Scott Petri has taught social studies at the middle school level and high school level since 2003. He has also served as a coordinator and small school principal in LAUSD. He holds a Doctorate in Educational Leadership and a Masters in Educational Administration from California State University Northridge, and a B.A. in Political Science from the University of San Diego. Dr. Petri is a board member of the California Council for the Social Studies and the past President of the Southern California Social Studies Association.
By Scott Petri
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"title": "Using Listenwise to Meet Content Standards",
"headTitle": "Using Listenwise to Meet Content Standards | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a tenth grade World History teacher in California, I know from experience that many social science educators feel like we are slogging through a sea of standards. Our content standards started off too big and they tend to grow each year. A number of bills have recently been approved by the California state legislature, all of which will likely add to content standards instead of reducing the amount of content social studies teachers sprint through between September and June. These bills include \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB895\">\u003cspan style=\"font-weight: 400\">SB-895\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB830\">\u003cspan style=\"font-weight: 400\">SB830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and several others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the advent of College Readiness and Common Core, which added speaking, listening, reading and writing standards to all disciplines, a \u003c/span>\u003ca href=\"https://cksraiders.org/UserFiles/Servers/Server_610718/File/Academics/Curriculum/5982IR_AwashInASea.pdf\">\u003cspan style=\"font-weight: 400\">McREL study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found it would take educators 22 years to adequately cover all of our content. Thankfully, we have help in the form of tools like \u003c/span>\u003ca href=\"https://listenwise.com/teach/lessons/social_studies\">\u003cspan style=\"font-weight: 400\">Listenwise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which curates 3-5 minute audio stories from National Public Radio that align with content standards. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531010 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/listening-stats.png\" width=\"986\" height=\"369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats.png 986w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-160x60.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-800x299.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-768x287.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-960x359.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-240x90.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-375x140.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-520x195.png 520w\" sizes=\"(max-width: 986px) 100vw, 986px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(See the larger \u003c/span>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cspan style=\"font-weight: 400\">infographic here.\u003c/span>\u003c/a>)\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research is very clear that \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">listening instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> improves reading comprehension, increases reading speed and expands students’ vocabulary. My students clearly enjoy using Listenwise to improve their \u003c/span>\u003ca href=\"https://historyrewriter.com/2017/01/04/using-listening-to-improve-historical-understanding/\">\u003cspan style=\"font-weight: 400\">historical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prior to engaging in historical inquiry. Many stories cover multiple content standards across various grade spans, which enable California Social Studies teachers to spiral, or revisit \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf\">\u003cspan style=\"font-weight: 400\">content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The following \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KwbBl9az6Ws-GSiBE-emsbIgNzvAGXkFoZEdJx_2eBo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> illustrates alignment between Listenwise stories with quizzes and the corresponding California History and Social Studies Standards. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listewise offers a premium service featuring automatically-scored quizzes and a dashboard that tracks student listening skills. So far this year, my students have ten Listenwise reading quizzes. Reports show me which questions I should review with students before moving on to other topics. The data helps me see who is experiencing difficulty with which types of questions and follow up with personalized instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531009\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/class-quiz.png\" alt=\"\" width=\"1014\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz.png 1014w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-800x372.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-768x357.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-960x446.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-240x111.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-375x174.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-520x242.png 520w\" sizes=\"(max-width: 1014px) 100vw, 1014px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also offer discussion questions that open the door to inquiry projects, as recommended in the \u003c/span>\u003ca href=\"https://www.socialstudies.org/c3\">\u003cspan style=\"font-weight: 400\">C3 Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students listened to \u003c/span>\u003ca href=\"https://listenwise.com/lessons/35-greek-influence-in-modern-culture\">\u003cspan style=\"font-weight: 400\">Greek Influence on Modern Culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aligns with CA-HSS standard 10.1: “Students relate the moral and ethical principles in ancient Greek and Roman philosophy.” I paired this story with additional readings and had students conduct a \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/CivilConversationTeacherandDiscussionGuideRevised.pdf\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/AthensvSparta.pdf\">\u003cspan style=\"font-weight: 400\">Athens vs. Sparta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Listenwise discussion questions like,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> how was democracy in Ancient Athens different than democracy in 21st-century America?