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Lesson of the Day: Learning With The Times’s ‘Family, Interrupted’ Series

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Lesson of the Day: Learning With The Times’s ‘Family, Interrupted’ Series

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Featured Articles: The “Family, Interrupted” series

The coronavirus pandemic has upended the lives of many American families. “Family, Interrupted,” a new weekly series from The Times’s National desk, takes readers inside the upside-down worlds of pandemic-weary Americans and chronicles the myriad irritations, sorrows, panics and even small joys of life right now.

In this lesson, you will reflect on how your own family has been affected by the pandemic, then read about how other families are navigating the new abnormal. In a Going Further activity, you will create your own portrait of a family using the Times series as a mentor text.

How has the coronavirus pandemic affected your family — its roles, rules, rituals and daily life?

Take a few minutes to write about or discuss with a partner how your family life has changed since the pandemic began, using the following prompts:

  • How is your family life different now than before the pandemic began? What has changed? What has remained the same?

  • How has the pandemic strengthened your family bonds? How has it tested or hurt them?

  • What lessons have you learned about your family, your parents and yourself?

Choose at least two articles in the “Family, Interrupted” series to read in their entirety:

Answer the questions below based on the articles you read.

1. Why did you select the articles you did? What drew you to these families and their stories?

2. How has the pandemic affected each family featured in your chosen articles? What did you learn from each? To which family’s story do you most relate? Why?

3. What’s your reaction to these family stories? What did you find most memorable, surprising, thought-provoking or moving? Why?

4. Media Literacy: The New York Times is full of stories about the coronavirus pandemic and the nation’s progress toward containing it. What does the “Family, Interrupted” series capture that traditional news articles might not about how Americans are experiencing everyday life in 2020? If you could interview any of the families profiled in the series, what would you ask them and why? As the “Family, Interrupted” series continues, what types of families and stories do you hope to see?

5. How did reading about other families living through the pandemic give perspective on your family and its hardships and joys? What has the crisis revealed to you about the importance of those relationships?

Option 1: Watch and Respond to a Times Video

In June 2020, The Times created the eight-minute film “Three Families. Nine Weeks. ‘Things Are Getting Annoying.’” which we recently featured in our Film Club. It profiles three families, each of whom filmed themselves to share what it has been like to work, parent, school, eat, sleep and hang out under the same roof for three months straight during quarantine.

Watch the film and respond to the following questions adapted from our Film Club:

  • What messages, emotions or ideas will you take away from this film? Why?

  • What do you think of the rules on parenting offered in the film like “Trust your kids to do their work,” “Don’t force mindfulness” and “Don’t forget to follow your own rules.” What rules for parents would you add?

If you want to engage with this film further, you can participate in our Film Club.

Option 2: Create Your Own Portrait of a Family Living Through the Pandemic

Imagine you have been hired to write the next entry in the “Family, Interrupted” series. What family would you profile and why? What questions would you ask? How might these experiences help readers of The Times?

You can, of course, choose to spotlight your own family. But whoever you choose, your portrait should include a photo, a brief preface introducing the family members — describing both their lives before the pandemic and their current situations — and an interview excerpt that you feel highlights the families members’ stories in their own words.

Keep in mind that even though the series is focused on short stories that give readers a glimpse into the challenging lives we’re leading behind closed doors, producing these short stories is still time-consuming. A Times Insider piece on the series notes:

“Short” is perhaps misleading. For while the interviews are distilled into tightly condensed pieces, National desk correspondents have spent considerable time getting to know their subjects through multiple lengthy conversations — not just about their current upside-down existence but also about their pre-pandemic lives.

Be sure to do some background research on the family you choose to profile and to develop a set of interview questions in advance. Additionally, when interviewing, remember to build trust, even with people you already know, and save the tough, more intimate questions for the end.

Read the entire Times Insider article for more insights into the process of creating the series, including the kinds of questions the writers like to explore. And for more interviewing tips, watch the five-minute video “Four Tips for an Effective Interview” by StoryCorps or read “Interview Tips Sheet” by What Kids Can Do.

If you are working as part of a class doing this as a project, you might bring your stories together when everyone is done and publish them somehow, whether on a school website or via social media, or by printing them and hanging them in a public place.


About Lesson of the Day

Find all our Lessons of the Day in this column.
Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.

What’s Going On in This Picture? | Nov. 2, 2020

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What’s Going On in This Picture? | Nov. 2, 2020

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

Learning and Development – The GAP is coming

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Learning and Development – The GAP is coming

I can’t speak for everyone, but I will say, there are plenty of us, on both sides of the aisle, who went to bed, thinking one way, and awakened thinking either the same way or not.  We all are going to have to be patient, which in this day and age, is something of a lost art.

