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"disqusTitle": "Lessons Learned: How a Progressive New School Adapts to Realities",
"title": "Lessons Learned: How a Progressive New School Adapts to Realities",
"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n",
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"description": "When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them. That's the goal at Brightworks, a small, K-12 private school just starting its",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Should Students Advance At Their Own Pace?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/deanmccoyphotos/5795008697/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5795008697_ec1645ff98-300x252.jpg\" alt=\"\" width=\"300\" height=\"252\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Kreative Eye- Dean McKoy\u003c/p>\n\u003c/div>\n\u003cp>What if student learning wasn't based on age, but on proficiency? That might \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">happen soon\u003c/a> in Oregon's public schools if \u003ca href=\"http://gov.oregonlive.com/bill/2011/SB909/\" target=\"_blank\">Senate Bill 909 \u003c/a>unfolds as planned.\u003c/p>\n\u003cp>Oregon governor \u003ca href=\"http://governor.oregon.gov/\" target=\"_blank\">John Kitzhaber\u003c/a> ushered a group of education bills through the legislature in June. One of them, SB 909, created the 15-member \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2011/06/governor_signs_bill_establishi.html\" target=\"_blank\">Oregon Education Investment Board\u003c/a> not only to control the finances of all state-run schools, but also to make sure there are ways for Oregon's kids to progress at a rhythm that works with their academic needs. In other words, students matriculate based on the state's revamped academic standards, not time spent in the classroom.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">an article\u003c/a> in the\u003cem> Oregonian\u003c/em>, Kitzhaber wants the board to \"shift the focus of education from what he calls 'seat time' to learning.\" Students will, the article reports, \"advance based on what they know and can do rather than on how much time they spend in school.\"\u003c/p>\n\u003cp>Suggesting that students should be able to advance at their own pace is not a new idea. In 2008, for instance, the \u003ca href=\"http://www.orbusinesscouncil.org/orround.html\" target=\"_blank\">Oregon Education Roundtable\u003c/a> published \"Taking Promising High School Practices to Scale,\" which included a pretty comprehensive comparison of \u003ca href=\"http://www.beaverton.k12.or.us/home/departments/instruction/proficiency/comparison-of-traditional-and-proficiency-based-education/\" target=\"_blank\">traditional and proficiency-based education\u003c/a>. This concept (self-paced, personalized learning) is also a huge selling point for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-surprising-perspectives-online-schools/\" target=\"_blank\">many online schools\u003c/a>. But it's a rare move for a state legislature to overhaul its public education system with this philosophy in mind.\u003c/p>\n\u003cp>There are brick-and-mortar schools out there that employ this kind of system already. Some high schools in Rhode Island have a \u003ca href=\"http://www.aypf.org/tripreports/2008/tr031208.htm\" target=\"_blank\">proficiency-based diploma system\u003c/a>, and \u003ca href=\"http://www.nwacademy.org/\" target=\"_blank\">Northwest Academy\u003c/a>, a private college-preparatory school in Portland, is designed in the same way that its founder, a former dance teacher, would have organized her dance classes – by placing each student at grade level based on their \"\u003ca href=\"http://www.nwacademy.org/about.html\" target=\"_blank\">accomplishments, current knowledge, and demonstrable skill\u003c/a>,\" not by age.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And in some cases, entire districts have made this their model: in the \u003ca href=\"http://www.chugachschools.com/\" target=\"_blank\">Chugach School District\u003c/a>, an Anchorage-based district serving 22,000 square miles of some of the remotest areas in south central Alaska, has \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">done away with grade levels completely\u003c/a> to set up a system of academic mastery that each student can use to navigate his or her own path.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Grade levels will not likely be eliminated across the nation anytime soon, but certainly the concept of individualized, self-paced learning – whether that's within a classroom grouped by age and grade level or by ability, aptitude, and interest – is becoming more the cornerstone of quality education. How will the rise of online and blended learning models further impact these reforms? And what's next for Oregon?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/deanmccoyphotos/5795008697/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5795008697_ec1645ff98-300x252.jpg\" alt=\"\" width=\"300\" height=\"252\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Kreative Eye- Dean McKoy\u003c/p>\n\u003c/div>\n\u003cp>What if student learning wasn't based on age, but on proficiency? That might \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">happen soon\u003c/a> in Oregon's public schools if \u003ca href=\"http://gov.oregonlive.com/bill/2011/SB909/\" target=\"_blank\">Senate Bill 909 \u003c/a>unfolds as planned.\u003c/p>\n\u003cp>Oregon governor \u003ca href=\"http://governor.oregon.gov/\" target=\"_blank\">John Kitzhaber\u003c/a> ushered a group of education bills through the legislature in June. One of them, SB 909, created the 15-member \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2011/06/governor_signs_bill_establishi.html\" target=\"_blank\">Oregon Education Investment Board\u003c/a> not only to control the finances of all state-run schools, but also to make sure there are ways for Oregon's kids to progress at a rhythm that works with their academic needs. In other words, students matriculate based on the state's revamped academic standards, not time spent in the classroom.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2011/07/oregon_education_reform_bills.html\" target=\"_blank\">an article\u003c/a> in the\u003cem> Oregonian\u003c/em>, Kitzhaber wants the board to \"shift the focus of education from what he calls 'seat time' to learning.\" Students will, the article reports, \"advance based on what they know and can do rather than on how much time they spend in school.\"\u003c/p>\n\u003cp>Suggesting that students should be able to advance at their own pace is not a new idea. In 2008, for instance, the \u003ca href=\"http://www.orbusinesscouncil.org/orround.html\" target=\"_blank\">Oregon Education Roundtable\u003c/a> published \"Taking Promising High School Practices to Scale,\" which included a pretty comprehensive comparison of \u003ca href=\"http://www.beaverton.k12.or.us/home/departments/instruction/proficiency/comparison-of-traditional-and-proficiency-based-education/\" target=\"_blank\">traditional and proficiency-based education\u003c/a>. This concept (self-paced, personalized learning) is also a huge selling point for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-surprising-perspectives-online-schools/\" target=\"_blank\">many online schools\u003c/a>. But it's a rare move for a state legislature to overhaul its public education system with this philosophy in mind.\u003c/p>\n\u003cp>There are brick-and-mortar schools out there that employ this kind of system already. Some high schools in Rhode Island have a \u003ca href=\"http://www.aypf.org/tripreports/2008/tr031208.htm\" target=\"_blank\">proficiency-based diploma system\u003c/a>, and \u003ca href=\"http://www.nwacademy.org/\" target=\"_blank\">Northwest Academy\u003c/a>, a private college-preparatory school in Portland, is designed in the same way that its founder, a former dance teacher, would have organized her dance classes – by placing each student at grade level based on their \"\u003ca href=\"http://www.nwacademy.org/about.html\" target=\"_blank\">accomplishments, current knowledge, and demonstrable skill\u003c/a>,\" not by age.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And in some cases, entire districts have made this their model: in the \u003ca href=\"http://www.chugachschools.com/\" target=\"_blank\">Chugach School District\u003c/a>, an Anchorage-based district serving 22,000 square miles of some of the remotest areas in south central Alaska, has \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">done away with grade levels completely\u003c/a> to set up a system of academic mastery that each student can use to navigate his or her own path.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Grade levels will not likely be eliminated across the nation anytime soon, but certainly the concept of individualized, self-paced learning – whether that's within a classroom grouped by age and grade level or by ability, aptitude, and interest – is becoming more the cornerstone of quality education. How will the rise of online and blended learning models further impact these reforms? And what's next for Oregon?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos!",
