Tuesday, November 19, 2019

The Science of Learning and Development Part 2

By Sam Piha

In Part 1 of The Science of Learning and Development, we discussed the importance of this new science. Below we continue our interview with Dr. Deborah Moroney. Dr. Moroney is the Managing Director at the American Institutes for Research (AIR), and she recently authored a briefing paper entitled, “The Science of Learning and Development in Afterschool Systems and Settings.”

On December 5th, 2019, Dr. Moroney will serve as our featured speaker at an upcoming Speaker’s Forum. She will be joined by Jeff Davis (California Afterschool Network), Dr. Femi Vance (AIR), and a youth worker and an afterschool participant from the All Stars Project of the San Francisco Bay Area.

Dr. Deborah Moroney

Below is the continuation of our interview with Dr. Deborah Moroney.

Q: Your brief emphasizes the importance of relational settings. Can you describe what you mean by this? 

A: I do think there is a lot to unpack in that term. First, we all can agree relationships are important – even primary to learning and development. No one disagrees with that, but we need to first make them explicit and define actionable strategies to bolster relationships to be meaningful, reciprocal, and mutually respectful. Many of us have had that one teacher or youth worker that changed our lives in some really big way. I certainly did – he was a counselor at a camp where I had a made-up apprenticeship after I aged out of the program. Not only did this counselor create an age appropriate way for me to engage in the camp, but he provided opportunities for me to be a leader in a scaffolded way, try new things, and build skills in areas I was interested in. We spent time daily reflecting on these experiences.

The first idea here is that relationships are intentional – and not the result of happy accidents. Secondly, relationships are more than a set of interactions. They take place in settings that offer the conditions for those relationships to thrive. Key characteristics of relational settings are those that offer both physical and emotional safety, where people’s cultures and identities are defining elements (as opposed to being acknowledged, at best), and that celebrate people’s strengths. High-quality afterschool settings are set up in their design to be relational settings.  My friend David Osher and colleagues in the SoLD Alliance wrote a great paper on this – everyone should read it.

Source: earlylearningnetwork.unl.edu

Q: One of your findings is “context is the defining influence on development.” Can you say more about what you mean by “context”?

A: The SoLD Alliance describes context as the world around us – our experiences, environments, and cultures (SoLD Alliance, 2019). I am not sure I can do any better than that in a paraphrase. In our brief, we pay special attention to cultural competence and responsiveness as a part of context – not because other parts are less important but because a) through our quality efforts we check a lot of the context boxes, and b) because this is an area where I think we all (not just afterschool but people who work with youth) can improve as culturally responsive settings are key to establishing and maintaining contexts that are equitable for all young people.

Q: What do you believe are the greatest opportunities for afterschool programs and systems implementing these important qualities you discuss in your brief? 

A: First, I think we have an opportunity to capitalize on the afterschool systems we have already invested in. These systems were designed to support afterschool programs in implementing the design elements articulated in SoLD. Some of these gold star systems include the intermediaries involved in the Every Hour Counts partners and cities (including California’s Partnership for Children and Youth), the National Afterschool Association Affiliates (which includes CalSac) and the 50 Statewide Afterschool Network (such as the California Afterschool Network). The federally funded 21st Century Community Learning Centers to have the potential to adopt and implement components of SoLD as they have other innovations in afterschool. Again, I think California has a shining example of a statewide system that partners successfully with other intermediaries to provide valued services to local programs to promote quality implementation.  So we need to learn from these systems and ensure that all afterschool programs are high quality, which is foundational to the other components of SoLD.

Second, we need to use these systems to promote the other aspects of SoLD where we need to grow (e.g., partnering with other service systems, developmental fit, cultural responsiveness) through professional development for staff.

Third, we need to support staff by providing them with stable career pathways and incentives for professional learning. We cannot continue to innovate as a field if we cannot support the adults who are so critical to fostering youth learning and development. We have an opportunity to up our game here on behalf of young people, but we have to start with staff.

Source: Temescal Associates

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Dr. Deborah Moroney is the Managing Director, American Institutes of Research (AIR). She specializes in bridging research and practice, having worked as a staff member for out-of-school programs early in her career. She's written practitioner and organizational guides; co-authored the fourth edition of “Beyond the Bell®, A Toolkit for Creating High-Quality Afterschool and Expanded Learning Programs,” a seminal afterschool resource; and co-edited Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students and Social and Emotional Learning in Out-of-School Time Foundations and Futures.  Presently, Dr. Moroney serves as the principal investigator on national studies of afterschool initiatives.