Patience has never been my strong suit. I never saw the old way of training with manuals, and F2F ILT as the way it had to be.  I saw as early as 1998, that the future of learning would be e-learning (online learning).  And as the years would pass, keep asking myself why can’t everyone else see this?  Why are people still using paper as a learning tool?  Why are people still big fans of face to face ILT, when the data already out there was showing that e-learning was equal to if not better for comprehension, retention and synthesis to classroom/seminar training/learning?

I spent a few months learning instructional design, when I jumped to the corporate market. Then, I looked around as the years passed, wondering why weren’t others – my contemporaries who did not know instructional design, do the same thing, and learn it?

Why was ATD so out of touch with the industry, especially with online learning and the impact of digital learning technology? Oh, wait, I still think that.

The truth of the matter is that if you look deep into the weeds you too will see what is coming for L&D in 2021.  The trends are all there and where they are pointing is not going to make everyone happy.  Plenty will disagree.

Plenty will point to the same perspectives they had in the past, forgetting that it is called the past for a reason, and secondly, the days of “the way of learning/training via e-learning in the corporate world” is gone.  COVID-19 was the impact that no one saw coming, of course, especially as it relates to learning, training, with online learning.

 The GAP

This will impact and such a rate that those employees/customers/members who fall into the latter category (presented here shortly) will not be on a level learning field as others.

The Gap is tied to two specific parts, both so intertwined, that one cannot achieve success without the other, and vice versa.

  • Digital Transformation – You likely have heard the word, but what does it really mean when it comes to learning/training?  I’ll explain in the next section.
  • E-Learning (Online Learning) –  A clear one that is expanding to new areas, that seemed years away, and no, I am not referring to VR here.  And for the record, the term distance learning does not nor has ever been the same as e-learning.  Two completely different modalities.

One might be asking themselves, how do these two items, lead to a trend called the Gap, and what exactly is the gap as it relates to L&D.

The Gap simply points to a reality, we need to all recognize, that those who either adapt who heartedly digital transformation and e-learning, will be producing better results when it comes to learning/training compared to those who go only with e-learning, ignoring digital transformation, OR embrace some aspects of digital transformation (but not all) and either all or some of e-learning.

One could fully support 100% e-learning, and lightly play with digital transformation – but they will end up on the lower side of the GAP, and by the end of 2021, that GAP will expand to such a level, it will be difficult to catch up.  Sure, you can do this or that, but until you embrace both to an extent it drives your learning or training, you will still be behind.

And of course, those who do neither, will be at the lowest rung.  The downside, is that folks who will see it the most and be impacted the most are their learners themselves.

Take a look at what you are doing now in L&D.  Are you buying into the data that says people want personal and professional development, and that it is a key to retaining them?   Do you buy into the premise and full potential of e-learning to such an extent, that once the majority of folks get a vaccination,  you are not turning back to yesteryear’s method of learning?

Do you see the potential opportunities for allowing your learners to truly drive learning or do you still see e-learning as a method of formal only, in that it is all about assigned learning, compliance and regulatory (for the record LXPs are heavy into formal with assigned learning, and even having L&D clients push compliance too).

If you do not see the potential opportunities, if you do not embrace e-learning as the essential method of learning for your employees, customers, members then you will slide in the GAP.

There are plenty of L&D folks who believe ILT is the best way to learn. They ignore a lot of data out there, but again, that data was from the past. Unless you have a blue-collar workforce or front line workers say in retail, ILT will not be the method of delivery of learning/training content.

And even ILT with front-line workers in retail and other areas, can be delivered via vILT or other methods of e-learning, due to something called a smartphone, which quite a lot of your employees have these days.

That alone will take a big chunk out of your ILT method of learning.

I note this, because in the GAP, a pattern clearly is developing – the embrace of technology.

A mobile device used for learning? Technology.  A desktop computer, laptop, 2 to 1 – technology.  Zoom or another web conferencing solution – SaaS wise – technology.