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, model how to ask big questions that fuel inquiry projects. Teaching students to ask and answer their own questions improves engagement in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have seen my students take deep dives into inquiry projects when they are allowed choice with the topics they research. I had a gifted student spend hundreds of hours authoring a video game based on Greek Mythology. This student did not want to stop learning about the Ancient Greeks. Fortunately, Listenwise provided me with nine other stories on \u003c/span>\u003ca href=\"https://listenwise.com/search?utf8=%E2%9C%93&search%5Bfull_form%5D=true&search%5Bquery%5D=Ancient+Greece&search%5Bsubject%5D%5B%5D=ELA&search%5Bsubject%5D%5B%5D=Social+Studies&search%5Bsubject%5D%5B%5D=Science&search%5Bsubject%5D%5B%5D=&search%5Blanguage_challenge%5D%5B%5D=Low&search%5Blanguage_challenge%5D%5B%5D=Medium&search%5Blanguage_challenge%5D%5B%5D=High&search%5Blanguage_challenge%5D%5B%5D=&search%5Bgrade_level%5D%5B%5D=Middle+School&search%5Bgrade_level%5D%5B%5D=High+School&search%5Bgrade_level%5D%5B%5D=&search%5Bsearchable_type%5D%5B%5D=Lesson&search%5Bsearchable_type%5D%5B%5D=Event&search%5Bsearchable_type%5D%5B%5D=\">\u003cspan style=\"font-weight: 400\">Ancient Greece and Rome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to continue feeding his passion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher moving toward inquiry-based instruction, I wonder, “Should I teach content or turn students loose to figure out things on their own?” Thom Markham clearly articulated this dilemma in a previous \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist\">\u003cspan style=\"font-weight: 400\">KQED story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I believe it’s time for social studies teachers to reduce the amount of time they spend on direct instruction, increase the amount of time they spend on student-led inquiry projects, and use their professional development time to collaboratively evaluate and provide feedback on authentic student projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Markham argues that sooner or later inquiry-standards will take precedence over content-based standards. He recognizes that students need information, facts and specific knowledge for successful learning outcomes, but feels that information should be gathered during the process of creation. This leaves subject teachers like me caught in a gap between the curriculum and reality. Assigning Listenwise stories can help us “cover” content standards, so that we have more time to spend on student-centered, inquiry-based education that engages our students.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "As a tenth grade World History teacher in California, I know from experience that many social science educators feel like we are slogging through a sea of standards. Our content standards started off too big and they tend to grow each year. A number of bills have recently been approved by the California state legislature,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a tenth grade World History teacher in California, I know from experience that many social science educators feel like we are slogging through a sea of standards. Our content standards started off too big and they tend to grow each year. A number of bills have recently been approved by the California state legislature, all of which will likely add to content standards instead of reducing the amount of content social studies teachers sprint through between September and June. These bills include \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB895\">\u003cspan style=\"font-weight: 400\">SB-895\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB830\">\u003cspan style=\"font-weight: 400\">SB830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and several others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the advent of College Readiness and Common Core, which added speaking, listening, reading and writing standards to all disciplines, a \u003c/span>\u003ca href=\"https://cksraiders.org/UserFiles/Servers/Server_610718/File/Academics/Curriculum/5982IR_AwashInASea.pdf\">\u003cspan style=\"font-weight: 400\">McREL study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found it would take educators 22 years to adequately cover all of our content. Thankfully, we have help in the form of tools like \u003c/span>\u003ca href=\"https://listenwise.com/teach/lessons/social_studies\">\u003cspan style=\"font-weight: 400\">Listenwise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which curates 3-5 minute audio stories from National Public Radio that align with content standards. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531010 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/listening-stats.png\" width=\"986\" height=\"369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats.png 986w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-160x60.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-800x299.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-768x287.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-960x359.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-240x90.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-375x140.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-520x195.png 520w\" sizes=\"(max-width: 986px) 100vw, 986px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(See the larger \u003c/span>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cspan style=\"font-weight: 400\">infographic here.