushing
this way,
1588
01:16:21,411 --> 01:16:24,412
the school district
is pushing this way,
1589
01:16:24,480 --> 01:16:26,881
and sleep is getting pushed out.
1590
01:16:28,785 --> 01:16:32,286
NARRATOR:
During adolescence,
hormones cause dramatic changes
1591
01:16:32,355 --> 01:16:35,623
in teenagers' sleep cycles.
1592
01:16:35,692 --> 01:16:39,627
Their body's internal clock,
or circadian rhythm, shifts,
1593
01:16:39,696 --> 01:16:42,630
causing them to fall asleep
later at night.
1594
01:16:42,699 --> 01:16:45,232
If they have to get up early
for school,
1595
01:16:45,301 --> 01:16:47,902
they're chronically
sleep-deprived.
1596
01:16:49,572 --> 01:16:54,308
One solution is to move school
start times later,
1597
01:16:54,377 --> 01:16:55,810
like Gunn High School did.
1598
01:16:55,878 --> 01:16:59,714
But for most school districts,
tinkering with bus schedules
1599
01:16:59,782 --> 01:17:04,719
and after-school activities
is a tricky proposition.
1600
01:17:04,787 --> 01:17:08,756
CARSKADON:
My concern has become,
what do we do
1601
01:17:08,825 --> 01:17:13,861
when school districts
can't change the start time?
1602
01:17:14,797 --> 01:17:22,103
Is there a way that we can
move that window for sleep?
1603
01:17:23,973 --> 01:17:27,842
NARRATOR:
At Brown University's Bradley
Sleep and Chronobiology Lab,
1604
01:17:27,910 --> 01:17:34,248
Mary Carskadon spends her waking
hours studying sleep.
1605
01:17:34,317 --> 01:17:36,384
Hi, guys, how's it going?
1606
01:17:36,452 --> 01:17:37,385
Great.
1607
01:17:37,453 --> 01:17:38,586
NARRATOR:
She and her team
1608
01:17:38,655 --> 01:17:41,389
are trying to manipulate
the circadian rhythm
1609
01:17:41,457 --> 01:17:44,592
of teens to better suit
the traditional school day.
1610
01:17:44,661 --> 01:17:50,498
They found the key lies
in harnessing a major driver
1611
01:17:50,566 --> 01:17:53,034
of the sleep-wake cycle...
1612
01:17:54,237 --> 01:17:55,236
...light.
1613
01:17:56,539 --> 01:17:58,673
All the light we see
is processed
1614
01:17:58,741 --> 01:18:01,575
by light-sensitive cells
in the retina.
1615
01:18:01,644 --> 01:18:05,479
Most help our vision,
but a few send messages
1616
01:18:05,548 --> 01:18:08,749
to our brain's biological clock.
1617
01:18:08,818 --> 01:18:11,686
Normally, when it gets dark,
this clock signals
1618
01:18:11,754 --> 01:18:14,655
the pineal gland
to release melatonin,
1619
01:18:14,724 --> 01:18:18,659
a hormone that tells the brain
that it's nighttime.
1620
01:18:18,728 --> 01:18:20,194
CARSKADON:
Some people call it
1621
01:18:20,263 --> 01:18:21,462
the "hormone of darkness"--
1622
01:18:21,531 --> 01:18:24,532
or even more fun,
the "vampire hormone."
1623
01:18:24,600 --> 01:18:28,035
Because the melatonin
is produced
1624
01:18:28,104 --> 01:18:30,538
in the biological night.
1625
01:18:30,606 --> 01:18:34,175
So when the melatonin rises,
it opens the gate for us
1626
01:18:34,243 --> 01:18:35,810
to go to sleep.
1627
01:18:36,746 --> 01:18:41,082
NARRATOR:
As morning approaches,
melatonin secretion subsides,
1628
01:18:41,150 --> 01:18:42,850
and we awaken.
1629
01:18:42,919 --> 01:18:46,520
Carskadon's first task
is to find out which wavelength,
1630
01:18:46,589 --> 01:18:50,124
or color of light,
has the greatest impact
1631
01:18:50,193 --> 01:18:52,126
on the release of melatonin.
1632
01:18:52,195 --> 01:18:54,395
Okay, I'm going to change
1633
01:18:54,464 --> 01:18:56,630
to the high-intensity
green light right now.
1634
01:18:56,699 --> 01:19:02,103
NARRATOR:
To do that, subjects sit in
front of various types of light,
1635
01:19:02,171 --> 01:19:04,071
well into the night.
1636
01:19:06,909 --> 01:19:08,676
Okay, room two looks
like they're almost done,
1637
01:19:08,745 --> 01:19:10,544
so we'll give them
their saliva sample.
1638
01:19:10,613 --> 01:19:14,181
NARRATOR:
Meanwhile researchers monitor
the melatonin level
1639
01:19:14,250 --> 01:19:15,816
in their saliva.
1640
01:19:15,885 --> 01:19:20,421
CARSKADON:
Our whole goal was to find
what's the best signal
1641
01:19:20,490 --> 01:19:22,022
that can crush the melatonin.
1642
01:19:23,526 --> 01:19:26,327
Turned out that the one
that seemed to work best
1643
01:19:26,395 --> 01:19:29,163
was the brightest
in the blue spectrum.
1644
01:19:30,533 --> 01:19:31,966
WOMAN:
So that's the light
1645
01:19:32,034 --> 01:19:34,535
that will suppress melatonin
the most during this protocol.
1646
01:19:34,604 --> 01:19:38,739
NARRATOR:
What they found is that
prolonged morning exposure
1647
01:19:38,808 --> 01:19:43,344
to intense blue-enhanced light
helped kids wake up
1648
01:19:43,412 --> 01:19:44,812
and be more alert.
1649
01:19:44,881 --> 01:19:48,315
This in turn could help shift
their circadian clock
1650
01:19:48,384 --> 01:19:51,218
so that they fall asleep earlier
at night.
1651
01:19:52,955 --> 01:19:55,890
The vision of this is that
we can go into schools
1652
01:19:55,958 --> 01:20:02,429
with a recommendation to build
in changeable lighting,
1653
01:20:02,498 --> 01:20:06,267
so they can have a prescription
that's not the same
1654
01:20:06,335 --> 01:20:07,768
all day long.
1655
01:20:07,837 --> 01:20:10,771
We're trying to get to the point
where I can say,
1656
01:20:10,840 --> 01:20:15,810
as a behavioral scientist,
that this is the magic
1657
01:20:15,878 --> 01:20:19,346
that will really help enhance
school performance.
1658
01:20:19,415 --> 01:20:21,916
(speaking Mandarin)
1659
01:20:22,618 --> 01:20:24,518
CARSKADON:
Learning should be a joy,
1660
01:20:24,587 --> 01:20:26,787
not a torture.
1661
01:20:28,090 --> 01:20:29,857
(laughter)
1662
01:20:29,926 --> 01:20:34,195
Waking up to my mom at 6:21
every morning to get ready
1663
01:20:34,263 --> 01:20:36,263
for zero period health.
1664
01:20:36,332 --> 01:20:37,565
As a senior that's not very fun.
1665
01:20:37,633 --> 01:20:42,570
What I like most
about school is...
1666
01:20:42,638 --> 01:20:43,804
You're constantly,
like, problem-solving.
1667
01:20:43,873 --> 01:20:47,341
I like using creative thinking,
and like logic.
1668
01:20:47,410 --> 01:20:49,343
But if you think,
"I'm curious about that,
1669
01:20:49,412 --> 01:20:50,678
I want to learn more
about that,"
1670
01:20:50,746 --> 01:20:53,814
and you go seek it out,
it sticks a lot better with you.
1671
01:20:56,586 --> 01:20:59,653
NARRATOR:
Both students and experts agree
that providing
1672
01:20:59,722 --> 01:21:02,656
a more rewarding
school experience can inspire
1673
01:21:02,725 --> 01:21:06,627
better learning,
particularly in high school.
1674
01:21:06,696 --> 01:21:09,630
But how to do that varies,
1675
01:21:09,699 --> 01:21:13,734
depending on the community
and the student.
1676
01:21:13,803 --> 01:21:15,903
In order to thrive in school,
academically,
1677
01:21:15,972 --> 01:21:20,708
before the skills are presented,
you need to have some sense
1678
01:21:20,776 --> 01:21:23,811
that you're valued
in that community,
1679
01:21:23,880 --> 01:21:27,014
and that people in that
community see a future for you.