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"content": "\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\u003cbr>\nhttp://youtu.be/_8OAfHg0CP4\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_8OAfHg0CP4'\n title='//www.youtube.com/embed/_8OAfHg0CP4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"disqusTitle": "Brightworks: A School that Rethinks School",
"title": "Brightworks: A School that Rethinks School",
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"content": "\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n",
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"description": " Flickr: tinkering-unlimited At Brightworks, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts. Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share",
"title": "Brightworks: A School that Rethinks School | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Would the Freedom Riders Have Tweeted?",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-14254\" title=\"Screen shot 2011-07-27 at 3.08.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.08.53-PM-300x163.png\" alt=\"\" width=\"300\" height=\"163\">\u003c/p>\n\u003cp>\"It was like watching a movie, but it was going on for a month,\" says Jennifer Klein, World Civilizations teacher at the \u003ca href=\"http://www.openhighschool.org/\" target=\"_blank\">Open High School of Utah\u003c/a>, an online charter school.\u003c/p>\n\u003cp>Welcome to the latest iteration of Twitter in education. Using \u003ca href=\"http://twhistory.org/\" target=\"_blank\">TwHistory\u003c/a>, a group of 12 of Klein's students researched historical documents, took on a historical character, and Tweeted their actions to create a month-long \u003ca href=\"http://twhistory.org/projects/freedom-riders\" target=\"_blank\">reenactment of the 1961 Freedom Rides\u003c/a> this May.\u003c/p>\n\u003cp>TwHistory co-founder \u003ca href=\"http://twhistory.org/people\" target=\"_blank\">Marion Jensen\u003c/a> told her school about the project when it was in its earliest stages, Klein says. And since the \u003ca href=\"http://www.uen.org/\" target=\"_blank\">Utah Education Network\u003c/a>, which had given a grant to TwHistory, was pushing for coverage of the Freedom Riders in celebration of the movement's 50th anniversary and a \u003ca href=\"http://www.pbs.org/wgbh/americanexperience/freedomriders/\" target=\"_blank\">new PBS documentary\u003c/a>, Klein and her students opted to have a Freedom Ride going at the same time that the Freedom Rides took place. They started on May 4th and went continually until June 2nd.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"They understood that this was a real event. They were intrigued and excited to learn more.\"\u003c/aside>\n\u003cp>Her students used Google docs to create the Tweets about their character – the group ended up with 10 total – and then merged them in a single document at the end of a month of research. Since it was an early TwHistory experiment, the twelve students involved had to apply to be a part of the project and take care of all of their work as an extracurricular activity. But that was hardly a deterrent.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They researched so much!\" says Klein. \"And I wasn't able to hand-feed them; they had to do the research for themselves. Some went to the Salt Lake City library to look at microfilm from the time period. It was phenomenal because it forced them to really dive into primary source documents.\"\u003c/p>\n\u003cp>Plus, this kind of in-depth, personal research brought history to life for students. If they were to Tweet from a character's perspective, they had to really understand and embody that character. One student represented \"the only white woman on the first bus ride. And she wrote 300 Tweets – she couldn't stop, she had to tell this person's story.\" And one student \"called me in tears,\" Klein says, \"asking, 'Did you know that they beat up these people?' Lots of students said, 'It seems like a whole new world! It doesn't seem like it would happen in America.' But they saw the dates, they saw where this was happening. They understood that this was a real event. They were intrigued and excited to learn more.\"\u003c/p>\n\u003cp>There were \"a lot of intense things going on\" during that period which made for a dramatic reenactment. For instance, a bunch of Tweets would come in at once, saying, \"Uh-oh, there's a mob coming,\" but after that \"no Tweets would come in because they were getting beaten. It was so heartfelt. This in-depth personal experience really made it come alive.\"\u003c/p>\n\u003cp>Once they'd finished their research and used TwHistory to \u003ca href=\"http://twhistory.org/about\" target=\"_blank\">set the reenactment rolling in real time\u003c/a>, \"other students and teachers started to follow it in our school,\" says Klein. \"They were also blown away.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14256\" href=\"http://ww2.kqed.org/mindshift/2011/08/what-would-the-freedom-riders-have-tweeted/screen-shot-2011-07-27-at-3-19-56-pm/\">\u003cimg class=\"alignright size-medium wp-image-14256\" title=\"Screen shot 2011-07-27 at 3.19.56 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.19.56-PM-300x710.png\" alt=\"\" width=\"211\" height=\"500\">\u003c/a>Overall, it was an incredible project and Klein found great success with it, though she did learn a few lessons along the way. One thing she'd recommend to teachers and students interested in creating their own reenactments: Don't make it a month long. After a good three weeks of continually Tweeting, \"It was hard to keep them going,\" she says. \"They were so excited during those first two weeks – I saw so many Tweets! The third week was okay, but by the fourth, I had to be like, 'Come on guys, just a few more!'\" Likewise, the students and teachers at her school who were following the reenactment started to lose a little interest by that time, too.\u003c/p>\n\u003cp>Still, even without using the TwHistory platform, asking students to develop Tweets about historical events as a single assignment got them interested. After the Freedom Riders project, she asked nearly 100 of her regular students to create 30 Tweets from Christopher Columbus' perspective, using his journals that are simple to find online, and that was a great success, too.\u003c/p>\n\u003cp>\"It all comes down to what you can get the most primary source documents from,\" says Klein, \"but someday I would love to do a big one, like the Continental Congress as they're writing the Constitution. I think that would be really fun to do. Or World War II, with each student Tweeting from the perspective of a different country... well, the time zones could get a little crazy for that one.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/?p=13862\">Read more about Twhistory here.\u003c/a>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-14254\" title=\"Screen shot 2011-07-27 at 3.08.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.08.53-PM-300x163.png\" alt=\"\" width=\"300\" height=\"163\">\u003c/p>\n\u003cp>\"It was like watching a movie, but it was going on for a month,\" says Jennifer Klein, World Civilizations teacher at the \u003ca href=\"http://www.openhighschool.org/\" target=\"_blank\">Open High School of Utah\u003c/a>, an online charter school.\u003c/p>\n\u003cp>Welcome to the latest iteration of Twitter in education. Using \u003ca href=\"http://twhistory.org/\" target=\"_blank\">TwHistory\u003c/a>, a group of 12 of Klein's students researched historical documents, took on a historical character, and Tweeted their actions to create a month-long \u003ca href=\"http://twhistory.org/projects/freedom-riders\" target=\"_blank\">reenactment of the 1961 Freedom Rides\u003c/a> this May.\u003c/p>\n\u003cp>TwHistory co-founder \u003ca href=\"http://twhistory.org/people\" target=\"_blank\">Marion Jensen\u003c/a> told her school about the project when it was in its earliest stages, Klein says. And since the \u003ca href=\"http://www.uen.org/\" target=\"_blank\">Utah Education Network\u003c/a>, which had given a grant to TwHistory, was pushing for coverage of the Freedom Riders in celebration of the movement's 50th anniversary and a \u003ca href=\"http://www.pbs.org/wgbh/americanexperience/freedomriders/\" target=\"_blank\">new PBS documentary\u003c/a>, Klein and her students opted to have a Freedom Ride going at the same time that the Freedom Rides took place. They started on May 4th and went continually until June 2nd.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"They understood that this was a real event. They were intrigued and excited to learn more.\"\u003c/aside>\n\u003cp>Her students used Google docs to create the Tweets about their character – the group ended up with 10 total – and then merged them in a single document at the end of a month of research. Since it was an early TwHistory experiment, the twelve students involved had to apply to be a part of the project and take care of all of their work as an extracurricular activity. But that was hardly a deterrent.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They researched so much!