Thursday, November 14, 2019

The Science of Learning and Development Part 1

By Sam Piha

There has been a great deal of effort in research, policy, and practice to promote systems and settings that support whole-child efforts, including the Science of Learning and Development (SoLD) Alliance. While many of these efforts are geared toward K–12 education, the youth development field is translating the learnings for afterschool systems and settings.

Dr. Deborah Moroney is the Managing Director at the American Institutes for Research (AIR), and she recently authored a briefing paper entitled, “The Science of Learning and Development in Afterschool Systems and Settings.”

This brief includes:
Select findings from the SoLD Alliance’s efforts;
Relevant, actionable key takeaways for the youth development field in afterschool;
Suggestions for practical ways to support high-quality afterschool systems and settings; and
Outlines the elements of developmentally rich contexts that foster learning and healthy development.

Many of the practical applications of SoLD findings for afterschool systems and settings will be familiar to students of youth development frameworks (see the YD Guide 2.0). The emphasis on the need for systems to invest in professional development (PD) opportunities and tools is particularly important as funds for PD are drying up.

Dr. Moroney will serve as our featured speaker at an upcoming Speaker’s Forum. She will be joined by Jeff Davis (California Afterschool Network), Dr. Femi Vance (AIR), and a youth worker and an afterschool participant from the All Stars Project of the San Francisco Bay Area.

Dr. Deborah Moroney
Below Dr. Moroney responded to some of our interview questions. In Part 2, our next blog post, we will share the rest of Dr. Moroney's responses to our questions.

Q: What can you tell us about SoLD?

A: The SoLD Alliance is a partnership of leading education research, practice, and policy organizations dedicated to using the lessons learned from SoLD to drive equity and excellence in the education system. The SoLD Alliance does this by identifying and translating key lessons from SoLD. The governing partner organizations of the SoLD Alliance include AIR (this is where I work), EducationCounsel, Forum for Youth Investment, Learning Policy Institute, Populace, and Turnaround for Children. The SoLD Alliance began working together in 2016 based on the hypothesis that the emerging lessons from SoLD could provide important insights on the best ways to educate and support young people. Since then the SoLD Alliance has convened leading scientists and education experts across fields to triangulate and translate those insights for education practice and policy.

It is a significant and important contribution to our field(s) and one that I am humble to have a peripheral role in my position in the youth development practice area where that work “lives” at AIR.  At AIR, we work together to ensure we are supporting the positive development of young people both in and out-of-school. As the SoLD work evolved, I was eager to ensure that the valuable contributions from the SoLD Alliance would be applied to the fields where young people live, play, and learn that are outside of the traditional school day- community based and summer programs, afterschool, juvenile justice, and child welfare to name a few.

Q: Why did you think it was important to focus on afterschool settings and systems?

A: The SoLD findings and related initiatives have the potential to meaningfully inform – and perhaps even change – the ways educators create conditions for teaching and learning. Children and youth spend more than 80% of their time outside of school (Afterschool Alliance, 2019)  – and we know that afterschool settings provide key developmental opportunities for young people. It only made sense to apply the SoLD learnings to afterschool. Plus, my afterschool friends were asking for it. They saw themselves in the work.

To be continued in Part 2.


ADDITIONAL RESOURCES TO LEARN MORE:
The Science of Learning and Development Alliance
The Science of Learning and Development: Initial Findings 
The Science of Learning and Development (video)
Meet the Expert: Deborah Moroney
Afterschool and Expanded Learning at AIR

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Dr. Deborah Moroney is the Managing Director, American Institutes of Research (AIR). She specializes in bridging research and practice, having worked as a staff member for out-of-school programs early in her career. She's written practitioner and organizational guides; co-authored the fourth edition of “Beyond the Bell®, A Toolkit for Creating High-Quality Afterschool and Expanded Learning Programs,” a seminal afterschool resource; and co-edited Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students and Social and Emotional Learning in Out-of-School Time Foundations and Futures.  Presently, Dr. Moroney serves as the principal investigator on national studies of afterschool initiatives. 