1680
01:21:28,351 --> 01:21:30,384
STUDENT:
All right, ready?
1681
01:21:30,453 --> 01:21:31,852
Stretch to the right.
1682
01:21:31,921 --> 01:21:34,855
NARRATOR:
But feeling valued
can be a challenge,
1683
01:21:34,924 --> 01:21:39,326
especially for students born
outside of the United States.
1684
01:21:39,395 --> 01:21:41,428
(students counting aloud)
1685
01:21:41,497 --> 01:21:43,564
With our rising
immigrant population,
1686
01:21:43,633 --> 01:21:47,434
it is estimated
that by the year 2055,
1687
01:21:47,503 --> 01:21:52,172
no single racial or ethnic group
will make up a majority.
1688
01:21:53,509 --> 01:21:54,708
STEELE:
We all have these
social identities.
1689
01:21:54,777 --> 01:21:57,811
All of them have negative
stereotypes.
1690
01:21:57,880 --> 01:22:03,550
It imposes a huge
psychological burden on a person
1691
01:22:03,619 --> 01:22:06,120
to function
in an important situation
1692
01:22:06,188 --> 01:22:07,388
where they could be seen
1693
01:22:07,456 --> 01:22:09,556
in terms of one of these
negative stereotypes.
1694
01:22:09,625 --> 01:22:13,661
If you're a member of such
a group and you're in a school,
1695
01:22:13,729 --> 01:22:17,131
your progress is going to be
affected by that.
1696
01:22:18,768 --> 01:22:22,536
The 400 meter...
I believe starts here.
1697
01:22:22,605 --> 01:22:25,739
400, I got Rudy, I got Hector,
I got Murtada.
1698
01:22:25,808 --> 01:22:28,842
NARRATOR:
As a Muslim refugee
from war-torn Iraq,
1699
01:22:28,911 --> 01:22:33,614
Murtada Mahmood is often
the target of such stereotypes.
1700
01:22:33,683 --> 01:22:37,551
MAHMOOD:
When we walk, like,
my sisters wearing hijab,
1701
01:22:37,620 --> 01:22:41,588
some people will just stare at
us for I don't know what reason.
1702
01:22:41,657 --> 01:22:45,459
NARRATOR:
He and his family
fled to the United States
1703
01:22:45,528 --> 01:22:48,662
by way of Syria in 2013.
1704
01:22:48,731 --> 01:22:51,765
MAHMOOD:
I would see bombings
and shootings.
1705
01:22:51,834 --> 01:22:56,503
One day, I woke up, and we just
packed our stuff and left.
1706
01:22:56,572 --> 01:23:01,241
It was our country, but it
wasn't good to live there.
1707
01:23:01,310 --> 01:23:04,578
Do a quick yell?
1708
01:23:04,647 --> 01:23:07,214
One, two, three...!
1709
01:23:08,651 --> 01:23:10,484
NARRATOR:
They arrived in Lynn,
1710
01:23:10,553 --> 01:23:14,755
a U.N. refugee relocation site
in Massachusetts.
1711
01:23:21,664 --> 01:23:24,498
More than 15,000 people
from around the world
1712
01:23:24,567 --> 01:23:28,002
have been resettled in the state
since 2009.
1713
01:23:29,638 --> 01:23:32,606
With these newcomers,
the number of students
1714
01:23:32,675 --> 01:23:37,277
learning English in local
schools has grown steadily.
1715
01:23:37,346 --> 01:23:39,079
(speaking Arabic)
1716
01:23:41,117 --> 01:23:43,250
Hello, hello.
1717
01:23:43,319 --> 01:23:46,820
(family conversing)
1718
01:23:46,889 --> 01:23:49,790
NARRATOR:
Since the loss of their father,
Murtada and his sisters
1719
01:23:49,859 --> 01:23:54,028
help their mother
improve her language skills.
1720
01:23:59,368 --> 01:24:01,301
The treadmill?
1721
01:24:01,370 --> 01:24:02,503
(chuckles)
1722
01:24:02,571 --> 01:24:06,874
You should be speak with me
English in the home.
1723
01:24:09,145 --> 01:24:10,344
It's good?
1724
01:24:10,813 --> 01:24:14,248
It's like when we go outside,
we speak English.
1725
01:24:14,316 --> 01:24:16,850
So at home
we want to relax.
1726
01:24:17,286 --> 01:24:19,053
I want to learn.
1727
01:24:19,121 --> 01:24:20,154
Must be, must be.
1728
01:24:20,222 --> 01:24:21,922
(laughs)
1729
01:24:21,991 --> 01:24:26,226
NARRATOR:
When Murtada first arrived,
he attended a public school
1730
01:24:26,295 --> 01:24:28,295
where he was separated
in a class
1731
01:24:28,364 --> 01:24:30,264
for English language learners.
1732
01:24:30,332 --> 01:24:32,232
MAHMOOD:
When I first came,
1733
01:24:32,301 --> 01:24:33,700
I would speak, like,
broken English.
1734
01:24:33,769 --> 01:24:37,538
I would go to class and I was
the only Iraqi kid there.
1735
01:24:37,606 --> 01:24:40,541
The teachers,
they all spoke Spanish.
1736
01:24:40,609 --> 01:24:43,277
The teachers sometimes will
translate for them in Spanish,
1737
01:24:43,345 --> 01:24:45,179
and like I would just sit
in the corner.
1738
01:24:46,816 --> 01:24:49,283
NARRATOR:
For high school,
Murtada switched
1739
01:24:49,351 --> 01:24:51,552
to Kipp Academy Lynn Collegiate.
1740
01:24:51,620 --> 01:24:54,721
Instead of separating
English language learners,
1741
01:24:54,790 --> 01:24:59,593
this charter school includes
them in regular classes.
1742
01:24:59,662 --> 01:25:02,329
TEACHER:
This reading is
ridiculously challenging.
1743
01:25:02,398 --> 01:25:03,797
I threw up
some page numbers here.
1744
01:25:03,866 --> 01:25:06,400
If you want to go straight
to the sex scene,
1745
01:25:06,469 --> 01:25:08,602
I don't blame you.
1746
01:25:08,671 --> 01:25:11,605
RENE ALDERETE:
One of the biggest gaps
that might happen
1747
01:25:11,674 --> 01:25:14,174
is English language learners
may feel like they're separated
1748
01:25:14,243 --> 01:25:16,009
or they're not taken seriously.
1749
01:25:16,078 --> 01:25:19,680
NARRATOR:
As head of Kipp Lynn's English
as a Second Language program,
1750
01:25:19,748 --> 01:25:24,785
Rene Alderete supports students
like Murtada in their classes.
1751
01:25:24,854 --> 01:25:27,387
ALDERETE:
Making sure that the students
are included
1752
01:25:27,456 --> 01:25:30,190
in the general education
classroom eliminates for them
1753
01:25:30,259 --> 01:25:31,492
a feeling of isolation.
1754
01:25:31,560 --> 01:25:33,627
What are the power dynamics
here, and why?
1755
01:25:33,696 --> 01:25:35,095
MAHMOOD:
He married Antoinette
for her money,
1756
01:25:35,164 --> 01:25:41,235
so like I think she kind of
wants him to keep away from her.
1757
01:25:41,303 --> 01:25:43,036
It's an important detail.
1758
01:25:43,105 --> 01:25:45,606
NARRATOR:
By including English language
learners in regular classes,
1759
01:25:45,674 --> 01:25:51,345
Kipp impacts student self-image
and raises expectations as well.
1760
01:25:51,413 --> 01:25:53,380
ALDERETE:
The students are aware that,
1761
01:25:53,449 --> 01:25:55,282
"Oh, what is expected
of everyone
1762
01:25:55,351 --> 01:25:56,650
is expected of me, too."
1763
01:25:56,719 --> 01:25:58,585
What are the moments
that make up that experience,
1764
01:25:58,654 --> 01:26:00,721
and of those moments, which one
is a defining moment, okay?
1765
01:26:00,789 --> 01:26:03,624
ALDERETE:
The idea of college,
and my career,
1766
01:26:03,692 --> 01:26:05,425
and what am I doing
after high school,
1767
01:26:05,494 --> 01:26:06,994
that is something that
is expected of me, too.