\" says Klein. \"And I wasn't able to hand-feed them; they had to do the research for themselves. Some went to the Salt Lake City library to look at microfilm from the time period. It was phenomenal because it forced them to really dive into primary source documents.\"\u003c/p>\n\u003cp>Plus, this kind of in-depth, personal research brought history to life for students. If they were to Tweet from a character's perspective, they had to really understand and embody that character. One student represented \"the only white woman on the first bus ride. And she wrote 300 Tweets – she couldn't stop, she had to tell this person's story.\" And one student \"called me in tears,\" Klein says, \"asking, 'Did you know that they beat up these people?' Lots of students said, 'It seems like a whole new world! It doesn't seem like it would happen in America.' But they saw the dates, they saw where this was happening. They understood that this was a real event. They were intrigued and excited to learn more.\"\u003c/p>\n\u003cp>There were \"a lot of intense things going on\" during that period which made for a dramatic reenactment. For instance, a bunch of Tweets would come in at once, saying, \"Uh-oh, there's a mob coming,\" but after that \"no Tweets would come in because they were getting beaten. It was so heartfelt. This in-depth personal experience really made it come alive.\"\u003c/p>\n\u003cp>Once they'd finished their research and used TwHistory to \u003ca href=\"http://twhistory.org/about\" target=\"_blank\">set the reenactment rolling in real time\u003c/a>, \"other students and teachers started to follow it in our school,\" says Klein. \"They were also blown away.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14256\" href=\"http://ww2.kqed.org/mindshift/2011/08/what-would-the-freedom-riders-have-tweeted/screen-shot-2011-07-27-at-3-19-56-pm/\">\u003cimg class=\"alignright size-medium wp-image-14256\" title=\"Screen shot 2011-07-27 at 3.19.56 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.19.56-PM-300x710.png\" alt=\"\" width=\"211\" height=\"500\">\u003c/a>Overall, it was an incredible project and Klein found great success with it, though she did learn a few lessons along the way. One thing she'd recommend to teachers and students interested in creating their own reenactments: Don't make it a month long. After a good three weeks of continually Tweeting, \"It was hard to keep them going,\" she says. \"They were so excited during those first two weeks – I saw so many Tweets! The third week was okay, but by the fourth, I had to be like, 'Come on guys, just a few more!'\" Likewise, the students and teachers at her school who were following the reenactment started to lose a little interest by that time, too.\u003c/p>\n\u003cp>Still, even without using the TwHistory platform, asking students to develop Tweets about historical events as a single assignment got them interested. After the Freedom Riders project, she asked nearly 100 of her regular students to create 30 Tweets from Christopher Columbus' perspective, using his journals that are simple to find online, and that was a great success, too.\u003c/p>\n\u003cp>\"It all comes down to what you can get the most primary source documents from,\" says Klein, \"but someday I would love to do a big one, like the Continental Congress as they're writing the Constitution. I think that would be really fun to do. Or World War II, with each student Tweeting from the perspective of a different country... well, the time zones could get a little crazy for that one.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/?p=13862\">Read more about Twhistory here.\u003c/a>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_14242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14242\" href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/screen-shot-2011-07-27-at-3-02-31-pm/\">\u003cimg class=\"size-medium wp-image-14242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.02.31-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TwHistory\u003c/figcaption>\u003c/figure>\n\u003cp>From following conferences to collaborative story-writing, there are plenty of exciting ways to use Twitter in school (see \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\" target=\"_blank\">this lengthy list\u003c/a>, for example).\u003c/p>\n\u003cp>But here's one more: \u003ca href=\"http://twhistory.org/\" target=\"_blank\">TwHistory\u003c/a>, a new, free tool that encourages teachers and students to dig deep into history, get inside the heads of historical figures, and reenact historical events in real time.\u003c/p>\n\u003cp>What was the experience of those who fought the \u003ca href=\"http://twhistory.org/projects/battle-of-waterloo\" target=\"_blank\">Battle of Waterloo\u003c/a>? What would they have felt? What would they have feared? What if we could re-experience history as it unfolded?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can make you think about history differently.\"\u003c/aside>\n\u003cp>That's what TwHistory attempts to do. Anyone can follow various historical \"\u003ca href=\"http://twhistory.org/projects\" target=\"_blank\">reenactments\u003c/a>\" – from the sinking of the Titanic to the assassination of John F. Kennedy – or sign up for free and create their own. Participants choose a historical event, create Twitter accounts for individual characters, pore over primary source documents and think critically about the times, dates, and durations of events to create hundreds of Tweets as they might have been broadcast had Twitter existed before the 21st century. They then submit all those Tweets to the engineers at TwHistory, specifying a start date for their event, and then watch it unfold – over a day, a week, a month or more – reflecting the event's actual duration.\u003c!--more-->\u003c/p>\n\u003cp>\"When I first got on Twitter, I thought – like a lot of folks did – that this was the biggest waste of time ever,\" says TwHistory co-founder \u003ca href=\"http://twhistory.org/people\" target=\"_blank\">Marion Jensen\u003c/a>. \"I didn't see any value to it. Then I found out about hash tags and followed a conference. I almost felt like I was there.\" He thought, \"You could almost tell a story using this... and then I got to thinking: History is full of stories.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Shortly afterward, Jensen joined a group of researchers to develop the software for TwHistory, and as proof of concept they reenacted the Battle of Gettysburg. Grants from the \u003ca href=\"http://www.talis.com/\" target=\"_blank\">Talis Incubator for Open Education\u003c/a> and the\u003ca href=\"http://www.uen.org/\" target=\"_blank\"> Utah Education Network\u003c/a> helped them continue their work, and now there are about twenty reenactments on the site, with several more in development. Although TwHistory is a recent creation (its current iteration is only about 6 months old), it has a lot of potential for education.\u003c/p>\n\u003cp>Usually when you learn something about history, Jensen says, \"It's outside of real time.\" But when a group of high school students created a reenactment of the \u003ca href=\"http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx\" target=\"_blank\">Cuban missile crisis\u003c/a>, for instance, \"I was following the tweets of John F. Kennedy.\" The student portraying JFK was tweeting things like, \"'We saw missiles in Cuba, we talked with the Russians.'\" Another student was playing the part of the \u003cem>New York Times\u003c/em> and at one point he was Tweeting baseball scores. Jensen was confused for a moment, until he realized, given the time and date of the Tweet, \"Oh, this hasn't hit the press yet! Within four hours the \u003cem>New York Times \u003c/em>was Tweeting about the Cuban missile crisis.\" This can make you think about history differently: \"All this was going on at the time and people were oblivious to it. It was one of those educational moments for the students. This is how it all unfolded.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-14245\" title=\"Screen shot 2011-07-27 at 3.09.01 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.09.01-PM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/p>\n\u003cp>Another example Jensen offers was from a reenactment of a \u003ca href=\"http://twhistory.org/projects/1847-pioneer-trek\" target=\"_blank\">group of pioneers heading west\u003c/a> in the mid-nineteenth century. \"At one point, some Native Americans came into their camp early in the morning. Six Tweets came at the same time, 'The alarm has sounded!'\" But as a viewer of the reenactment, \"You don't know what happens after that; you have to sit there and wait. About twenty minutes later, Tweets came in like, 'We shot off the cannon and they left.' It's a new way to represent history. You want to know what the resolution is, but you might not find out for three days.\"\u003c/p>\n\u003cp>Following historical figures' lives intimately helps bring it home for participants. One Civil War soldier that Jensen Tweeted for as part of the Battle of Gettysburg \"was a guy who wrote letters home every day to his wife. In all of his letters, he was writing, 'Kiss the baby for me, I can't wait till I get home.' But he was killed the very first day. I got to know this guy through his letters and it was hard to know that he died. To really come to know one person brought the point home.