Tuesday, November 12, 2019

Learning From a Monumental Philanthropic Leader: Bill White's Legacy to Advance Our Field

Source: Youthtoday.org
William S. White, addressing the European Foundation Centre in 2009

By Guest Blogger Terry K. Peterson

William S. White, the Chairman of the Charles Stewart Mott Foundation passed away on October 9, 2019.  Bill was a monumental leader in the world of philanthropy. Working with many of you as well as many other foundations and organizations, he and the Mott Foundation have had and are continuing to have a tremendous positive impact on the afterschool and community learning center movement.

Collaborating with many partners, Bill and the C.S. Mott Foundation are helping us achieve big systems change with field engagement as an important part of the work. So, our work today is both top-down and bottom-up. As a result, there is a growing infrastructure on which to build. Several critical pillars of this infrastructure include:

The formation and enhancement of the nationwide Afterschool Alliance. Across America in this diverse and very decentralized field, the Alliance is connecting many groups with similar agendas ranging from those in education and youth development to community and cultural groups and from scientific, law enforcement groups to faith-based groups.

Building State Afterschool Networks. Starting with 8 state networks in 2002, we now have networks in 50 states. They and their allies inform and educate their state and local leaders about the potential and best practices of afterschool and summer learning and community schools. They encourage partnerships and more expanded learning opportunities to help solve a number of contemporary education and community issues.

Supporting research and sharing of best practices. This growing body of findings is critical to continually identify what is working well and to make needed improvements.  Also, the wide dissemination of the positive impacts is very important for both leaders and practitioners.

The initial rapid growth and continual strengthening of the 21st Century Community Learning Centers (21st CCLC). Today, this bipartisan initiative is in every state and administered by the state, but is federally funded. With a $1.4 billion current federal appropriation, the 21st CCLCs serve almost 2 million students and families and are in almost 13,000 schools and communities.


Together with this crucial infrastructure, Bill White’s style and insights also leave us an important legacy for all of us in this field to emulate.  Leaders from across America and the world recently described Bill in just a few words. A video of these powerful statements was presented during an award ceremony honoring Bill at the annual meeting of the Michigan Council of Foundations; he passed away a day later.  These powerful descriptors about Bill are terrific guides for our work: "Thought leader… on the ground and at the very top”; “Listener”; “Big Thinker”; “Willingness to take a risk”; “Persistent in seeing it through”; and “Staying power and loyalty to the work.”


Let me set the stage. In 1997, several bi-partisan leaders in the Congress and the Clinton Administration were looking for ways to fill the hours of 3-6 PM after school and summers with positive, safe, learning experiences.  Right after a huge conference on this topic in October, 1997, on the White House lawn, Bill White casually came over to U.S. Secretary of Education Dick Riley and me (as then Counselor to the US Secretary). Within minutes and a handshake, we launched a tremendous and continuing partnership with the CS Mott Foundation to rapidly grow the 21st CCLCs from 7 sites to 10,000 sites within just five years.  During that handshake, Bill’s instant multi-year, multimillion-dollar commitment was essential to launch this initiative and a massive effort to quickly go to scale.


The large and quick “scaling up” was successful because it captured another one of Bill’s other insights: “being a thought leader on the ground and at the very top.” From the beginning, the rollout of the 21st CCLC engaged hundreds of local people in planning, training and workshops. As the funding expanded, this quickly became thousands involved, and now in 2019 there are tens of thousands engaged in community learning centers and afterschool. Bill White and the Mott Foundation supported this rapid growth of the field every step of the way, and this continues today to both strengthen the field and the 21st CCLCs.


Another component of this initial rollout is very instructive, too. To increase the quality of the grant applications and expand access, the Mott Foundation helped support every state to hold bidder’s conferences that engaged those interested in locally funded afterschool and community education programs. This crucial action also brought many new players to the table. This generated applications for these new federal grants that far exceeded the funding that was available. This high demand “on the ground” in each state helped Congress and many Administrations to understand the bi-partisan value for increasing funding “at the very top” for afterschool, community-school partnerships and the 21st CCLCs.

Building on These Pillars and Bill’s Style

The commitment to community-school partnerships with family engagement was started by C. S. Mott in Flint in the 1930’s, continued and expanded by Bill White; and now is being brought into the next decade by Ridgway White.  From my vantage point, this commitment and core guiding principles have stayed consistent for literally decades, while always looking to the future.


These principles, our infrastructure, and Bill’s powerful legacy are a call for all of us to do much more to improve. I hope you will join-in on building on them by:

       Relentlessly keep working for children, youth and their families.
       Engaging the community in the work.
       Remembering the power of school-family community partnerships.
       Helping local people realize their dreams and potential.
       Thinking big and being persistent.