1768
01:26:07,062 --> 01:26:11,498
NARRATOR:
Kipp students are expected
to go to college,
1769
01:26:11,567 --> 01:26:16,069
so Murtada is required to take
a special two-year prep course.
1770
01:26:16,138 --> 01:26:17,404
How are we doing, guys?
1771
01:26:17,473 --> 01:26:19,673
Do we feel like we
might have something?
1772
01:26:19,742 --> 01:26:23,443
NARRATOR:
Now a junior, he's practicing
how to tell his personal story
1773
01:26:23,512 --> 01:26:26,046
on college applications.
1774
01:26:26,115 --> 01:26:27,114
Learning a new language,
1775
01:26:27,183 --> 01:26:28,282
that did not just happen
in a day, right?
1776
01:26:28,350 --> 01:26:29,516
How long did that take you?
1777
01:26:29,585 --> 01:26:31,418
About a year.
A year.
1778
01:26:31,487 --> 01:26:32,553
And what happened
in that year?
1779
01:26:32,621 --> 01:26:34,354
What are the moments
that made up that year?
1780
01:26:34,423 --> 01:26:37,124
Put me in that moment
where you learn, or change,
1781
01:26:37,193 --> 01:26:38,358
or take action.
1782
01:26:38,427 --> 01:26:40,460
That make sense?
Yeah.
1783
01:26:40,529 --> 01:26:43,363
I was put in mainstream classes.
1784
01:26:43,432 --> 01:26:44,498
That helped me
1785
01:26:44,567 --> 01:26:46,333
because I could listen
to other people,
1786
01:26:46,402 --> 01:26:47,634
like, when they were talking
to me.
1787
01:26:47,703 --> 01:26:52,206
As the year went on,
my English level went up.
1788
01:26:52,274 --> 01:26:54,841
(indistinct chatter, laughter)
1789
01:26:54,910 --> 01:27:00,113
That made me work more on myself
because, like, I want to also...
1790
01:27:00,182 --> 01:27:01,415
like to talk, to have my voice.
1791
01:27:01,483 --> 01:27:04,585
All of the YouTubers that
I know, like they all...
1792
01:27:04,653 --> 01:27:06,653
ALDERETE:
High expectations will drive
students to make sure
1793
01:27:06,722 --> 01:27:08,522
they meet their college
and career goals,
1794
01:27:08,591 --> 01:27:11,525
but with the high expectations
also comes support
1795
01:27:11,594 --> 01:27:13,126
and the building of character.
1796
01:27:13,195 --> 01:27:14,962
MAN:
On your mark!
1797
01:27:17,266 --> 01:27:18,365
(gunshot)
1798
01:27:18,434 --> 01:27:21,835
(cheering and shouting)
1799
01:27:22,671 --> 01:27:27,140
My father, he always forgot
about what's bad.
1800
01:27:27,710 --> 01:27:30,010
He was thinking
about what's next.
1801
01:27:31,447 --> 01:27:32,746
And that's what I also
like to do.
1802
01:27:32,815 --> 01:27:37,284
I always forget the past
and just think how to improve
1803
01:27:37,353 --> 01:27:38,285
what's coming next.
1804
01:27:38,354 --> 01:27:41,822
(cheering)
1805
01:27:41,890 --> 01:27:45,559
STEELE:
What our schools need to do is
build a community in that school
1806
01:27:45,628 --> 01:27:49,763
that really conveys to every kid
in it a sense of belonging
1807
01:27:49,832 --> 01:27:53,634
and having a real central role
in the society.
1808
01:27:53,702 --> 01:27:58,071
The whole thing is open to them,
"it's really open to you,
1809
01:27:58,140 --> 01:27:59,740
and here's the route."
1810
01:27:59,808 --> 01:28:03,577
It's kind of a different feeling
than I think junior high
1811
01:28:03,646 --> 01:28:04,745
or elementary school was.
1812
01:28:04,813 --> 01:28:07,447
In high school everyone
was trying to get
1813
01:28:07,516 --> 01:28:08,615
to that next level, too.
1814
01:28:08,684 --> 01:28:10,317
When you have
a really nice teacher,
1815
01:28:10,386 --> 01:28:11,385
it becomes like
a family environment,
1816
01:28:11,453 --> 01:28:12,819
and that's what I tend to like.
1817
01:28:12,888 --> 01:28:15,322
You're kind of growing up,
and they're kind of treating you
1818
01:28:15,391 --> 01:28:16,790
more as a mature person.
1819
01:28:16,859 --> 01:28:19,593
This year's going to be fun
because I get to, like, hang out
1820
01:28:19,662 --> 01:28:21,461
with all my closest friends
I've been with,
1821
01:28:21,530 --> 01:28:23,597
like, all these four years,
and...
1822
01:28:23,666 --> 01:28:27,434
School is more than just...
work.
1823
01:28:27,503 --> 01:28:32,739
NARRATOR:
As adolescents seek their place
in the world,
1824
01:28:32,808 --> 01:28:37,411
their need to be part of a group
takes on greater significance.
1825
01:28:37,479 --> 01:28:39,646
Many educators wonder
if this teen yearning
1826
01:28:39,715 --> 01:28:43,183
can be leveraged
to engage learning.
1827
01:28:44,687 --> 01:28:46,486
IMMORDINO-YANG:
Adolescents in school
really need opportunities
1828
01:28:46,555 --> 01:28:51,024
to connect their skills
to who they are as a person.
1829
01:28:51,093 --> 01:28:52,492
And to do that,
1830
01:28:52,561 --> 01:28:55,028
they need to be in a place where
they feel like they belong.
1831
01:28:58,200 --> 01:28:59,533
Hey, welcome.
1832
01:28:59,601 --> 01:29:01,234
Thank you for coming.
1833
01:29:01,303 --> 01:29:03,770
I'm Mary Helen,
nice to meet you.
1834
01:29:03,839 --> 01:29:05,739
NARRATOR:
Since her days as a teacher,
1835
01:29:05,808 --> 01:29:08,742
University of Southern
California neuroscientist
1836
01:29:08,811 --> 01:29:12,346
Mary Helen Immordino-Yang
has been interested
1837
01:29:12,414 --> 01:29:15,082
in knowing how emotions
factor into learning.
1838
01:29:15,150 --> 01:29:18,652
IMMORDINO-YANG:
I quickly realized that there
was very, very little known
1839
01:29:18,721 --> 01:29:21,355
about the kind of stuff that we
really care about in education,
1840
01:29:21,423 --> 01:29:22,522
like how people become inspired.
1841
01:29:22,591 --> 01:29:25,258
How do we become interested
in things?
1842
01:29:25,327 --> 01:29:27,394
How do we build curiosity?
1843
01:29:27,463 --> 01:29:29,830
And how can we support
that process?
1844
01:29:29,898 --> 01:29:32,799
NARRATOR:
In trying to identify
which parts of the brain
1845
01:29:32,868 --> 01:29:36,470
are involved in the deepest
and most meaningful learning,
1846
01:29:36,538 --> 01:29:42,309
Immordino-Yang works with teens
from troubled neighborhoods.
1847
01:29:42,378 --> 01:29:43,577
We're going to be watching
stories.
1848
01:29:43,645 --> 01:29:45,512
We really want to know
what you think.
1849
01:29:45,581 --> 01:29:47,013
So there's no right
or wrong answers.
1850
01:29:47,082 --> 01:29:49,516
IMMORDINO-YANG:
These are kids who
see a lot of crime,
1851
01:29:49,585 --> 01:29:50,951
they see a lot
of dangerous things,
1852
01:29:51,019 --> 01:29:53,820
they see a lot of poverty,
and we wanted to understand
1853
01:29:53,889 --> 01:29:56,757
how do they make meaning
of that world around them?
1854
01:29:56,825 --> 01:30:01,361
This first one is a story
about a girl who lives
1855
01:30:01,430 --> 01:30:02,796
in Swat, Pakistan.
1856
01:30:02,865 --> 01:30:05,399
And the city was being taken
over and basically run
1857
01:30:05,467 --> 01:30:07,467
by a group called the Taliban.
1858
01:30:07,536 --> 01:30:10,570
So I want you to watch her
when she was 12 years old.