\"\u003c/p>\n\u003cp>Although TwHistory's amusing tagline is, \"Those who forget history are doomed to re-Tweet it,\" users are, in fact, encouraged to repeat reenactments indefinitely (\"We've sunk the Titanic about twelve times,\" says Jensen). All material is available through a Creative Commons license, so all of it is wide open for collective editing.\u003c/p>\n\u003cp>\"Our goal someday is to have two or three thousand reenactments up there,\" Jensen says, so that teachers, students, and history buff everywhere can either make them their own or \"press play, sit back, and watch history.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14242\" href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/screen-shot-2011-07-27-at-3-02-31-pm/\">\u003cimg class=\"size-medium wp-image-14242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.02.31-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TwHistory\u003c/figcaption>\u003c/figure>\n\u003cp>From following conferences to collaborative story-writing, there are plenty of exciting ways to use Twitter in school (see \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\" target=\"_blank\">this lengthy list\u003c/a>, for example).\u003c/p>\n\u003cp>But here's one more: \u003ca href=\"http://twhistory.org/\" target=\"_blank\">TwHistory\u003c/a>, a new, free tool that encourages teachers and students to dig deep into history, get inside the heads of historical figures, and reenact historical events in real time.\u003c/p>\n\u003cp>What was the experience of those who fought the \u003ca href=\"http://twhistory.org/projects/battle-of-waterloo\" target=\"_blank\">Battle of Waterloo\u003c/a>? What would they have felt? What would they have feared? What if we could re-experience history as it unfolded?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can make you think about history differently.\"\u003c/aside>\n\u003cp>That's what TwHistory attempts to do. Anyone can follow various historical \"\u003ca href=\"http://twhistory.org/projects\" target=\"_blank\">reenactments\u003c/a>\" – from the sinking of the Titanic to the assassination of John F. Kennedy – or sign up for free and create their own. Participants choose a historical event, create Twitter accounts for individual characters, pore over primary source documents and think critically about the times, dates, and durations of events to create hundreds of Tweets as they might have been broadcast had Twitter existed before the 21st century. They then submit all those Tweets to the engineers at TwHistory, specifying a start date for their event, and then watch it unfold – over a day, a week, a month or more – reflecting the event's actual duration.\u003c!--more-->\u003c/p>\n\u003cp>\"When I first got on Twitter, I thought – like a lot of folks did – that this was the biggest waste of time ever,\" says TwHistory co-founder \u003ca href=\"http://twhistory.org/people\" target=\"_blank\">Marion Jensen\u003c/a>. \"I didn't see any value to it. Then I found out about hash tags and followed a conference. I almost felt like I was there.\" He thought, \"You could almost tell a story using this... and then I got to thinking: History is full of stories.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shortly afterward, Jensen joined a group of researchers to develop the software for TwHistory, and as proof of concept they reenacted the Battle of Gettysburg. Grants from the \u003ca href=\"http://www.talis.com/\" target=\"_blank\">Talis Incubator for Open Education\u003c/a> and the\u003ca href=\"http://www.uen.org/\" target=\"_blank\"> Utah Education Network\u003c/a> helped them continue their work, and now there are about twenty reenactments on the site, with several more in development. Although TwHistory is a recent creation (its current iteration is only about 6 months old), it has a lot of potential for education.\u003c/p>\n\u003cp>Usually when you learn something about history, Jensen says, \"It's outside of real time.\" But when a group of high school students created a reenactment of the \u003ca href=\"http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx\" target=\"_blank\">Cuban missile crisis\u003c/a>, for instance, \"I was following the tweets of John F. Kennedy.\" The student portraying JFK was tweeting things like, \"'We saw missiles in Cuba, we talked with the Russians.'\" Another student was playing the part of the \u003cem>New York Times\u003c/em> and at one point he was Tweeting baseball scores. Jensen was confused for a moment, until he realized, given the time and date of the Tweet, \"Oh, this hasn't hit the press yet! Within four hours the \u003cem>New York Times \u003c/em>was Tweeting about the Cuban missile crisis.\" This can make you think about history differently: \"All this was going on at the time and people were oblivious to it. It was one of those educational moments for the students. This is how it all unfolded.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-14245\" title=\"Screen shot 2011-07-27 at 3.09.01 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.09.01-PM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/p>\n\u003cp>Another example Jensen offers was from a reenactment of a \u003ca href=\"http://twhistory.org/projects/1847-pioneer-trek\" target=\"_blank\">group of pioneers heading west\u003c/a> in the mid-nineteenth century. \"At one point, some Native Americans came into their camp early in the morning. Six Tweets came at the same time, 'The alarm has sounded!'\" But as a viewer of the reenactment, \"You don't know what happens after that; you have to sit there and wait. About twenty minutes later, Tweets came in like, 'We shot off the cannon and they left.' It's a new way to represent history. You want to know what the resolution is, but you might not find out for three days.\"\u003c/p>\n\u003cp>Following historical figures' lives intimately helps bring it home for participants. One Civil War soldier that Jensen Tweeted for as part of the Battle of Gettysburg \"was a guy who wrote letters home every day to his wife. In all of his letters, he was writing, 'Kiss the baby for me, I can't wait till I get home.' But he was killed the very first day. I got to know this guy through his letters and it was hard to know that he died. To really come to know one person brought the point home.\"\u003c/p>\n\u003cp>Although TwHistory's amusing tagline is, \"Those who forget history are doomed to re-Tweet it,\" users are, in fact, encouraged to repeat reenactments indefinitely (\"We've sunk the Titanic about twelve times,\" says Jensen). All material is available through a Creative Commons license, so all of it is wide open for collective editing.\u003c/p>\n\u003cp>\"Our goal someday is to have two or three thousand reenactments up there,\" Jensen says, so that teachers, students, and history buff everywhere can either make them their own or \"press play, sit back, and watch history.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Teachers Seek Support Online",
"title": "New Teachers Seek Support Online",
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"content": "\u003cfigure id=\"attachment_14261\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14261\" title=\"Editor B-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Editor-B-2-300x243.jpg\" alt=\"\" width=\"300\" height=\"243\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>If you're a new teacher in your first classroom, a little advice from a veteran educator goes a long way.\u003c/p>\n\u003cp>For those who can't get face-to-face mentoring time, online mentoring can be a big help, says Alyson Mike, director of online professional development at the \u003ca href=\"http://www.newteachercenter.org/index.php\" target=\"_blank\">New Teacher Center\u003c/a>, a nonprofit based in Santa Cruz, CA.\u003c/p>\n\u003cp>The New Teacher Center's largest endeavor is called \u003ca href=\"http://newteachercenter.org/eMSS/menu.php?p=home\" target=\"_blank\">e-Mentoring for Student Success (eMSS)\u003c/a>, a year-long, nationwide mentoring program that pairs novice science, math, and special education teachers with those with experience. Begun in 2002 through a grant from the \u003ca href=\"http://www.nsf.gov/\" target=\"_blank\">National Science Foundation\u003c/a>, the program offers new teachers constant interactivity with a content-specific mentor as well as research-based curricula. Often, eMSS clients are school districts or departments of education who want to offer more professional development opportunities to their beginning teachers in an effort to bolster \u003ca href=\"http://www2.ed.gov/nclb/accountability/ayp/edpicks.jhtml\" target=\"_blank\">AYP scores\u003c/a> or new-teacher retention rates.\u003c/p>\n\u003cp>For educators looking for online mentoring programs, take a look at these:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://intc.education.illinois.edu/homepage\" target=\"_blank\">Illinois New Teacher Collaborative-Online\u003c/a>: A statewide support program for new teachers in Illinois that offers real-time chat using Moodle, content-specific online resources, videoconferencing, and group discussion forums.