\u003c/span>\u003c/a>)\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research is very clear that \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">listening instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> improves reading comprehension, increases reading speed and expands students’ vocabulary. My students clearly enjoy using Listenwise to improve their \u003c/span>\u003ca href=\"https://historyrewriter.com/2017/01/04/using-listening-to-improve-historical-understanding/\">\u003cspan style=\"font-weight: 400\">historical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prior to engaging in historical inquiry. Many stories cover multiple content standards across various grade spans, which enable California Social Studies teachers to spiral, or revisit \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf\">\u003cspan style=\"font-weight: 400\">content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The following \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KwbBl9az6Ws-GSiBE-emsbIgNzvAGXkFoZEdJx_2eBo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> illustrates alignment between Listenwise stories with quizzes and the corresponding California History and Social Studies Standards. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listewise offers a premium service featuring automatically-scored quizzes and a dashboard that tracks student listening skills. So far this year, my students have ten Listenwise reading quizzes. Reports show me which questions I should review with students before moving on to other topics. The data helps me see who is experiencing difficulty with which types of questions and follow up with personalized instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531009\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/class-quiz.png\" alt=\"\" width=\"1014\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz.png 1014w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-800x372.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-768x357.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-960x446.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-240x111.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-375x174.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-520x242.png 520w\" sizes=\"(max-width: 1014px) 100vw, 1014px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also offer discussion questions that open the door to inquiry projects, as recommended in the \u003c/span>\u003ca href=\"https://www.socialstudies.org/c3\">\u003cspan style=\"font-weight: 400\">C3 Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students listened to \u003c/span>\u003ca href=\"https://listenwise.com/lessons/35-greek-influence-in-modern-culture\">\u003cspan style=\"font-weight: 400\">Greek Influence on Modern Culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aligns with CA-HSS standard 10.1: “Students relate the moral and ethical principles in ancient Greek and Roman philosophy.” I paired this story with additional readings and had students conduct a \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/CivilConversationTeacherandDiscussionGuideRevised.pdf\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/AthensvSparta.pdf\">\u003cspan style=\"font-weight: 400\">Athens vs. Sparta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Listenwise discussion questions like,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> how was democracy in Ancient Athens different than democracy in 21st-century America?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, model how to ask big questions that fuel inquiry projects. Teaching students to ask and answer their own questions improves engagement in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have seen my students take deep dives into inquiry projects when they are allowed choice with the topics they research. I had a gifted student spend hundreds of hours authoring a video game based on Greek Mythology. This student did not want to stop learning about the Ancient Greeks. Fortunately, Listenwise provided me with nine other stories on \u003c/span>\u003ca href=\"https://listenwise.com/search?utf8=%E2%9C%93&search%5Bfull_form%5D=true&search%5Bquery%5D=Ancient+Greece&search%5Bsubject%5D%5B%5D=ELA&search%5Bsubject%5D%5B%5D=Social+Studies&search%5Bsubject%5D%5B%5D=Science&search%5Bsubject%5D%5B%5D=&search%5Blanguage_challenge%5D%5B%5D=Low&search%5Blanguage_challenge%5D%5B%5D=Medium&search%5Blanguage_challenge%5D%5B%5D=High&search%5Blanguage_challenge%5D%5B%5D=&search%5Bgrade_level%5D%5B%5D=Middle+School&search%5Bgrade_level%5D%5B%5D=High+School&search%5Bgrade_level%5D%5B%5D=&search%5Bsearchable_type%5D%5B%5D=Lesson&search%5Bsearchable_type%5D%5B%5D=Event&search%5Bsearchable_type%5D%5B%5D=\">\u003cspan style=\"font-weight: 400\">Ancient Greece and Rome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to continue feeding his passion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher moving toward inquiry-based instruction, I wonder, “Should I teach content or turn students loose to figure out things on their own?” Thom Markham clearly articulated this dilemma in a previous \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist\">\u003cspan style=\"font-weight: 400\">KQED story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I believe it’s time for social studies teachers to reduce the amount of time they spend on direct instruction, increase the amount of time they spend on student-led inquiry projects, and use their professional development time to collaboratively evaluate and provide feedback on authentic student projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Markham argues that sooner or later inquiry-standards will take precedence over content-based standards. He recognizes that students need information, facts and specific knowledge for successful learning outcomes, but feels that information should be gathered during the process of creation. This leaves subject teachers like me caught in a gap between the curriculum and reality. Assigning Listenwise stories can help us “cover” content standards, so that we have more time to spend on student-centered, inquiry-based education that engages our students.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Turning Passive Video into Active Learning | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.playposit.com/\">\u003cspan style=\"font-weight: 400\">Playposit \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://edpuzzle.com/\">\u003cspan style=\"font-weight: 400\">EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the leading successors to Zaption, who left the K-12 interactive video market in 2016 to focus on corporate learning (check out my 2016 story on Zaption:“\u003c/span>\u003ca href=\"https://www.scribd.com/doc/313561844/2016-Spring-Issue-The-Leader-Zaption\">\u003cspan style=\"font-weight: 400\">Five Reasons to Add Video to Your Social Science Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”) These apps allow teachers to embed different types of questions into videos, improving the students’ learning experience by up to three times over regular video.