1859
01:30:10,639 --> 01:30:12,739
(gunshots and shouting)
1860
01:30:12,808 --> 01:30:16,476
NARRATOR:
First, she gets them
emotionally engaged in a topic
1861
01:30:16,545 --> 01:30:19,479
by showing them videos
about people struggling
1862
01:30:19,548 --> 01:30:22,315
to overcome adversity.
1863
01:30:22,384 --> 01:30:25,819
...and I want to become
a doctor.
1864
01:30:29,425 --> 01:30:31,792
(chuckles)
1865
01:30:33,429 --> 01:30:34,861
So how does her story
make you feel?
1866
01:30:34,930 --> 01:30:40,300
This story makes me feel upset
how she wants to be a doctor
1867
01:30:40,369 --> 01:30:42,469
and continue on
with her education,
1868
01:30:42,538 --> 01:30:46,373
but it makes her sad
that knowing her journey
1869
01:30:46,442 --> 01:30:48,475
would be very difficult.
1870
01:30:48,544 --> 01:30:51,545
NARRATOR:
For adolescents,
these types of stories
1871
01:30:51,613 --> 01:30:54,815
can trigger moments
of deep reflection.
1872
01:30:54,883 --> 01:30:59,553
IMMORDINO-YANG:
They come back from those
kind of reflective moments
1873
01:30:59,621 --> 01:31:00,921
with this heightened
appreciation
1874
01:31:00,989 --> 01:31:03,356
of the meaning of the story,
and what it applies to
1875
01:31:03,425 --> 01:31:05,459
in their own life,
and what it means
1876
01:31:05,527 --> 01:31:08,628
for the nature of the world
more broadly.
1877
01:31:08,697 --> 01:31:10,630
And it's crazy
how it's that powerful.
1878
01:31:10,699 --> 01:31:15,502
IMMORDINO-YANG:
Whereas we've known that
for a long time in education,
1879
01:31:15,571 --> 01:31:19,206
the neural data are giving us
new insights into the mechanics
1880
01:31:19,274 --> 01:31:20,507
of that process.
1881
01:31:20,576 --> 01:31:22,042
Come on over here.
1882
01:31:22,110 --> 01:31:24,644
NARRATOR:
To find out which brain regions
are harnessed
1883
01:31:24,713 --> 01:31:28,615
during reflective emotion,
Immordino-Yang monitors
1884
01:31:28,684 --> 01:31:31,451
the students' brain activity
as they re-watch
1885
01:31:31,520 --> 01:31:35,055
the emotional videos
in an fMRI scanner.
1886
01:31:36,492 --> 01:31:39,259
Hi, Estella,
how are you doing in there?
1887
01:31:39,328 --> 01:31:40,927
ESTELLA (on speaker):
Good.
1888
01:31:41,763 --> 01:31:43,230
IMMORDINO-YANG:
So we're looking at the movement
1889
01:31:43,298 --> 01:31:46,700
of the blood flow in her brain
as she's watching the stories
1890
01:31:46,768 --> 01:31:49,369
and where in her brain
is becoming more and less active
1891
01:31:49,438 --> 01:31:51,638
as she's experiencing
these emotions.
1892
01:31:51,707 --> 01:31:53,773
NARRATOR:
She found that
the reflective thinking
1893
01:31:53,842 --> 01:31:58,411
caused by these emotional videos
triggers widespread activity
1894
01:31:58,480 --> 01:32:00,614
throughout the brain.
1895
01:32:00,682 --> 01:32:01,781
IMMORDINO-YANG:
The most high-level brain states
1896
01:32:01,850 --> 01:32:05,685
that people experience
in the scanner
1897
01:32:05,754 --> 01:32:09,523
don't just activate
high-level systems.
1898
01:32:09,591 --> 01:32:13,527
They also activate lower-level
structures of the brain
1899
01:32:13,595 --> 01:32:15,395
that are involved in regulating
and monitoring
1900
01:32:15,464 --> 01:32:17,163
your consciousness
and your survival.
1901
01:32:17,232 --> 01:32:22,435
NARRATOR:
Immordino-Yang believes that the
reason why learning and emotion
1902
01:32:22,504 --> 01:32:26,473
seem so intimately connected
is because complex emotion
1903
01:32:26,542 --> 01:32:30,744
like admiration can activate
basic brain functions,
1904
01:32:30,812 --> 01:32:35,015
like those regulating breathing
and heart rate.
1905
01:32:36,618 --> 01:32:38,652
IMMORDINO-YANG:
We think that the reason
that humans' values
1906
01:32:38,720 --> 01:32:43,757
and belief systems and ideals
are such powerful motivators
1907
01:32:43,825 --> 01:32:45,592
is literally that
they're hooking themselves
1908
01:32:45,661 --> 01:32:48,361
into biomechanical machinery
1909
01:32:48,430 --> 01:32:50,730
that has evolved to keep us
alive over time.
1910
01:32:50,799 --> 01:32:55,902
So emotions are a critical piece
of learning, always.
1911
01:32:57,005 --> 01:33:00,507
Meaningful learning, learning
that really matters to you,
1912
01:33:00,576 --> 01:33:02,742
that changes who you are
and that endures over time,
1913
01:33:02,811 --> 01:33:04,711
always has an emotional
component.
1914
01:33:04,780 --> 01:33:07,080
So I would drawn upon
any of these.
1915
01:33:07,149 --> 01:33:11,818
NARRATOR:
Her research shows that engaging
students on an emotional level
1916
01:33:11,887 --> 01:33:15,488
makes for more powerful learning
experiences.
1917
01:33:15,557 --> 01:33:18,358
And she's not alone.
1918
01:33:18,427 --> 01:33:21,294
Some schools are trying
to design curriculum
1919
01:33:21,363 --> 01:33:23,763
that harnesses the power
of emotion,
1920
01:33:23,832 --> 01:33:29,069
especially in communities
where students face adversity.
1921
01:33:35,510 --> 01:33:37,477
KHANDACE MITCHELL:
When I was going
to my old school
1922
01:33:37,546 --> 01:33:40,146
it was a lot of chaos.
1923
01:33:42,351 --> 01:33:45,819
A lot of violence, gun crimes.
1924
01:33:45,887 --> 01:33:52,225
Seeing someone pull out a gun--
that's kind of traumatic.
1925
01:33:52,294 --> 01:33:53,593
If I see something like that,
1926
01:33:53,662 --> 01:33:56,329
it's like jeopardizing
my safety, my life.
1927
01:33:56,398 --> 01:34:00,800
It was hard to approach
the learning well.
1928
01:34:00,869 --> 01:34:03,703
NARRATOR:
Khandace Mitchell struggled
in middle school,
1929
01:34:03,772 --> 01:34:07,374
often overwhelmed
by the stressful conditions
1930
01:34:07,442 --> 01:34:09,643
in her Philadelphia
neighborhood.
1931
01:34:09,711 --> 01:34:12,212
KHANDACE:
Some girl had a problem with me.
1932
01:34:12,280 --> 01:34:14,347
I don't know why.
1933
01:34:14,416 --> 01:34:17,117
She brought a whole crowd
with her.
1934
01:34:17,185 --> 01:34:18,685
I tried to leave out the crowd,
1935
01:34:18,754 --> 01:34:20,654
but people kept pushing me
back in.
1936
01:34:20,722 --> 01:34:26,926
She hit me and then everything
is just a blur from there.
1937
01:34:28,597 --> 01:34:35,135
I don't like hurting people, but
the way she hit me, I had to.
1938
01:34:35,203 --> 01:34:36,970
And I got suspended.
1939
01:34:39,074 --> 01:34:42,475
SIMON HAUGER:
The narrative of "work hard,
get a good education,
1940
01:34:42,544 --> 01:34:44,511
you'll have access
to a great future"
1941
01:34:44,579 --> 01:34:49,582
doesn't ring true
in many urban situations.
1942
01:34:49,651 --> 01:34:51,584
A lot of students don't see
the importance of test grades
1943
01:34:51,653 --> 01:34:53,687
and the work feels meaningless.
1944
01:34:53,755 --> 01:34:55,955
TEACHER:
We have to put bolts
on the bumper.
1945
01:34:56,024 --> 01:34:59,426
NARRATOR:
To engage students
on an emotional level,
1946
01:34:59,494 --> 01:35:02,562
some schools are building
curriculum centered around
1947
01:35:02,631 --> 01:35:04,631
projects kids care about.