\u003c/li>\n\u003cli>\u003ca href=\"http://uteachweb.cns.utexas.edu/Alumni/WINGS/About\">WINGS (Welcoming Interns and Novices with Guidance and Support)\u003c/a>: Offered through UTeach, a science and math teacher preparation program at the \u003ca href=\"http://www.utexas.edu/\" target=\"_blank\">University of Texas at Austin\u003c/a>, WINGS provides private online discussions between mentors and mentees and pedagogical resources for new teachers during their first few years.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://endapt.wm.edu/modules/telementoring/info.php?template=home_page.html\" target=\"_blank\">ENDAPT (Electronic Networking to Develop Accomplished Professional Teachers)\u003c/a>: A collaboration between the school of Education at Virginia's \u003ca href=\"http://www.wm.edu/\" target=\"_blank\">College of William & Mary\u003c/a> and the Center for Teaching Quality's \u003ca href=\"http://www.teacherleaders.org/\" target=\"_blank\">Teacher Leader Network \u003c/a>includes large online group discussions, private chat between mentors and mentees, and an online community of practice using a platform called \u003ca href=\"http://tappedin.org/tappedin/\">Tapped In\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://tap.tarleton.edu/pact/\" target=\"_blank\">PACT (Performance-based Academic Coaching Team)\u003c/a>: A Texas-based program that provides an e-mentor, online forums, chat rooms, teaching tools, and other resources for new teachers.\u003c/li>\n\u003cli>\u003ca href=\"http://depts.washington.edu/wactl/tlinc/index.html\" target=\"_blank\">UWeb Teacher Support Network\u003c/a> : Based out of the \u003ca href=\"http://education.washington.edu/\" target=\"_blank\">University of Washington College of Education\u003c/a>, UWeb also uses Tapped In to support both pre-service and in-service teachers by offering curriculum and instruction resources, group discussions, and a helpline.\u003c/li>\n\u003c/ul>\n\u003cp>So, why online mentoring as opposed to face-to-face? Wouldn't it be better if all beginning teachers could have in-person mentor relationships?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not necessarily, says Mike. \"Because most of the work that we do is asynchronous, you can do it when it's convenient for you. There's flexibility in having access to a mentor that meets your schedule. That's one of the things that comes out loud and clear with the feedback we get\" from participants, she says.\u003c/p>\n\u003cp>Also, many mentees report that the distance an online relationship provides is actually \"a very positive thing,\" says Mike. \"It can be much more comfortable to tell someone at a distance and not someone you're going to see in the hall the next day. It helps teachers open up and share more of the challenges they have.\"\u003c/p>\n\u003cp>Online mentoring can be a way to pair teachers in the same content area, too – something that's not always feasible, especially in rural school districts. At eMSS, \"if you're teaching chemistry, there's an area just devoted to chemistry.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The New Teacher Center has begun providing webcams so that mentors can watch their mentees' classrooms in real-time and provide specific feedback. Participants also communicate more and more through Google chat, videoconferencing, instant messaging, and text messaging, so \"it's more in-the-moment, if you will,\" says Mike.\u003c/p>\n\n",
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"description": "If you're a new teacher in your first classroom, a little advice from a veteran educator goes a long way. For those who can't get face-to-face mentoring time, online mentoring can be a big help, says Alyson Mike, director of online professional development at the New Teacher Center, a nonprofit based in Santa Cruz, CA.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14261\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14261\" title=\"Editor B-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Editor-B-2-300x243.jpg\" alt=\"\" width=\"300\" height=\"243\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>If you're a new teacher in your first classroom, a little advice from a veteran educator goes a long way.\u003c/p>\n\u003cp>For those who can't get face-to-face mentoring time, online mentoring can be a big help, says Alyson Mike, director of online professional development at the \u003ca href=\"http://www.newteachercenter.org/index.php\" target=\"_blank\">New Teacher Center\u003c/a>, a nonprofit based in Santa Cruz, CA.\u003c/p>\n\u003cp>The New Teacher Center's largest endeavor is called \u003ca href=\"http://newteachercenter.org/eMSS/menu.php?p=home\" target=\"_blank\">e-Mentoring for Student Success (eMSS)\u003c/a>, a year-long, nationwide mentoring program that pairs novice science, math, and special education teachers with those with experience. Begun in 2002 through a grant from the \u003ca href=\"http://www.nsf.gov/\" target=\"_blank\">National Science Foundation\u003c/a>, the program offers new teachers constant interactivity with a content-specific mentor as well as research-based curricula. Often, eMSS clients are school districts or departments of education who want to offer more professional development opportunities to their beginning teachers in an effort to bolster \u003ca href=\"http://www2.ed.gov/nclb/accountability/ayp/edpicks.jhtml\" target=\"_blank\">AYP scores\u003c/a> or new-teacher retention rates.\u003c/p>\n\u003cp>For educators looking for online mentoring programs, take a look at these:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://intc.education.illinois.edu/homepage\" target=\"_blank\">Illinois New Teacher Collaborative-Online\u003c/a>: A statewide support program for new teachers in Illinois that offers real-time chat using Moodle, content-specific online resources, videoconferencing, and group discussion forums.\u003c/li>\n\u003cli>\u003ca href=\"http://uteachweb.cns.utexas.edu/Alumni/WINGS/About\">WINGS (Welcoming Interns and Novices with Guidance and Support)\u003c/a>: Offered through UTeach, a science and math teacher preparation program at the \u003ca href=\"http://www.utexas.edu/\" target=\"_blank\">University of Texas at Austin\u003c/a>, WINGS provides private online discussions between mentors and mentees and pedagogical resources for new teachers during their first few years.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://endapt.wm.edu/modules/telementoring/info.php?template=home_page.html\" target=\"_blank\">ENDAPT (Electronic Networking to Develop Accomplished Professional Teachers)\u003c/a>: A collaboration between the school of Education at Virginia's \u003ca href=\"http://www.wm.edu/\" target=\"_blank\">College of William & Mary\u003c/a> and the Center for Teaching Quality's \u003ca href=\"http://www.teacherleaders.org/\" target=\"_blank\">Teacher Leader Network \u003c/a>includes large online group discussions, private chat between mentors and mentees, and an online community of practice using a platform called \u003ca href=\"http://tappedin.org/tappedin/\">Tapped In\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://tap.tarleton.edu/pact/\" target=\"_blank\">PACT (Performance-based Academic Coaching Team)\u003c/a>: A Texas-based program that provides an e-mentor, online forums, chat rooms, teaching tools, and other resources for new teachers.\u003c/li>\n\u003cli>\u003ca href=\"http://depts.washington.edu/wactl/tlinc/index.html\" target=\"_blank\">UWeb Teacher Support Network\u003c/a> : Based out of the \u003ca href=\"http://education.washington.edu/\" target=\"_blank\">University of Washington College of Education\u003c/a>, UWeb also uses Tapped In to support both pre-service and in-service teachers by offering curriculum and instruction resources, group discussions, and a helpline.\u003c/li>\n\u003c/ul>\n\u003cp>So, why online mentoring as opposed to face-to-face? Wouldn't it be better if all beginning teachers could have in-person mentor relationships?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not necessarily, says Mike. \"Because most of the work that we do is asynchronous, you can do it when it's convenient for you. There's flexibility in having access to a mentor that meets your schedule. That's one of the things that comes out loud and clear with the feedback we get\" from participants, she says.\u003c/p>\n\u003cp>Also, many mentees report that the distance an online relationship provides is actually \"a very positive thing,\" says Mike. \"It can be much more comfortable to tell someone at a distance and not someone you're going to see in the hall the next day. It helps teachers open up and share more of the challenges they have.\"\u003c/p>\n\u003cp>Online mentoring can be a way to pair teachers in the same content area, too – something that's not always feasible, especially in rural school districts. At eMSS, \"if you're teaching chemistry, there's an area just devoted to chemistry.