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Terry K. Peterson
About Terry Peterson: Terry was the Chief Counselor for former US Secretary of Education and Governor, Dick Riley. During his decades-long tenure in public service, Terry held senior state- and federal-level positions in which he developed numerous education policies and funding streams, including at the U.S. Department of Education where he helped create the 21st CCLC initiative. Terry currently serves on the board of the Afterschool Alliance and is also the executive editor of, Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning. He is also featured in the History of Afterschool in America documentary.







Tuesday, November 5, 2019

Emotions, Learning and the Brain

By: Sam Piha


We used to think that emotions were separate from learning. We now know that both engagement and learning are deeply emotional and that young people's emotions drive their learning. Thanks to research, we also know that young people's culture and personal experience are important to learning.

Mary Helen Immordino-Yang is a former classroom science teacher, who taught at a racially diverse school outside Boston. She is now a researcher at the USC Brain and Creativity Institute. She focuses on psychology, neuroscience and education, and is known internationally for her research on the critical role that emotion plays in learning. She recently published a new book entitled, Emotions, Learning and the Brain.

In partnership with LA’s BEST and THINK Together, we invited Dr. Immordino-Yang to share her thoughts at a Speaker’s Forum in Los Angeles (November 22, 2019) regarding her research and implications for learning in afterschool.

Speaker's Forum With Mary Helen Immordino-Yang

Below we share a few quotes from her and also some resources if people would like to learn more.

ABOUT EMOTION AND LEARNING:
“People think of emotion getting in the way of cognition, but it doesn’t. Emotion steers our thinking; it’s the rudder that directs our mind and organizes what we do and think about.” (1
“It is literally neurobiologically impossible to build memories, engage complex thoughts, or make meaningful decisions without emotion.” (2)
"The ability to feel passionate about something is a skill. What we need to teach kids is that feeling passionate about something doesn't just fall into your lap. Rather, students can learn how to take interest in subjects that aren't immediately entertaining."(3)
“…understanding emotions is also (and perhaps even more critically) about the meaning that students are making — that is, the ways in which students and teachers are experiencing or feeling their emotional reactions and how their feelings steer their thoughts and behavior, consciously or not. Emotions are not add-ons that are distinct from cognitive skills. Instead emotions, such as interest, anxiety, frustration, excitement or a sense of awe in beholding beauty, become a dimension of the skill itself.” (4)
ABOUT HOW HER RESEARCH WOULD CHANGE HER CLASSROOM TEACHING:
"When I was teaching, I was struck by the differences in the ways kids came to the science I was teaching, but I didn’t really have good tools for managing that diversity or capitalizing on that strength in the classroom. Our current work highlights the really fundamental ways that culture shapes how a person makes meaning of the things they’re learning. If I were teaching now, I would try to find more ways to let kids own their curriculum and own their learning. I would focus even more on the sorts of project-based, community-oriented activities that really engage kids from the starting point of their own self and their own communities. I see teaching now as a process of facilitating kids building new understandings of their worlds, less than as a process of imparting information. I would see myself as much as a learner as the teacher." (5)
Source: lovetoknow.com

ABOUT THE IMPLICATIONS OF HER RESEARCH FOR URBAN KIDS:
"And currently our education system does not take into account and does not allow for, or encourage, a culturally diverse way of making sense of, understanding, and thinking about the world ... Urban kids are really in the thick of it – they need to build resilience and a strong acculturated sense of identity. So this kind of research is key to helping us improve education and to getting rid of the achievement gap. We simply must stop wasting the potential among urban kids, so many of whom are not educated in ways that connect to their real lives and strengths." (6)
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ADDITIONAL RESOURCES:

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ABOUT MARY HELEN IMMORDINO-YANG: She is a Professor of Education, Psychology and Neuroscience at the University of Southern California, and a former urban public junior high-school science teacher. She studies the psychological and neurobiological development of emotion and self-awareness, and connections to social, cognitive and moral development in educational settings. Her work has a special focus on adolescents from low-SES communities, and she involves youths from these communities as junior scientists in her work. Dr. Immordino-Yang has received numerous awards for her research and for her impact on education and society.



The Science of Learning and Development Part 2

By Sam Piha In Part 1 of The Science of Learning and Development , we discussed the importance of this new science. Below we continue our...