1948
01:35:04,700 --> 01:35:08,234
That's the principal idea
behind The Workshop School,
1949
01:35:08,303 --> 01:35:09,569
which serves kids
1950
01:35:09,638 --> 01:35:11,638
from some of Philadelphia's
toughest neighborhoods.
1951
01:35:11,707 --> 01:35:15,442
TEACHER:
What we're doing right now
is you are creating
1952
01:35:15,510 --> 01:35:18,845
a geometrically shaped box
in wood.
1953
01:35:18,914 --> 01:35:21,281
NARRATOR:
In this public school,
traditional subjects
1954
01:35:21,349 --> 01:35:22,716
like science and geometry
1955
01:35:22,784 --> 01:35:26,619
are taught through
hands-on projects.
1956
01:35:26,688 --> 01:35:30,423
The box may not be
a rectangle or square.
1957
01:35:30,492 --> 01:35:31,891
What if we did stars?
1958
01:35:31,960 --> 01:35:35,228
I tried to do a star, and
I'm like no, I'm not doing it.
1959
01:35:35,297 --> 01:35:36,162
So let's think about a star.
1960
01:35:36,231 --> 01:35:37,464
SHAUGER:
Often the tension
1961
01:35:37,532 --> 01:35:38,732
in project-based learning
1962
01:35:38,800 --> 01:35:40,266
is make sure that there's
rigorous learning.
1963
01:35:40,335 --> 01:35:42,102
What is your angle
going to be?
1964
01:35:42,170 --> 01:35:43,603
140?
Yeah, 140.
1965
01:35:43,672 --> 01:35:45,739
SHAUGER:
When project-based learning
is working well,
1966
01:35:45,807 --> 01:35:48,808
students are engaged
in solving real-world problems,
1967
01:35:48,877 --> 01:35:51,578
creating projects that have
some real tangible outcome.
1968
01:35:51,646 --> 01:35:54,547
That's a whole lot of sides
I got to calculate though.
1969
01:35:54,616 --> 01:35:58,118
So, the work mimics
more what we do in real life.
1970
01:36:01,590 --> 01:36:04,858
Tomorrow, you are presenting
on what happened in Flint.
1971
01:36:04,926 --> 01:36:08,728
NARRATOR:
In science class, Khandace
and her lab partner Andreia
1972
01:36:08,797 --> 01:36:12,365
are working on a project about
the water contamination crisis
1973
01:36:12,434 --> 01:36:14,267
in Flint, Michigan.
1974
01:36:14,336 --> 01:36:15,769
So we're still trying
to figure out like why
1975
01:36:15,837 --> 01:36:18,638
it's taking them so long
to like clean the water up.
1976
01:36:18,707 --> 01:36:21,708
NARRATOR:
The goal is to work
toward a solution
1977
01:36:21,777 --> 01:36:24,410
and build lead-removing
water filters.
1978
01:36:24,479 --> 01:36:27,547
To accomplish that, they'll have
to use their knowledge
1979
01:36:27,616 --> 01:36:29,649
of chemistry and engineering.
1980
01:36:29,718 --> 01:36:33,453
But first, they have to create
a presentation explaining
1981
01:36:33,522 --> 01:36:38,458
why Flint's crisis matters
to their community.
1982
01:36:38,527 --> 01:36:40,527
I can't imagine having
to wash up with that,
1983
01:36:40,595 --> 01:36:42,328
cook with that, like...
1984
01:36:42,397 --> 01:36:47,000
Water is just one
of those things you trust.
1985
01:36:48,570 --> 01:36:50,503
HAUGER:
If you're starting to think
about designing
1986
01:36:50,572 --> 01:36:51,938
your own projects,
that begs the question,
1987
01:36:52,007 --> 01:36:53,673
well, what kind of problems
are you passionate about,
1988
01:36:53,742 --> 01:36:55,475
and what things do you really
want to solve
1989
01:36:55,544 --> 01:36:57,410
and research and learn about?
1990
01:36:57,479 --> 01:36:58,678
It's just like something simple
1991
01:36:58,747 --> 01:37:01,714
that you use every day,
you know.
1992
01:37:01,783 --> 01:37:04,384
KHANDACE:
I did hear a little bit
about Flint,
1993
01:37:04,452 --> 01:37:06,486
but I really didn't know
it was that serious.
1994
01:37:06,555 --> 01:37:07,854
Like, kids are
dealing with this.
1995
01:37:07,923 --> 01:37:12,525
It made me more aware
of what am I putting in my body.
1996
01:37:12,594 --> 01:37:15,528
Like if something big happened
like that in Philadelphia,
1997
01:37:15,597 --> 01:37:17,263
will we come together
as a community
1998
01:37:17,332 --> 01:37:20,133
like people in Flint did?
1999
01:37:20,202 --> 01:37:21,301
Right.
2000
01:37:21,369 --> 01:37:22,602
IMMORDINO-YANG:
Children need the freedom
2001
01:37:22,671 --> 01:37:25,405
and the support
and the resources
2002
01:37:25,473 --> 01:37:27,173
to be able to deep-dive
into topics
2003
01:37:27,242 --> 01:37:28,608
that interest them,
2004
01:37:28,677 --> 01:37:30,543
so that they learn
what it feels like
2005
01:37:30,612 --> 01:37:32,946
to really explore and understand
something.
2006
01:37:33,882 --> 01:37:36,683
NARRATOR:
Exploring something of interest
provided Khandace
2007
01:37:36,751 --> 01:37:40,220
with an emotional connection
that changed her attitude
2008
01:37:40,288 --> 01:37:42,455
toward learning.
2009
01:37:42,524 --> 01:37:44,591
MITCHELL:
When I was getting ready
for my old school,
2010
01:37:44,659 --> 01:37:47,260
I'd all of a sudden
have a panic attack.
2011
01:37:47,329 --> 01:37:48,561
I would be scared
to go to school
2012
01:37:48,630 --> 01:37:50,730
because of how bad
the drama was.
2013
01:37:50,799 --> 01:37:55,368
Now when I wake up, I'm like,
"What do I have to do
2014
01:37:55,437 --> 01:37:57,136
"when I get to school?
2015
01:37:57,205 --> 01:37:58,605
Like, who am I ready to see?"
2016
01:37:58,673 --> 01:38:01,474
TEACHER:
So which project did you
write about for tenth grade?
2017
01:38:01,543 --> 01:38:03,142
I'm writing about
the solar power charger.
2018
01:38:03,211 --> 01:38:07,347
MITCHELL:
My experience at The Workshop
School is different.
2019
01:38:07,415 --> 01:38:10,183
I started being excited
about what I could do.
2020
01:38:10,252 --> 01:38:11,751
That's good progress.
2021
01:38:11,820 --> 01:38:17,657
DARLING-HAMMOND:
In communities where
there's a lot of trauma,
2022
01:38:17,726 --> 01:38:23,263
these small personalized schools
that enable teachers to create
2023
01:38:23,331 --> 01:38:25,565
a curriculum that is
meaningful to kids,
2024
01:38:25,634 --> 01:38:28,601
that helps them figure out
how to solve the problems
2025
01:38:28,670 --> 01:38:32,338
they see in their community,
are more successful
2026
01:38:32,407 --> 01:38:34,440
because they meet the needs
of the students
2027
01:38:34,509 --> 01:38:36,509
that they're seeking to serve.
2028
01:38:36,578 --> 01:38:39,545
NARRATOR:
In addition to engaging
students,
2029
01:38:39,614 --> 01:38:42,482
can project-based learning
help prepare them
2030
01:38:42,550 --> 01:38:45,418
for an unpredictable future?
2031
01:38:45,487 --> 01:38:46,886
ROSE:
The truth is, the shelf life
2032
01:38:46,955 --> 01:38:51,124
for any skill set in this
economy is unbelievably short.
2033
01:38:52,560 --> 01:38:56,396
If we don't prepare people
with self-knowledge and agency,
2034
01:38:56,464 --> 01:38:59,198
we're never going to be able
to meet the needs
2035
01:38:59,267 --> 01:39:01,734
of our modern-day economy.