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The New Teacher Center has begun providing webcams so that mentors can watch their mentees' classrooms in real-time and provide specific feedback. Participants also communicate more and more through Google chat, videoconferencing, instant messaging, and text messaging, so \"it's more in-the-moment, if you will,\" says Mike.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_14126\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/screen-shot-2011-07-26-at-5-37-07-pm/\" rel=\"attachment wp-att-14126\">\u003cimg class=\"size-medium wp-image-14126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-07-26-at-5.37.07-PM-300x242.png\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wavosaur audio editor.\u003c/figcaption>\u003c/figure>\n\u003cp>With so many free (or inexpensive) useful tech tools out there, editing video, audio, or photos doesn't have to cost a fortune – or leave you with a headache. If your digital media needs are simple, your tools can be simple, too.\u003c/p>\n\u003cp>We rounded up the best ones for your consideration.\u003c/p>\n\u003cp>\u003cstrong>AUDIO EDITING\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://audacity.sourceforge.net\" target=\"_blank\">Audacity\u003c/a>: A simple, yet very effective, open-source multi-track audio editing software. You can import audio files, chop them up, fade them in and out, or use more advanced editing features, then export the entire project as an MP3 or WAV file. Audacity can be used with Windows, Mac, and Linux, is compatible with a variety of audio file formats, and can even convert analog audio to digital.\u003c/p>\n\u003cp>\u003ca href=\"http://www.wavosaur.com/\" target=\"_blank\">Wavosaur\u003c/a>: Although it only works on Windows operating systems and is barely half a megabyte in size, Wavosaur still has some pretty advanced features, like cross-fade loops, vocal removal, batch processing, and more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ardour.org/\" target=\"_blank\">Ardour\u003c/a>: Only designed for Mac and Linux, but crammed full of advanced features, this one might be a bit more complex to navigate. Called a \"digital audio workstation\" suitable for professionals, users can record, mix, and edit their audio cost-free – and consult the \u003ca href=\"http://ardour.org/support\" target=\"_blank\">support feature\u003c/a> if they get stuck.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nch.com.au/wavepad/\" target=\"_blank\">WavePad\u003c/a>: Another full-featured audio editor full of effects like echo, amplify, or text-to-speech and voice-changer functions. It's also compatible with the full range of audio and music file formats. The free version is only available for Macs, however.\u003c/p>\n\u003cp>\u003cstrong>PHOTO EDITING\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_14127\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pixlr.com/\">\u003cimg class=\"size-medium wp-image-14127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/photo_editor-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Pixlr: Very popular and user-friendly, Pixlr lets you upload photos from your computer and edit them right in your browser. There are no downloads necessary, unless you want to grab and edit screenshots using \u003ca href=\"http://pixlr.com/grabber\" target=\"_blank\">Pixlr Grabber\u003c/a>. For simple, one-click edits, try \u003ca href=\"http://pixlr.com/express/\" target=\"_blank\">Pixlr Express\u003c/a>; for \"retro vintage\" effects, visit \u003ca href=\"http://pixlr.com/o-matic/\" target=\"_blank\">Pixlr-o-matic\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://picasa.google.com\" target=\"_blank\">Picasa\u003c/a>: Google's photo editing tool, Picasa is a free download, runs on every operating system, and allows any number of simple editing and organizing features. Reduce redeye, crop, retouch, make a slideshow, and batch upload, or share photos using \u003ca href=\"http://picasa.google.com/features.html#utm_medium=embed&utm_source=pwalogin\" target=\"_blank\">Picasa Web Albums\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.picnik.com/\" target=\"_blank\">Picnik\u003c/a>: Edit photos online with this browser-based software; no downloads required here, either. Picnik, like Pixlr, has a lively, upbeat interface and offers access to special effects as well as simple edits like cropping and color retouching. For more advanced features, users can upgrade to the Premium version for a small fee per month.\u003c/p>\n\u003cp>\u003cstrong>VIDEO EDITING\u003c/strong>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://explore.live.com/windows-live-movie-maker?os=other\" target=\"_blank\">MovieMaker\u003c/a>: The Microsoft version of Apple's \u003ca href=\"http://www.apple.com/ilife/imovie/\" target=\"_blank\">iMovie\u003c/a>, MovieMaker is a simple video editing software for Windows that turns photos and video clips into polished digital movies, using special effects, transitions, captions, sharing features, and more.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.cinefx.org/cinefx/\" target=\"_blank\">Cinefx\u003c/a>: An open-source digital media player and editor, Cinefx is compatible on both Windows and Mac operating systems and lets users navigate simple, yet professional, video editing features and add a bunch of special effects.\u003c/p>\n\u003cp>\u003ca href=\"http://www.moviestorm.co.uk\" target=\"_blank\">MovieStorm\u003c/a>: If you want to create 3D animated movies, this is the free download for you. MovieStorm's goal is to make 3D animation accessible to teachers and students, businesses, and amateur filmmakers, so it's easy to use, but full of high-quality, industry-standard features.\u003c/p>\n\u003cp>\u003ca href=\"http://www.atomiclearning.com/k12/en/storyboardpro\" target=\"_blank\">StoryBoard Pro\u003c/a>: Designed specifically for students and teachers by Bill Bierden, an Apple Distinguished Educator, StoryBoard Pro allows users to plan ahead for their video projects. Although it's not exactly about importing video footage and editing (it's more of a precursor to that), students can enter shot descriptions, planned lengths, and editing order, create and print storyboards, and upload a variety of media to illustrate each shot.\u003c/p>\n\u003cp>\u003cstrong>AUDIO SLIDE SHOWS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.microsoft.com/download/en/details.aspx?id=11132\" target=\"_blank\">PhotoStory\u003c/a>: A free, Windows-only audio slide show software that allows users to upload photos and audio and add captions, narration, and transitions to make a smooth multimedia piece. When it's done, it's exportable as a Windows Media Video (WMV) file.\u003c/p>\n\u003cp>\u003ca href=\"http://animoto.com/\" target=\"_blank\">Animoto\u003c/a>: A very simple video or photo slide show software that's excellent for beginners. It can automatically sync up with Facebook, Flickr, Photobucket, SmugMug, and Picasa albums and allows users to upload music or select from Animoto's audio archive. Only the \u003ca href=\"http://animoto.com/plans/lite\" target=\"_blank\">Lite\u003c/a> version is free, however, which means that users can only create 30-second slide shows. Still, upgrading to \u003ca href=\"http://animoto.com/plans/plus\" target=\"_blank\">Plus\u003c/a> is only $5 a month or $30 a year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://photopeach.com/\" target=\"_blank\">PhotoPeach\u003c/a>: Also very simple – perhaps even simpler – PhotoPeach offers users the ability to upload and arrange photos, add music and captions, and share on Facebook, Twitter, or a blog.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14126\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/screen-shot-2011-07-26-at-5-37-07-pm/\" rel=\"attachment wp-att-14126\">\u003cimg class=\"size-medium wp-image-14126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-07-26-at-5.37.07-PM-300x242.png\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wavosaur audio editor.\u003c/figcaption>\u003c/figure>\n\u003cp>With so many free (or inexpensive) useful tech tools out there, editing video, audio, or photos doesn't have to cost a fortune – or leave you with a headache. If your digital media needs are simple, your tools can be simple, too.\u003c/p>\n\u003cp>We rounded up the best ones for your consideration.\u003c/p>\n\u003cp>\u003cstrong>AUDIO EDITING\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://audacity.sourceforge.net\" target=\"_blank\">Audacity\u003c/a>: A simple, yet very effective, open-source multi-track audio editing software. You can import audio files, chop them up, fade them in and out, or use more advanced editing features, then export the entire project as an MP3 or WAV file. Audacity can be used with Windows, Mac, and Linux, is compatible with a variety of audio file formats, and can even convert analog audio to digital.\u003c/p>\n\u003cp>\u003ca href=\"http://www.wavosaur.com/\" target=\"_blank\">Wavosaur\u003c/a>: Although it only works on Windows operating systems and is barely half a megabyte in size, Wavosaur still has some pretty advanced features, like cross-fade loops, vocal removal, batch processing, and more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ardour.org/\" target=\"_blank\">Ardour\u003c/a>: Only designed for Mac and Linux, but crammed full of advanced features, this one might be a bit more complex to navigate. Called a \"digital audio workstation\" suitable for professionals, users can record, mix, and edit their audio cost-free – and consult the \u003ca href=\"http://ardour.org/support\" target=\"_blank\">support feature\u003c/a> if they get stuck.