It isn’t just enough to say, yeah I use those items and therefore I am all about digital transformation.  Digital transformation is

  • Embrace wholeheartedly – Nothing half here, half there
  • Tap into the latest technologies that will drive your learning/training initiatives – If you buy into VR, then go for it, personally, I think we have a way to go with VR, but in digital transformation any type of virtual or artificial such as AR, plays into it.
  • Look for new technologies that can push the level of learning to a whole new level – they are out there, you just have to find them.  Gesture motion exists today.  BMW for example, is using it for their interactive screens in some of their newer vehicles.  It is far better today, gesture motion, that is, than say a year or two ago.   Voice to Text is getting better all the time – true it is not yet 100 percent, but 90% isn’t bad, and there are apps – a form of technology – that are getting there, for more so than you might assume.
  • Your learners for the most part, regardless of age, and already embraced technology. The range of the “gamers” are 35 to 40 year-olds.  Tik Tok once only for teens and sort of an outlier, now is the driver, with adults jumping whole heartedly into using it – short videos, engaging for the most part is it’s strength a method of technology combined with learning to be quite honest, if you truly look at it.

Digital transformation seems like something your CIO or CTO or whoever runs technology at your company or place of business will say to the CEO.  L&D typically okay always sits on the sidelines, and goes with whatever the company pushes out for technology.

The GAP says that will change, because white-collar workers, overwhelmingly will not be returning to office to at least, the end of 2021, and a chunk will never step back into the office.

That is the world of today.  Thus, digital transformation says you understand that, embrace it because it is here and will be throughout 2021 and beyond.  As an L&D leader or Training for that matter, knowing what types of technology your employees, customers, members use at their homes is essential.

L&D always seems to assume.  Which leads into the GAP.

We will end up with two types of L&D and Training Leaders 

The trend lines show clearly there will be a widening of the GAP by the end of 2021.  It is going to be slow and steady, but there will be separation and it will only get worse or expand out (depending on your perspective).

Those on the higher or closer to the GAP,  will push the boundaries of this new age of learning and training, and their learners will see that.   Those in the middle will either move into the higher tier as both areas (digital transformation and e-learning) evolve, OR will drop further down.  Then there are those who will stay forever on the lower rung.

Even if they start to move up, there will be enough of a GAP, that the probability they can reach the higher rung is quite low.

In the end, the GAP will get bigger between the two groups, and I say this, because I see that the “middle” will slowly disappear.

By the end of 2022, the GAP will be substantial.   And that lower rung, will drop farther and farther back.

It won’t be enough to add a learning system with its bells and whistles to get an L&D exec (regardless of their title – but this person runs your L&D department), to gain the upward swing to reduce the GAP, and jump into the upper rung.

Technology is not going to stop, just because you want it to.  Machine Learning is yes, a form of technology, but it itself, iteration plays a huge role, and not everyone is at the same level (as it relates to any e-learning solution that has machine learning in it).

Where will machine learning go? Deep Learning.  It exists today, but will be a driver that so far, not one learning system has truly tapped.  By the end of 2021, some systems and other e-learning solutions will start to leverage it (deep learning is a subset of machine learning).

And deep learning is a technology.

Bottom Line

Whoever is running L&D or Training must decide here and now, not next year, or in two years, where do they want their learning/training for their employees, customers, and members to be.

Are you going to embrace and support and explore technologies that exist today and down the road or are you going to stay the course, add e-learning, still tap into ILT, maybe some paper, or some other old school way.

Are you going to examine the technologies that your learners working from home are use to, or are using, and see how you can leverage that – and utilize in your learning/training or are you going to ignore or do a half-heartedly approach.

Here’s the end game.  The GAP will impact your learners.  Unknowingly they will see the repercussions.  They aren’t going to scream “change” or do this or that, because they won’t know.

Only you will.

E-Learning 24/7 

Coursera Appoints Amanda Clark to Board of Directors

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Coursera Appoints Amanda Clark to Board of Directors

Today, we proudly welcome Amanda Clark, Chief Development Officer of Papa John’s International, as a director on the Coursera board. With 20 years of leading brands and franchisee businesses, Amanda brings a unique blend of consumer-focused innovation and operational experience to the board. Earlier this year, Coursera made two board appointments — Sabrina Simmons and Ted Mitchell. The latest appointment is part of our ongoing commitment to add board members whose insights and expertise will help us serve the needs of a diverse learner base more effectively. 

Amanda joins the Coursera board at a crucial time when the company is focused on helping millions of learners and thousands of institutions worldwide prepare for new economic imperatives.  

“The pandemic is driving enormous growth at Coursera across all products and channels,” said Jeff Maggioncalda, CEO of Coursera. “Amanda’s years of experience in consumer marketing and franchise operations will help us build a global brand and scale our operations around the world.”