2036
01:39:01,803 --> 01:39:04,304
Our kids are going to have
to work with knowledge
2037
01:39:04,372 --> 01:39:05,672
that hasn't been discovered yet,
2038
01:39:05,740 --> 01:39:08,741
on technologies that haven't
been invented yet,
2039
01:39:08,810 --> 01:39:12,779
solving big problems
we have not managed to solve.
2040
01:39:13,581 --> 01:39:15,848
WOMAN:
Here we go, Maddie!
2041
01:39:15,917 --> 01:39:18,718
NARRATOR:
For high school senior
Madison Pickett,
2042
01:39:18,787 --> 01:39:24,157
who throws strikes as easily
as she gets straight A's...
2043
01:39:24,225 --> 01:39:25,358
Let's go, Maddie!
2044
01:39:25,427 --> 01:39:27,193
NARRATOR:
...learning through projects
2045
01:39:27,262 --> 01:39:29,262
provides lifelong lessons.
2046
01:39:29,331 --> 01:39:32,031
(cheers and applause)
2047
01:39:37,005 --> 01:39:40,306
PICKETT:
Life throws you problems
that you have to work through.
2048
01:39:40,375 --> 01:39:41,607
Things don't work.
2049
01:39:41,676 --> 01:39:43,109
You need to solve them,
figure out how they work.
2050
01:39:43,178 --> 01:39:46,779
NARRATOR:
The scholar-athlete
acquired this philosophy
2051
01:39:46,848 --> 01:39:51,718
on and off the field as part
of a unique four-year program.
2052
01:39:51,786 --> 01:39:56,456
It combines science, technology,
engineering, and math,
2053
01:39:56,524 --> 01:39:58,891
culminating in a senior project.
2054
01:39:58,960 --> 01:40:01,527
PICKETT:
I went in not knowing
what engineering was,
2055
01:40:01,596 --> 01:40:04,630
just knowing it had something
to do with math and science.
2056
01:40:04,699 --> 01:40:08,201
I was still kind of confused
because this is something
2057
01:40:08,269 --> 01:40:09,902
I'd see in, like, a garage.
2058
01:40:09,971 --> 01:40:12,739
AMIR ABO-SHAEER:
Our world is becoming
more and more technological,
2059
01:40:12,807 --> 01:40:15,141
and we're relying on
and interacting more and more
2060
01:40:15,210 --> 01:40:16,776
with technology to do our jobs.
2061
01:40:16,845 --> 01:40:19,579
What we do need is people
that are educated
2062
01:40:19,647 --> 01:40:21,981
in the way technology works.
2063
01:40:23,952 --> 01:40:28,421
NARRATOR:
But unfortunately, not everyone
is encouraged to pursue careers
2064
01:40:28,490 --> 01:40:30,456
in technology.
2065
01:40:30,525 --> 01:40:33,793
According to a 2014 study,
only three percent
2066
01:40:33,862 --> 01:40:36,796
of female high school students
reported any interest
2067
01:40:36,865 --> 01:40:42,735
in engineering, compared to 31%
of their male counterparts.
2068
01:40:42,804 --> 01:40:46,439
KHAN:
You have all this productivity,
all this wealth being created
2069
01:40:46,508 --> 01:40:50,243
from this information revolution
that we're in,
2070
01:40:50,311 --> 01:40:51,577
but who participates in it?
2071
01:40:51,646 --> 01:40:54,280
So I think your goal
this period and third period
2072
01:40:54,349 --> 01:40:55,782
is get this thing installed.
2073
01:40:55,850 --> 01:40:59,619
NARRATOR:
When physics teacher
Amir Abo-Shaeer launched
2074
01:40:59,687 --> 01:41:01,621
the Dos Pueblos
Engineering Academy
2075
01:41:01,689 --> 01:41:04,390
in his California school,
he wanted to address
2076
01:41:04,459 --> 01:41:06,692
another form of inequality:
2077
01:41:06,761 --> 01:41:10,329
the gender gap
in science and engineering.
2078
01:41:10,398 --> 01:41:12,498
If when the piston goes down
again...
2079
01:41:12,567 --> 01:41:15,301
ABO-SHAEER:
I can't have 14-year-old girls
2080
01:41:15,370 --> 01:41:16,569
and their parents
and their families
2081
01:41:16,638 --> 01:41:20,573
deciding at this age to start
shutting doors
2082
01:41:20,642 --> 01:41:23,109
on these girls' career future.
2083
01:41:24,746 --> 01:41:27,380
The first thing
is just making it accessible.
2084
01:41:27,449 --> 01:41:29,782
NARRATOR:
Abo-Shaeer raises private money
2085
01:41:29,851 --> 01:41:33,186
for this project-based
public school program.
2086
01:41:33,254 --> 01:41:35,488
He also added art courses
2087
01:41:35,557 --> 01:41:37,557
and actively recruited
female students.
2088
01:41:37,625 --> 01:41:43,663
Their enrollment jumped from
5% to 50% in four years.
2089
01:41:43,731 --> 01:41:47,733
ABO-SHAEER:
It's this whole idea of mirrors
rather than windows.
2090
01:41:47,802 --> 01:41:49,869
You want the audience to look
at the person they see
2091
01:41:49,938 --> 01:41:52,839
and see themselves, as opposed
to looking through a window
2092
01:41:52,907 --> 01:41:55,208
and seeing an opportunity
that someone else
2093
01:41:55,276 --> 01:41:56,542
is taking advantage of.
2094
01:41:56,611 --> 01:41:59,545
We are basically saying,
"We're going to present this
2095
01:41:59,614 --> 01:42:02,148
so anybody can see themself
do that."
2096
01:42:04,552 --> 01:42:08,521
NARRATOR:
With 41 boys and 41 girls,
2097
01:42:08,590 --> 01:42:10,623
this year's senior class
is getting ready
2098
01:42:10,692 --> 01:42:12,525
for the Maker Faire competition.
2099
01:42:12,594 --> 01:42:16,829
Their entry: a series
of 13 interactive games,
2100
01:42:16,898 --> 01:42:20,500
each demonstrating a different
physics principle.
2101
01:42:20,568 --> 01:42:22,568
They call it the physics arcade.
2102
01:42:22,637 --> 01:42:24,504
PICKETT:
It's going to be
more of a touchpad
2103
01:42:24,572 --> 01:42:25,705
kind of you got to move it
2104
01:42:25,773 --> 01:42:27,573
rather than, like, clicking
something.
2105
01:42:27,642 --> 01:42:31,344
NARRATOR:
Madison's team is building
a game based on volume, density,
2106
01:42:31,412 --> 01:42:33,279
and momentum.
2107
01:42:33,348 --> 01:42:35,515
But not all the parts
are working.
2108
01:42:35,583 --> 01:42:37,483
They're all getting
stuck right now,
2109
01:42:37,552 --> 01:42:41,687
and I think that the acrylic
is kind of a different height,
2110
01:42:41,756 --> 01:42:44,490
so it's getting stuck
right there on that white.
2111
01:42:44,559 --> 01:42:46,459
PICKETT:
Normally, in a classroom,
you get a problem
2112
01:42:46,528 --> 01:42:48,561
and you just solve it,
and normally you're using
2113
01:42:48,630 --> 01:42:50,663
the equation the teacher
already gave you.
2114
01:42:50,732 --> 01:42:53,499
Whereas here,
okay, you have this problem,
2115
01:42:53,568 --> 01:42:55,434
you can use math,
but what equation
2116
01:42:55,503 --> 01:42:57,670
or what solution do you
need to find.
2117
01:42:57,739 --> 01:42:59,672
ABO-SHAEER:
Why don't you guys think?
2118
01:42:59,741 --> 01:43:01,641
I have an easy
solution to this.
2119
01:43:01,709 --> 01:43:04,544
PICKETT:
This is my problem,
I need this solution.
2120
01:43:04,612 --> 01:43:06,579
How can I get there
mathematically?
2121
01:43:06,648 --> 01:43:09,315
The problem that you guys
both address is that
2122
01:43:09,384 --> 01:43:10,550
it's barely making it.
2123
01:43:10,618 --> 01:43:12,218
Why is it barely making it?
2124
01:43:12,287 --> 01:43:13,386
Not enough momentum.
2125
01:43:13,454 --> 01:43:15,354
Okay,
so what's the easy solution?
2126
01:43:15,423 --> 01:43:17,156
Put it back here?
There you go.