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nch.com.au/wavepad/\" target=\"_blank\">WavePad\u003c/a>: Another full-featured audio editor full of effects like echo, amplify, or text-to-speech and voice-changer functions. It's also compatible with the full range of audio and music file formats. The free version is only available for Macs, however.\u003c/p>\n\u003cp>\u003cstrong>PHOTO EDITING\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_14127\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pixlr.com/\">\u003cimg class=\"size-medium wp-image-14127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/photo_editor-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Pixlr: Very popular and user-friendly, Pixlr lets you upload photos from your computer and edit them right in your browser. There are no downloads necessary, unless you want to grab and edit screenshots using \u003ca href=\"http://pixlr.com/grabber\" target=\"_blank\">Pixlr Grabber\u003c/a>. For simple, one-click edits, try \u003ca href=\"http://pixlr.com/express/\" target=\"_blank\">Pixlr Express\u003c/a>; for \"retro vintage\" effects, visit \u003ca href=\"http://pixlr.com/o-matic/\" target=\"_blank\">Pixlr-o-matic\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://picasa.google.com\" target=\"_blank\">Picasa\u003c/a>: Google's photo editing tool, Picasa is a free download, runs on every operating system, and allows any number of simple editing and organizing features. Reduce redeye, crop, retouch, make a slideshow, and batch upload, or share photos using \u003ca href=\"http://picasa.google.com/features.html#utm_medium=embed&utm_source=pwalogin\" target=\"_blank\">Picasa Web Albums\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.picnik.com/\" target=\"_blank\">Picnik\u003c/a>: Edit photos online with this browser-based software; no downloads required here, either. Picnik, like Pixlr, has a lively, upbeat interface and offers access to special effects as well as simple edits like cropping and color retouching. For more advanced features, users can upgrade to the Premium version for a small fee per month.\u003c/p>\n\u003cp>\u003cstrong>VIDEO EDITING\u003c/strong>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://explore.live.com/windows-live-movie-maker?os=other\" target=\"_blank\">MovieMaker\u003c/a>: The Microsoft version of Apple's \u003ca href=\"http://www.apple.com/ilife/imovie/\" target=\"_blank\">iMovie\u003c/a>, MovieMaker is a simple video editing software for Windows that turns photos and video clips into polished digital movies, using special effects, transitions, captions, sharing features, and more.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.cinefx.org/cinefx/\" target=\"_blank\">Cinefx\u003c/a>: An open-source digital media player and editor, Cinefx is compatible on both Windows and Mac operating systems and lets users navigate simple, yet professional, video editing features and add a bunch of special effects.\u003c/p>\n\u003cp>\u003ca href=\"http://www.moviestorm.co.uk\" target=\"_blank\">MovieStorm\u003c/a>: If you want to create 3D animated movies, this is the free download for you. MovieStorm's goal is to make 3D animation accessible to teachers and students, businesses, and amateur filmmakers, so it's easy to use, but full of high-quality, industry-standard features.\u003c/p>\n\u003cp>\u003ca href=\"http://www.atomiclearning.com/k12/en/storyboardpro\" target=\"_blank\">StoryBoard Pro\u003c/a>: Designed specifically for students and teachers by Bill Bierden, an Apple Distinguished Educator, StoryBoard Pro allows users to plan ahead for their video projects. Although it's not exactly about importing video footage and editing (it's more of a precursor to that), students can enter shot descriptions, planned lengths, and editing order, create and print storyboards, and upload a variety of media to illustrate each shot.\u003c/p>\n\u003cp>\u003cstrong>AUDIO SLIDE SHOWS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.microsoft.com/download/en/details.aspx?id=11132\" target=\"_blank\">PhotoStory\u003c/a>: A free, Windows-only audio slide show software that allows users to upload photos and audio and add captions, narration, and transitions to make a smooth multimedia piece. When it's done, it's exportable as a Windows Media Video (WMV) file.\u003c/p>\n\u003cp>\u003ca href=\"http://animoto.com/\" target=\"_blank\">Animoto\u003c/a>: A very simple video or photo slide show software that's excellent for beginners. 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"content": "\u003cp>\u003ca rel=\"attachment wp-att-13985\" href=\"http://ww2.kqed.org/mindshift/2011/07/5-ways-teachers-are-getting-inspired-this-summer/2525332639_53d5cae9bb_z/\">\u003cimg class=\"size-medium wp-image-13985\" title=\"teacher at Louvre\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2525332639_53d5cae9bb_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Summertime is typically spent unwinding, unplugging, and for many educators, untangling from the daily rigors of teaching. But summer is also the perfect opportunity to get more familiar with ideas and tools that might take time to understand and use during the school year.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>We asked a few teachers how they've been spending their summer months to get inspired. We heard from educators from Alaska, Utah, Puerto Rico, Georgia, and California.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PLAYING WITH TECH TOOLS.\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\"This summer I'm playing with many of the tools we want kids to use more of next year – things like \u003ca href=\"http://www.showmeapp.com/\" target=\"_blank\">ShowMe \u003c/a>and \u003ca href=\"http://www.inclassapp.com/\" target=\"_blank\">InClass,\u003c/a> as well as other apps for the iPad, iPod, and iPhone. I'm also experimenting with more \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-free-google-tools-for-educators/\" target=\"_blank\">Google apps\u003c/a> for learning, trying to get more paperless for next year. I'm reading up on many ideas that others have tried to help incorporate mobile devices and social media into classrooms and do so in a way that is safe but engaging to kids. I'm looking at more ways to 'flip' teaching so class time is more productive. Finally, I'm hiking, biking, and having lots of fun so I am refreshed and ready to go back!\" – \u003cem>Debbie Brewer, Math/Science teacher, Lumen Christi High School, Anchorage, AK\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>FINDING THE BEST HISTORY VIDEOS.\u003c/strong> \"I took a few weeks to just relax and then spent the last month rewriting my course to get it how I want it for next year, making sure I make all the changes necessary to make it better. I also watch a \u003cem>lot\u003c/em> of history videos. I watch them and I'm like, 'I love history! History is so great!' I want to make sure every student loves it, too.\" – \u003cem>Jennifer Klein, World Civilizations teacher, Open High School of Utah \u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.openhighschool.org/\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>READING, REMODELING, RECHARGING. \u003c/strong>\"This summer, I went to Dallas, Texas and traveled alone by trains and buses to find my way around. It was a first experience for me since I have always traveled in my own car since I was 16. Reading everything that falls into my hands has also been a worthwhile experience this summer. I read \u003ca href=\"http://www.abrahamverghese.com/books.asp\" target=\"_blank\">Cutting for Stone\u003c/a> by Abraham Verghese. Excellent reading! I have a stack of books waiting for me for the rest of the summer. I've also started to knit and looked into every nook and cranny of my house, cleaning, discarding, refreshing things. I've made dozens of plans to remodel the living room, renovate the terrace, and paint the house in the next two weeks. These four simple things have done wonders to refresh and relax me for the incoming semester.\" – \u003cstrong>\u003cem>N. Vargas, 7th grade English teacher at an all-girls' Catholic school in Puerto Rico\u003c!--more-->\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MAXING OUT SOCIAL NETWORKING TOOLS. \u003c/strong>\"We're already using Twitter, Facebook, and Edublogs in our course since we went almost totally paperless last year. This summer, I'm using \u003ca href=\"http://polleverywhere.com/\" target=\"_blank\">Poll Everywhere\u003c/a> during my professional presentations so I can try out their real-time response tracking. Students can respond via weblink, Twitter, or SMS text. Now Poll Everywhere even allows you to download the Flash version of your slide for use with \u003ca href=\"http://prezi.com/\" target=\"_blank\">Prezi\u003c/a>, so it's a slam dunk for me and my students since we use Prezi far more than PowerPoint. In fact, we pretty much only use PowerPoint to make slides that we'll import into a Prezi. LOL.