\u003c/span>\u003c/p>\n\u003ch4>Setting Up Interactive Video\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit offers a quick \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=VuNZiKQDTww\">\u003cspan style=\"font-weight: 400\">two-minute video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that demonstrates how easy their platform is to use. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=VuNZiKQDTww\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also have \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=23&v=2ND3MtYcUBU\">\u003cspan style=\"font-weight: 400\">longer videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that emphasize the benefits of flipped content. \u003c/span>\u003cspan style=\"font-weight: 400\">However, the best Playposit feature enables you to search through other teachers’ bulbs and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zYnIBPOIRT0\">\u003cspan style=\"font-weight: 400\">repurpose them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your own classroom. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, I use \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastomatic\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Loom\u003c/span>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastify \u003c/span>\u003cspan style=\"font-weight: 400\">to create a video lecture from my traditional powerpoint slides. Years back, my school purchased \u003c/span>\u003ca href=\"https://www.socialstudies.com/c/product.web?nocache@8+s@VC4x3zauD0s4E+record@TF37804+Title@WORLD%20WAR%20II+ISBN@9781560047117\">\u003cspan style=\"font-weight: 400\">PowerPoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.socialstudies.com/\">\u003cspan style=\"font-weight: 400\">Social Studies School Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and I shortened them into a series of 15-minute video-lectures. I assign them to students as note-taking drills. Before recording the lecture, I create five multiple choice questions that will keep students focused during the lecture and embed them in the final product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your video lectures are recorded, you can easily assign them to students in an LMS or via \u003c/span>\u003ca href=\"https://www.playposit.com/share/218770/452350?\">\u003cspan style=\"font-weight: 400\">web links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Playposit tracks who watches them, how long they watch and reports back how many questions they got right. I have removed student names from the image below for privacy reasons.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529716\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png\" width=\"650\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png 683w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-520x353.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers interested in using data to drive their instruction will find these features extremely valuable. The data is easily downloaded into Excel files for deeper analysis. \u003c/span>\u003c/p>\n\u003ch4>Evaluating Your Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit provides detailed analytics that help teachers respond in real time. For instance, after reviewing the results from this video lecture, it is clear that my students struggled to understand two important points. Q5) The Munich conference was an example of appeasement.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529717\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png\" width=\"650\" height=\"294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png 710w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-520x235.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These students also struggled with Q6) defining the German idea of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lebensraum\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This immediate feedback allows me to intervene by creating quick-writes or direct students back to specific passages in the textbook to fill these learning gaps.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"313\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529718\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png\" width=\"313\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png 313w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-240x128.png 240w\" sizes=\"(max-width: 313px) 100vw, 313px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My 10th grade World History students were assigned eight, approximately 15-minute video lectures on the Holocaust. These videos were viewed 1,129 times and 585 responses were recorded during these viewings. The average test score of the students who watched all eight instructional videos was 70 percent, while the average test score of the students who watched zero videos was 47 percent. While this data confirms that instructional video has a strong, positive correlation on student achievement, a more important consideration is did the students enjoy the learning activity? \u003c/span>\u003c/p>\n\u003ch4>Listening to Your Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit asks students to evaluate each bulb and students can provide feedback directly to the instructor. Here is a sample of some recent feedback my lectures received:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I feel like this is really helpful, and lots of students will have less trouble in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watching video lectures makes it easier for me to understand the textbook.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It was good. I lost track at times, but the transcript is helpful because I can follow along while the video is playing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I enjoyed this more than reading on my own to be completely honest and it helped me understand better.