2127
01:43:17,225 --> 01:43:21,294
NARRATOR:
In addition to carrying a full
load of other core subjects,
2128
01:43:21,362 --> 01:43:23,262
academy students must meet
2129
01:43:23,331 --> 01:43:24,564
all the math and physics
requirements
2130
01:43:24,632 --> 01:43:27,433
of a science
and engineering program,
2131
01:43:27,502 --> 01:43:32,438
and then put that knowledge
into practice.
2132
01:43:32,507 --> 01:43:34,273
ABO-SHAEER:
Our goal is
2133
01:43:34,342 --> 01:43:35,541
to basically provide students
2134
01:43:35,610 --> 01:43:37,009
with an educational experience
that satisfies
2135
01:43:37,078 --> 01:43:39,512
the traditional requirements
they would need to graduate
2136
01:43:39,581 --> 01:43:41,581
in a unique and disruptive way.
2137
01:43:41,649 --> 01:43:44,717
What I think attaches the kids
to it is the fact
2138
01:43:44,786 --> 01:43:48,354
that they know
it's a real thing.
2139
01:43:48,423 --> 01:43:50,256
There are real stakes.
2140
01:43:50,325 --> 01:43:52,024
We're going to a competition.
2141
01:43:52,093 --> 01:43:58,297
NARRATOR:
With the competition just weeks
away, time is not on their side.
2142
01:43:58,366 --> 01:44:02,034
The show must go on.
2143
01:44:03,638 --> 01:44:07,340
After months of preparation,
Madison and her classmates
2144
01:44:07,408 --> 01:44:09,508
are set to display
their physics arcade
2145
01:44:09,577 --> 01:44:12,511
at Maker Faire
in San Mateo, California--
2146
01:44:12,580 --> 01:44:15,448
even though it's incomplete.
2147
01:44:15,516 --> 01:44:17,516
PICKETT:
We've been in the program
for four years,
2148
01:44:17,585 --> 01:44:19,785
and we've all been waiting
for the Maker Faire.
2149
01:44:19,854 --> 01:44:23,422
NARRATOR:
Instead of letting audiences
play with the games,
2150
01:44:23,491 --> 01:44:26,225
students will have to explain
how the games
2151
01:44:26,294 --> 01:44:27,927
are intended to work.
2152
01:44:27,996 --> 01:44:31,297
PICKETT:
Because we had the deadline,
a bunch of us would skip class
2153
01:44:31,366 --> 01:44:35,468
to go into engineering
to work on our project.
2154
01:44:35,536 --> 01:44:38,904
We all wanted to see where
this project would take us.
2155
01:44:41,442 --> 01:44:43,442
All right, you guys,
it's hard to scope a project
2156
01:44:43,511 --> 01:44:45,544
that finishes at the end
of the school year.
2157
01:44:45,613 --> 01:44:47,613
If we were a company,
we could just slip schedule
2158
01:44:47,682 --> 01:44:49,582
and like release the project
a month late, you know,
2159
01:44:49,651 --> 01:44:51,550
it doesn't matter.
We're not.
2160
01:44:51,619 --> 01:44:55,154
We're school, and we're all
trying to do education here.
2161
01:44:55,223 --> 01:44:57,456
It's not even about the product.
2162
01:44:57,525 --> 01:45:02,995
Focus on the process,
not on the product.
2163
01:45:07,402 --> 01:45:08,534
You're going to try and get
2164
01:45:08,603 --> 01:45:10,936
the ball through this red tube
into here.
2165
01:45:11,673 --> 01:45:14,740
Have the ball travel up,
come down the ramp.
2166
01:45:14,809 --> 01:45:17,576
So each of the three shapes
have the same diameter.
2167
01:45:17,645 --> 01:45:19,312
And then when you drop them in,
2168
01:45:19,380 --> 01:45:20,413
you saw that
linear relationship.
2169
01:45:20,481 --> 01:45:21,747
MAN:
Did you guys make all this?
2170
01:45:21,816 --> 01:45:24,283
We made everything--
every single piece to this.
2171
01:45:24,352 --> 01:45:25,284
Wow.
2172
01:45:25,353 --> 01:45:26,752
Cool.
2173
01:45:27,789 --> 01:45:31,490
Today was crazy to hear people
kind of say, "This is...
2174
01:45:31,559 --> 01:45:32,658
"you're high school students?
2175
01:45:32,727 --> 01:45:35,528
"You're so mature,
and you've done all this
2176
01:45:35,596 --> 01:45:37,396
and you're only a senior
in high school?"
2177
01:45:37,465 --> 01:45:39,732
(laughing):
And we're like, "Yeah, we are!"
2178
01:45:39,801 --> 01:45:46,305
All this positive feedback made
us all realize what we've done,
2179
01:45:46,374 --> 01:45:48,307
and that even though
we never finished fully,
2180
01:45:48,376 --> 01:45:50,743
we've still done so much
this past year.
2181
01:45:50,812 --> 01:45:54,447
NARRATOR:
The students from Dos Pueblos
Engineering Academy
2182
01:45:54,515 --> 01:45:57,450
did not go home empty-handed.
2183
01:45:57,518 --> 01:46:04,423
They won five awards,
including "best in class."
2184
01:46:04,492 --> 01:46:08,527
As one of the best in her class,
Madison will embark
2185
01:46:08,596 --> 01:46:12,231
on a new engineering adventure
after graduation.
2186
01:46:12,300 --> 01:46:15,568
She'll be attending MIT.
2187
01:46:15,636 --> 01:46:17,837
PICKETT:
By solving real-life problems
rather than
2188
01:46:17,905 --> 01:46:22,141
just sitting in a classroom,
I'm a better problem solver now.
2189
01:46:23,578 --> 01:46:26,712
But having all this back-up
in engineering
2190
01:46:26,781 --> 01:46:29,682
will definitely help me and I'll
hopefully have a step ahead.
2191
01:46:29,751 --> 01:46:33,452
And so there's nine cylinders,
and you're supposed to find out
2192
01:46:33,521 --> 01:46:34,787
which one weighs more.
2193
01:46:34,856 --> 01:46:36,422
Science and technology
are my favorite subjects,
2194
01:46:36,491 --> 01:46:40,159
so this is like my heaven.
2195
01:46:42,330 --> 01:46:43,462
STUDENT:
The school of the future
2196
01:46:43,531 --> 01:46:46,732
will be kids riding hoverboards
in the hallways.
2197
01:46:46,801 --> 01:46:50,336
Okay, so we're gonna have
flying iPads, and flying phones,
2198
01:46:50,405 --> 01:46:51,370
and flying computers.
2199
01:46:51,439 --> 01:46:52,705
It'd be open, it'd be fun.
2200
01:46:52,774 --> 01:46:55,608
I don't really imagine it
having many books,
2201
01:46:55,676 --> 01:46:56,776
just like online everything.
2202
01:46:56,844 --> 01:46:59,945
Like there won't be
teachers anymore.
2203
01:47:00,014 --> 01:47:03,416
It would be like really clean,
because that's a thing for me.
2204
01:47:03,484 --> 01:47:05,618
The school of the future
would have to transition
2205
01:47:05,686 --> 01:47:07,586
to more of a hands-on
learning experience.
2206
01:47:07,655 --> 01:47:09,688
I'm a senior,
I'm not even an adult yet.
2207
01:47:09,757 --> 01:47:13,526
I don't remember anything from
my bio class in freshman year.
2208
01:47:13,594 --> 01:47:17,430
And so, I think
like the academic stuff
2209
01:47:17,498 --> 01:47:20,666
is not as important as...
like teaching students
2210
01:47:20,735 --> 01:47:23,936
how to take care of themselves
and how to be happy.
2211
01:47:27,575 --> 01:47:30,176
I think if you teach kids
how to manage their life,
2212
01:47:30,244 --> 01:47:32,144
they'll be successful.
2213
01:47:33,481 --> 01:47:39,018
For mental health,
we need to be given those tools.
2214
01:47:39,086 --> 01:47:42,388
MINDFULNESS TEACHER:
We constantly learn about
how to fill our minds
2215
01:47:42,457 --> 01:47:46,592
with new information,
but when do we actually learn
2216
01:47:46,661 --> 01:47:48,527
to how empty it
and make some space?