\" – \u003cstrong>\u003cem>\u003ca href=\"http://ssilveri.edublogs.org/\" target=\"_blank\">Shekema Holmes Silveri\u003c/a>, AP Literature and AP Language teacher, Mt. Zion High School, Jonesboro, Georgia\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TAPPING INTO \u003cem>THE GREAT TURNING\u003c/em>.\u003c/strong>\"This summer, I have been spending a lot of time educating myself about the concept of 'The Great Turning.' Essentially, it speaks to this point that we are at in human and environmental existence where almost all of our major systems are in decline. It poses the decision that we must make to either let things decline as they have been or act as 'midwives' birthing into life a new way of relating to each other and the environment. Three major sources for this research have included the work of \u003ca href=\"http://www.yesmagazine.org/issues/5000-years-of-empire/the-great-turning-from-empire-to-earth-community-1\" target=\"_blank\">David Korten\u003c/a> (who wrote the book, \u003cem>The Great Turning\u003c/em>), \u003ca href=\"http://www.ecoliteracy.org/essays/great-turning\" target=\"_blank\">Joanna Macy\u003c/a> (and her workshop series and subsequent articles on \"The Work that Reconnects\"), and a wonderful organization called \u003ca href=\"www.generationwakingup.org/\" target=\"_blank\">Generation Waking Up\u003c/a> who use the concept in their interactive, multimedia, youth activist workshops. As the global issues teacher (education for global citizenship), a constant challenge is for me to simultaneously raise awareness of the devastating effects of our current systems without overwhelming and dis-empowering my intensely compassionate students. I am incredibly excited to bring the concept of 'The Great Turning' into my classroom as a source of hope, that although things look bad, there are an enormous amount of people working across borders and through barriers to take us to a more just and sustainable future.\u003cstrong> – \u003c/strong>\u003cem>\u003cstrong>Emily Zionts, Global Issues and Peace Studies teacher, \u003ca href=\"http://semester.woolman.org/\" target=\"_blank\">The Woolman Semester\u003c/a>, a semester program for juniors, seniors, and gap year students\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Teachers, we'd love to hear from you: What are you doing to get inspired this summer?\u003c/p>\n\u003cdiv>\u003cem> \u003c/em>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13985\" href=\"http://ww2.kqed.org/mindshift/2011/07/5-ways-teachers-are-getting-inspired-this-summer/2525332639_53d5cae9bb_z/\">\u003cimg class=\"size-medium wp-image-13985\" title=\"teacher at Louvre\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2525332639_53d5cae9bb_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Summertime is typically spent unwinding, unplugging, and for many educators, untangling from the daily rigors of teaching. But summer is also the perfect opportunity to get more familiar with ideas and tools that might take time to understand and use during the school year.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>We asked a few teachers how they've been spending their summer months to get inspired. We heard from educators from Alaska, Utah, Puerto Rico, Georgia, and California.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PLAYING WITH TECH TOOLS.\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\"This summer I'm playing with many of the tools we want kids to use more of next year – things like \u003ca href=\"http://www.showmeapp.com/\" target=\"_blank\">ShowMe \u003c/a>and \u003ca href=\"http://www.inclassapp.com/\" target=\"_blank\">InClass,\u003c/a> as well as other apps for the iPad, iPod, and iPhone. I'm also experimenting with more \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-free-google-tools-for-educators/\" target=\"_blank\">Google apps\u003c/a> for learning, trying to get more paperless for next year. I'm reading up on many ideas that others have tried to help incorporate mobile devices and social media into classrooms and do so in a way that is safe but engaging to kids. I'm looking at more ways to 'flip' teaching so class time is more productive. Finally, I'm hiking, biking, and having lots of fun so I am refreshed and ready to go back!\" – \u003cem>Debbie Brewer, Math/Science teacher, Lumen Christi High School, Anchorage, AK\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>FINDING THE BEST HISTORY VIDEOS.\u003c/strong> \"I took a few weeks to just relax and then spent the last month rewriting my course to get it how I want it for next year, making sure I make all the changes necessary to make it better. I also watch a \u003cem>lot\u003c/em> of history videos. I watch them and I'm like, 'I love history! History is so great!' I want to make sure every student loves it, too.\" – \u003cem>Jennifer Klein, World Civilizations teacher, Open High School of Utah \u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.openhighschool.org/\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>READING, REMODELING, RECHARGING. \u003c/strong>\"This summer, I went to Dallas, Texas and traveled alone by trains and buses to find my way around. It was a first experience for me since I have always traveled in my own car since I was 16. Reading everything that falls into my hands has also been a worthwhile experience this summer. I read \u003ca href=\"http://www.abrahamverghese.com/books.asp\" target=\"_blank\">Cutting for Stone\u003c/a> by Abraham Verghese. Excellent reading! I have a stack of books waiting for me for the rest of the summer. I've also started to knit and looked into every nook and cranny of my house, cleaning, discarding, refreshing things. I've made dozens of plans to remodel the living room, renovate the terrace, and paint the house in the next two weeks. These four simple things have done wonders to refresh and relax me for the incoming semester.\" – \u003cstrong>\u003cem>N. Vargas, 7th grade English teacher at an all-girls' Catholic school in Puerto Rico\u003c!--more-->\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MAXING OUT SOCIAL NETWORKING TOOLS. \u003c/strong>\"We're already using Twitter, Facebook, and Edublogs in our course since we went almost totally paperless last year. This summer, I'm using \u003ca href=\"http://polleverywhere.com/\" target=\"_blank\">Poll Everywhere\u003c/a> during my professional presentations so I can try out their real-time response tracking. Students can respond via weblink, Twitter, or SMS text. Now Poll Everywhere even allows you to download the Flash version of your slide for use with \u003ca href=\"http://prezi.com/\" target=\"_blank\">Prezi\u003c/a>, so it's a slam dunk for me and my students since we use Prezi far more than PowerPoint. In fact, we pretty much only use PowerPoint to make slides that we'll import into a Prezi. LOL.\" – \u003cstrong>\u003cem>\u003ca href=\"http://ssilveri.edublogs.org/\" target=\"_blank\">Shekema Holmes Silveri\u003c/a>, AP Literature and AP Language teacher, Mt. Zion High School, Jonesboro, Georgia\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TAPPING INTO \u003cem>THE GREAT TURNING\u003c/em>.\u003c/strong>\"This summer, I have been spending a lot of time educating myself about the concept of 'The Great Turning.' Essentially, it speaks to this point that we are at in human and environmental existence where almost all of our major systems are in decline. It poses the decision that we must make to either let things decline as they have been or act as 'midwives' birthing into life a new way of relating to each other and the environment. Three major sources for this research have included the work of \u003ca href=\"http://www.yesmagazine.org/issues/5000-years-of-empire/the-great-turning-from-empire-to-earth-community-1\" target=\"_blank\">David Korten\u003c/a> (who wrote the book, \u003cem>The Great Turning\u003c/em>), \u003ca href=\"http://www.ecoliteracy.org/essays/great-turning\" target=\"_blank\">Joanna Macy\u003c/a> (and her workshop series and subsequent articles on \"The Work that Reconnects\"), and a wonderful organization called \u003ca href=\"www.generationwakingup.org/\" target=\"_blank\">Generation Waking Up\u003c/a> who use the concept in their interactive, multimedia, youth activist workshops. 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I am incredibly excited to bring the concept of 'The Great Turning' into my classroom as a source of hope, that although things look bad, there are an enormous amount of people working across borders and through barriers to take us to a more just and sustainable future.\u003cstrong> – \u003c/strong>\u003cem>\u003cstrong>Emily Zionts, Global Issues and Peace Studies teacher, \u003ca href=\"http://semester.woolman.org/\" target=\"_blank\">The Woolman Semester\u003c/a>, a semester program for juniors, seniors, and gap year students\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Teachers, we'd love to hear from you: What are you doing to get inspired this summer?\u003c/p>\n\u003cdiv>\u003cem> \u003c/em>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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