“COVID-19 has accelerated demand for higher education that is more inclusive, job-relevant, and affordable,” said Amanda Clark. “I am excited to join the board of a company that is working closely with the global community of educators to provide everyone, especially underserved communities, an equal opportunity to learn from the best instructors and institutions in the world.”

Before Papa John’s, Amanda held leadership roles at Taco Bell and Procter and Gamble, where she worked on household brands like Olay, Pampers, and Oral-B. She is a proud alumna of Yale University, where she earned a double major in psychology and theater studies.

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Word + Quiz: ribald

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Word + Quiz: ribald

adjective: humorously vulgar

noun: a ribald person; someone who uses vulgar and offensive language

_________

The word ribald has appeared in 32 articles on NYTimes.com in the past year, including on Jan. 16 in “36 Hours in Buenos Aires” by Nell McShane Wulfhart:

Argentines love their soccer teams more than they love steak and complaining about the economy. Passions run so high that no alcohol is allowed at matches, and opposing team fans are banned from all regular league games in the city. But pounding drums, ribald chants, heartfelt songs and waving banners are part and parcel of every face-off between local teams like River Plate and Boca Juniors, and the games are always exciting …

_________

Word + Quiz: ineluctable

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Word + Quiz: ineluctable

: impossible to avoid or evade

_________

The word ineluctable has appeared in 13 articles on NYTimes.com in the past year, including on Aug. 14 in “Birds and Horses and Eels, Oh My! New Books About Animals” by Ben Goldfarb in the section on “Horse Crazy: The Story of a Woman and a World in Love With an Animal” by Sarah Maslin Nir:

Horses are as familiar as eels are alien. Yet our equine companions harbor their own mystery: What explains humankind’s millenniums-old attraction to them? There’s the “ineluctable tug of their big amber eyes,” Nir writes, and “the shattering wildness of their gallop.” Ultimately, though, their allure is ineffable, driving Nir to a tautological conclusion: “Because horses. Answer enough.”

_________

‘Doomscrolling’

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‘Doomscrolling’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Are you familiar with the term “doomscrolling”? Here’s how The Times defines it:

This experience of sinking into emotional quicksand while bingeing on doom-and-gloom news is so common that there’s now internet lingo for it: “doomscrolling.” Exacerbating this behavior, shelter-in-place orders leave us with little to do other than to look at our screens; by some measures, our screen time has jumped at least 50 percent.

Do you doomscroll? If so, how does it affect you? What has worked for you to break the habit?

Tell us in the comments, then read the related article for more suggestions.


About Picture Prompts

Find all our Picture Prompts in this column.
Have an idea for a Picture Prompt? Tell us about it.
Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

How Much Do You Know About Togo?

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How Much Do You Know About Togo?

Can you find Togo on a map? What else do you know about this African country with about 8 million people.

Lesson of the Day: ‘Lil Buck Feels the Dancing Spirit All Over Again’

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Lesson of the Day: ‘Lil Buck Feels the Dancing Spirit All Over Again’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Featured Article: “Lil Buck Feels the Dancing Spirit All Over Again,” by Gia Kourlas

In this lesson, you will first watch “Nobody Knows,” a short film in which Lil Buck, the “willowy dancer who spins on the toes of his sneakers as if they were point shoes,” explores his struggles as a Black man and his relationship to dance.

Next you’ll read how a Times critic describes the dance and what it expresses, and identify moments in the piece that, for you, exhibit those qualities. Finally, you’ll consider Lil Buck’s argument that street dance is fine art, and investigate jookin or other forms of street dance to make a case for their artistry and rigor — and their ability to bring about change in the world.

Have you ever heard of the dancer Lil Buck, or of Memphis jookin, the style he has helped popularize? Watch the video above, the latest from this artist.

Afterward, react in writing or in discussion with others, answering questions like these:

  • What is your reaction?

  • What moments stood out for you?

  • What do you admire about this film in general? About Lil Buck’s performance in particular?

  • If you had to describe the dance in this piece in one sentence, what would you write?

Read the article, then answer the following questions:

1. What childhood moment does “Nobody Knows” echo for this artist?

2. “There is struggle and pain, joy and healing, and ultimately, a transformation. And throughout, the Black Lives Matter movement informs his dancing, too — a root connecting the past to the present,” writes this critic. Where in the dance do you see each of those things?

3. What is the name of this style of dance, and where did it originate? Do you agree with Lil Buck that street dance is fine art and no less rigorous than classical ballet? If you had to defend that statement with just the work in this video, what details or moments would you point to?

4. What was Lil Buck’s childhood like? What happened when he discovered dance?

5. According to this critic, “Buck’s power derives from the ability to get to the bottom of what something feels like for him and then to express it to the world.” Do you agree, based on this work? What other artists — in any medium — do you think do that well?