2217
01:47:48,596 --> 01:47:53,532
NARRATOR:
In an effort to reduce
academic stress,
2218
01:47:53,601 --> 01:47:56,569
Gunn High School
is trying mindfulness training
2219
01:47:56,637 --> 01:47:59,505
as part of its
physical education program.
2220
01:47:59,574 --> 01:48:01,740
MINDFULNESS TEACHER:
Reverse, breathe in, back.
2221
01:48:01,809 --> 01:48:04,443
McFAUL:
Out of all this
that happened to our school,
2222
01:48:04,512 --> 01:48:10,449
the one good thing that happened
was that culture of checking in.
2223
01:48:10,518 --> 01:48:13,519
"How you doin', how you doin',
how you doin'?"
2224
01:48:13,588 --> 01:48:17,523
And then not just saying,
"I'm okay," or, "I'm good."
2225
01:48:17,592 --> 01:48:21,894
But like actually caring about
how are you actually doing.
2226
01:48:24,599 --> 01:48:28,467
DARLING-HAMMOND:
When social-emotional learning
is being fostered,
2227
01:48:28,536 --> 01:48:33,472
the kids have the tools
to center and calm themselves,
2228
01:48:33,541 --> 01:48:36,842
to be a good member
of the school community,
2229
01:48:36,911 --> 01:48:40,379
and a contributing member
of the broader community.
2230
01:48:40,448 --> 01:48:43,382
All of those things together
allow us to create
2231
01:48:43,451 --> 01:48:47,319
a very different educational
experience that has proved to be
2232
01:48:47,388 --> 01:48:49,054
much more successful.
2233
01:48:51,759 --> 01:48:53,392
GUILLAUME:
Whether you have everything
2234
01:48:53,461 --> 01:48:55,361
or whether you have nothing,
2235
01:48:55,429 --> 01:48:58,130
if you don't envision
your future,
2236
01:48:58,199 --> 01:48:59,665
you're not going to work for it.
2237
01:48:59,734 --> 01:49:02,201
You're not going to try
to protect it.
2238
01:49:02,270 --> 01:49:03,536
You're not going to fight
for it.
2239
01:49:03,604 --> 01:49:05,271
You're not going to live,
frankly, live for it.
2240
01:49:05,339 --> 01:49:08,007
Hey, pass me my notebook.
2241
01:49:09,644 --> 01:49:11,076
TEACHER:
All right.
2242
01:49:11,145 --> 01:49:12,611
(music starts)
2243
01:49:12,680 --> 01:49:14,446
♪ Everyone has a way
of helping ♪
2244
01:49:14,515 --> 01:49:16,515
♪ That's why I do this--
to help people ♪
2245
01:49:16,584 --> 01:49:18,384
♪ Motivate 'em with my music. ♪
2246
01:49:18,452 --> 01:49:20,519
GAYTAN:
Biology got hard.
2247
01:49:20,588 --> 01:49:22,488
That's when my advisor stepped
in, my teachers stepped in.
2248
01:49:22,557 --> 01:49:24,490
They were like,
"It's going to get harder,"
2249
01:49:24,559 --> 01:49:26,091
so I got to get better.
2250
01:49:26,160 --> 01:49:28,561
♪ You can accomplish anything
with dedication and hard work. ♪
2251
01:49:28,629 --> 01:49:33,566
NARRATOR:
With intervention and support,
Omar maintained his GPA
2252
01:49:33,634 --> 01:49:36,468
and continues running
the hip hop club.
2253
01:49:36,537 --> 01:49:38,437
Dedication and hard work.
2254
01:49:38,506 --> 01:49:40,539
Cut it.
2255
01:49:40,608 --> 01:49:43,075
How do you feel about trying
to do that one more time?
2256
01:49:43,144 --> 01:49:44,743
Let's do it.
2257
01:49:44,812 --> 01:49:51,417
PERKINS:
I think being a freshman boy
really just took a toll on him.
2258
01:49:51,485 --> 01:49:54,153
How hard is it
to be 14 years old,
2259
01:49:54,221 --> 01:49:55,754
and to get great grades,
2260
01:49:55,823 --> 01:50:00,125
and to have friends, and to be
a leader, and to stay there?
2261
01:50:00,194 --> 01:50:01,226
That's really hard.
2262
01:50:01,295 --> 01:50:02,728
(Omar's song playing)
2263
01:50:02,797 --> 01:50:06,599
Man, you're like a master now,
you're like flying through that.
2264
01:50:06,667 --> 01:50:10,569
GUILLAUME:
We're all in the business
of taking care of kids,
2265
01:50:10,638 --> 01:50:13,439
as educators, as parents,
and hopefully as human beings.
2266
01:50:13,507 --> 01:50:17,676
No matter where you live,
there is a teenager
2267
01:50:17,745 --> 01:50:21,547
who wants to know
that they matter to someone.
2268
01:50:21,616 --> 01:50:25,851
♪ You can accomplish anything
with dedication and hard work. ♪
2269
01:50:25,920 --> 01:50:29,622
STEELE:
Our schools need to build
a sense of community
2270
01:50:29,690 --> 01:50:32,524
in that students have to feel
that they belong
2271
01:50:32,593 --> 01:50:36,662
not only in their community,
but that they belong in society,
2272
01:50:36,731 --> 01:50:40,332
that they're going to be
major contributors in society.
2273
01:50:40,401 --> 01:50:42,968
That's what a school
of the future has to do.
2274
01:50:44,972 --> 01:50:48,641
ALI:
The school of the future
will engage young people,
2275
01:50:48,709 --> 01:50:53,545
and always refine itself
to meet them where they are,
2276
01:50:53,614 --> 01:50:56,749
and get them to where they need
to be in order to have
2277
01:50:56,817 --> 01:50:59,818
a successful life
and fulfill their dreams.
2278
01:50:59,887 --> 01:51:04,289
The school of the future must
address the impact of adversity
2279
01:51:04,358 --> 01:51:06,025
on children's development.
2280
01:51:06,861 --> 01:51:10,562
KHAN:
The school of the future
must recognize that
2281
01:51:10,631 --> 01:51:13,232
human beings want to learn, and
if you give them an environment
2282
01:51:13,300 --> 01:51:15,601
where it's safe to fail,
safe to learn,
2283
01:51:15,670 --> 01:51:17,870
safe to collaborate,
you find joy in it.
2284
01:51:17,938 --> 01:51:23,542
DARLING-HAMMOND:
The school of the future
will be more individualized
2285
01:51:23,611 --> 01:51:29,415
and more experimental
for all of the people in it
2286
01:51:29,483 --> 01:51:31,517
as they learn
to innovate together.
2287
01:51:31,585 --> 01:51:36,689
ROSE:
The school of the future
must be able to meet every kid
2288
01:51:36,757 --> 01:51:38,791
where they're at and give them
what they need to be successful.
2289
01:51:38,859 --> 01:51:43,062
ABO-SHAEER:
The school of the future
must continually innovate
2290
01:51:43,130 --> 01:51:44,263
and iterate.
2291
01:51:44,331 --> 01:51:46,365
KIRTON:
It has to be less about
2292
01:51:46,434 --> 01:51:47,666
the business of school
2293
01:51:47,735 --> 01:51:51,437
and more about the relationship
with the child.
2294
01:51:51,505 --> 01:51:54,606
VENTILLA:
...and become something
that is
2295
01:51:54,675 --> 01:51:58,444
much more interwoven
with people's real lives.
2296
01:51:58,512 --> 01:51:59,511
GADSDEN:
It's going to need
2297
01:51:59,580 --> 01:52:00,913
to be attentive
to the whole child.
2298
01:52:00,981 --> 01:52:04,650
GAC-ARTIGAS:
The school of the future
will extend
2299
01:52:04,719 --> 01:52:06,452
far beyond the four walls
of the classroom.
2300
01:52:06,520 --> 01:52:07,920
It's going to be mixed age.
2301
01:52:07,988 --> 01:52:11,623
It's going to have students
learning at their own pace.
2302
01:52:11,692 --> 01:52:14,927
I think the school of the future
is going to be a happy place.
2303
01:52:40,387 --> 01:52:43,222
This NOVA program is
available on DVD.
The conversation continues
online,RRATOR:
2304
01:52:43,290 --> 01:52:48,360
To order, visit shopPBS.org,
or call 1-800-play-PBS.
2305
01:52:48,429 --> 01:52:51,730
NOVA is also available
for download on iTunes.