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The Youth-Counseling Program Helping to Curb Chicago’s Violence

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In the minds of many, the South Side of Chicago has descended into a type of madness. While crime doesn’t define the vibrant, inspiring city, violence clings to certain South Side streets where shootings have become commonplace. President Trump referred to parts of the city as “worse” than areas in the Middle East. A few weeks ago, two men shot a young man named Daniel Cardova, and when a group gathered to mourn Cardova some hours later, yet another shooting occurred, killing two people and injuring another eight.

Given this harsh and violent reality, a new report offers a gossamer of optimism. Written by researchers at the University of Chicago, the study looks at the success of the counseling program known as Becoming a Man, or BAM, which is run by the nonprofit Youth Guidance. Started in 2001, the BAM program operates in Chicago and has posted tremendous results. One 2015 study found that students in the program were 45 percent less likely than their peers in South Side Chicago to be arrested for violent crimes. What’s more, the researchers believe that BAM students are as much as 19 percent more likely to graduate from high school.

This piece ran in The Atlantic. Click here to find out what made this program so successful.

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Sorry Kids, Schools Need More Testing, Not Less

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In education circles, testing has become the villain of the day. Kids declare exams to be a waste of time while educators argue that the anxiety around tests produces a “toxic environment.” Families loathe exams, too, as I learned when doing some research on assessments, with parents often viewing tests as either a distraction from more important activities or as “testing for testing’s sake.”

But when it comes to learning, it turns out, the best research shows that exams help learning rather than harm it, and most schools and universities actually should be doing more testing, not less of it. A large and growing body of studies indicates that assessments help students learn. More — and better — testing programs can also help teachers teach.

Cutting against the grain of all the negative chatter about tests, some cognitive psychologists, including Yana Weinstein at University of Massachusetts Lowell, have declared themselves to be “champions” of testing.

The catch is that the tests have to be the right kinds of tests. The exams that spark learning typically tend to have lower stakes, they have more open-ended questions, and they are given often enough to provide clear feedback to teachers and students. But if they’re well designed, tests have been proven to help students achieve mastery of the subject material — not just evaluate progress.

 

This piece ran in VoxRead more here.

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A Better Way to Learn in City Schools

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In a small classroom, Keoni Scott-Reid provided his opening statement. Scott-Reid had been assigned to argue against mass surveillance programs in an Urban Debate League tournament in Washington, D.C., and standing in the front of the room, wearing jeans and a sweatshirt, he spoke in rat-tat-tat bursts like a teenage cattle auctioneer.

Scott-Reid argued that mass surveillance programs operated on a slippery moral slope. He quoted Benjamin Franklin: "It is much easier to suppress a first desire than to satisfy those that follow." And then laid out several lines of argument, pointing out how surveillance can promote lawlessness. "Aggressive policing," he said, is "perpetuating the criminality that it's advocating to stop."

Scott-Reid's arguments won over the judge. His logic was tighter. He had better examples, and as the judge pointed out, Scott-Reid had expertly rebutted his opponent. "I know you like to get a rise out of people," the judge told him.

While arguing is as old as humanity, formal debating has its roots in ancient Greece. The practice has experienced a renaissance in recent years, and over the past decade, the number of students enrolled in urban debate programs has more than doubled to more than 10,000 students with more than 600 participating schools. For experts, the programs give students a way to develop crucial reasoning skills – and provide an effective way to help students learn about social issues.

 

This piece ran in US News and World Report and was an excerpt from my book. More here.

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Say No To Highlighters, Yes to Flash Cards

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I had a fun interview with the Seattle Times

By the time he was in fourth grade, Ulrich Boser had been labeled a slow learner. He’d already repeated kindergarten, and a psychologist sent to observe him in a classroom described him as a frustrated, inattentive and distracted 11-year-old.

In hindsight, Boser now knows that he had not yet been taught something essential: He didn’t know how to learn.

 

Boser had some specific challenges, including a learning disorder that makes it difficult to follow auditory details. Over time, he got help from his teachers to develop basic learning strategies, and he expanded on those skills, eventually figuring out for himself how to focus his attention.

 

Read more here. 

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Five Popular Myths About Learning That Are Totally Wrong

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You’ve made it this far in life, so you probably think you know how you learn new information. But it turns out that false beliefs about teaching and learning are a problem that we carry with us throughout our lives, says Ulrich Boser, author of Learn Better: Mastering the Skills for Success in Life, Business, and School, or How to Become an Expert In Just About Anything.

“We’re learning all the time, figuring out how to use new tools,” he says. “When you get a new smartphone or system at work, you need to gain new skills to use it. How you do that impacts your success.”

Unfortunately, there is a gap between conventional wisdom and facts when it comes to the process of learning, says Boser. “There are so many myths,” he says. “A lot of people don’t give much thought to the best way to gain new knowledge and skills. But learning is often a form of mental doing, and the more someone is actively engaged, the more they learn.”

Through studies and research, Boser identified several myths about learning that can make the process more difficult.