6. Do you agree with Lil Buck that “dance can really be used as a tool to help bring change about the world”? If so, how? What other dance performances have you seen that you think might have this power?

Option 1: Learn more about Lil Buck and jookin.

You might start with Lil Buck’s YouTube channel or the Netflix series “Move,” referenced in this article. But you can also learn more about the artist via past coverage in The Times, first through this exploration of one of his most famous pieces, shown above, then via a video of his collaboration with Yo-Yo Ma in Beijing in 2011, and, finally, with this 2014 piece in which he tells you what he’s reading, watching, listening to, following, wearing and eating.

Then, learn more about jookin and how it grew up from the streets and clubs of Memphis. How did it begin? How has it evolved? What are the steps and moves that characterize it? Can you learn any of the footwork yourself?

Option 2: Investigate another form of street dance as fine art.

If you agree with Lil Buck that street dance is fine art and no less rigorous than classical ballet, choose another form of street dance to research and use it to make your argument.

Though it’s hard to see dance live right now, you can watch the style you choose online, and try to describe its artistry the way the critic does in the article you just read. What characterizes the style? What is its history, and how did it grow out of a particular place and time? How has it evolved? Who are its best known practitioners? What is rigorous about it? What do you think this style adds to the language and culture of dance in general? Do you think this particular style has been or is a “tool to bring about change”? How?

Finally, if you would like to, you might choose one particular dance, observe it closely and write a review of it for our coming Student Review Contest, which will run from Dec. 8, 2020, to Jan. 26, 2021.


About Lesson of the Day

Find all our Lessons of the Day in this column.
Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.

Why current students chose to complete their bachelor’s degree with UNT

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Why current students chose to complete their bachelor’s degree with UNT

Students choose to complete their Bachelor of Applied Arts and Sciences (B.A.A.S.) degree with the University of North Texas (UNT) for many reasons. Some students choose UNT because the B.A.A.S degree accepts and builds on their unique credits. Many students choose the Bachelor of Applied Arts and Sciences because of its job-relevant coursework in its eight distinct concentrations. Other students choose the B.A.A.S. because the degree program provides high-touch support and career services to them from the applicant stage all the way to being an enrolled student.

The B.A.A.S. program is designed to streamline student’s path to a fully accredited bachelor’s degree. Here is why three current students chose to complete their bachelor’s degree through the fully online B.A.A.S. program:

Erin Fein chose the B.A.A.S. because it allows her to balance her education with her full-time job.

“I am a long time working musician who has relied on the service industry to make ends meet. Just before these unsteady times, I decided to try and change my life and started looking into the reality of finishing my bachelor’s degree. I knew that going back to school in person would never work with my life. I didn’t know how I would be able to balance school with having to work full-time and I couldn’t imagine how I could afford all of this on my own. This is when I discovered the University of North Texas’ bachelor’s completion program. I am so excited to complete this chapter in my life and to do it in a way that will work for me. To any adult out there looking to change their life, this program could be the pathway for you!”

Ana Said chose the B.A.A.S. because her college credits easily transfer and because the degree’s concentrations align with her future career goals.

“When I first learned about UNT’s Bachelor of Applied Arts and Sciences online program, it seemed like the perfect opportunity to further my education while still balancing work and every-day life. My previous college credits transfer and I have the opportunity to enroll in concentrations that seem interesting and complementary to the field I am currently working in. From the initial request for information through the application process, UNT’s counselors promptly and kindly provided the guidance and encouragement I needed to build a path toward attaining a bachelor’s degree. The flexibility that the Coursera platform offers will allow me to maintain a healthy schedule and stay organized. I am thrilled to be on my way to a bachelor’s degree, and to be part of the Mean Green team!”

Steven Schmidt chose the B.A.A.S. because its online, flexible format fits easily into his busy life.

“I am choosing to take the B.A.A.S. through Coursera so that I can have the freedom to complete my schoolwork when my work schedule allows. I wanted to further my education but I am just unable to meet in person at a set time with how the world is right now.  With the way things are changing daily in this time my schedule is also changing daily so I need to have the ability to complete my work when time allows. When they announced the completely online B.A.A.S. I was super excited for this opportunity.”

The Bachelor of Applied Arts and Sciences (B.A.A.S.) degree from the University of North Texas (UNT) is the fastest, most affordable way to complete your bachelor’s degree online from a top 9 research school in Texas while leveraging your previous college or military credits.