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I think this is a great way of teaching us because it forces us to pay attention in order to get the questions correct.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, I am pleased with the results I have gotten using interactive video in my classroom. Blended or digital learning assignments have helped me lower my course failure rates by 50 percent. Be wary of making these video lectures worth too many points, or you may create a culture of cheaters that share their answers via social media and group chats. See how this UC Riverside professor determined who was \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B7kLd8xIo6FdTjQySU9QazZyZlloOGdzR3M0Y2hHM0tnMUZv/view\">\u003cspan style=\"font-weight: 400\">cheating \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on his video lectures. The next step is creating engaging, whole-class activities that help students apply the new knowledge learned from your instructional videos, whether it be in the form of a \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#CC\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#role\">\u003cspan style=\"font-weight: 400\">role-playing simulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing students with options to learn from instructional video has increased effort and engagement in my classroom. I hope you will have a similar experience.\u003c/span>\u003c/p>\n\n",
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"description": "Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. Playposit and EdPuzzle are the leading successors to Zaption, who left the K-12 interactive video market",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.playposit.com/\">\u003cspan style=\"font-weight: 400\">Playposit \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://edpuzzle.com/\">\u003cspan style=\"font-weight: 400\">EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the leading successors to Zaption, who left the K-12 interactive video market in 2016 to focus on corporate learning (check out my 2016 story on Zaption:“\u003c/span>\u003ca href=\"https://www.scribd.com/doc/313561844/2016-Spring-Issue-The-Leader-Zaption\">\u003cspan style=\"font-weight: 400\">Five Reasons to Add Video to Your Social Science Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”) These apps allow teachers to embed different types of questions into videos, improving the students’ learning experience by up to three times over regular video.\u003c/span>\u003c/p>\n\u003ch4>Setting Up Interactive Video\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit offers a quick \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=VuNZiKQDTww\">\u003cspan style=\"font-weight: 400\">two-minute video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that demonstrates how easy their platform is to use. \u003c/span>\u003c/p>\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/VuNZiKQDTww'\n title='//www.youtube.com/embed/VuNZiKQDTww'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">They also have \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=23&v=2ND3MtYcUBU\">\u003cspan style=\"font-weight: 400\">longer videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that emphasize the benefits of flipped content. \u003c/span>\u003cspan style=\"font-weight: 400\">However, the best Playposit feature enables you to search through other teachers’ bulbs and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zYnIBPOIRT0\">\u003cspan style=\"font-weight: 400\">repurpose them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your own classroom. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, I use \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastomatic\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Loom\u003c/span>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastify \u003c/span>\u003cspan style=\"font-weight: 400\">to create a video lecture from my traditional powerpoint slides. Years back, my school purchased \u003c/span>\u003ca href=\"https://www.socialstudies.com/c/product.web?nocache@8+s@VC4x3zauD0s4E+record@TF37804+Title@WORLD%20WAR%20II+ISBN@9781560047117\">\u003cspan style=\"font-weight: 400\">PowerPoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.socialstudies.com/\">\u003cspan style=\"font-weight: 400\">Social Studies School Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and I shortened them into a series of 15-minute video-lectures. I assign them to students as note-taking drills. Before recording the lecture, I create five multiple choice questions that will keep students focused during the lecture and embed them in the final product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your video lectures are recorded, you can easily assign them to students in an LMS or via \u003c/span>\u003ca href=\"https://www.playposit.com/share/218770/452350?\">\u003cspan style=\"font-weight: 400\">web links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Playposit tracks who watches them, how long they watch and reports back how many questions they got right. I have removed student names from the image below for privacy reasons.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529716\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png\" width=\"650\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png 683w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-520x353.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers interested in using data to drive their instruction will find these features extremely valuable. The data is easily downloaded into Excel files for deeper analysis. \u003c/span>\u003c/p>\n\u003ch4>Evaluating Your Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit provides detailed analytics that help teachers respond in real time. For instance, after reviewing the results from this video lecture, it is clear that my students struggled to understand two important points. Q5) The Munich conference was an example of appeasement.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529717\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png\" width=\"650\" height=\"294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png 710w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-520x235.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These students also struggled with Q6) defining the German idea of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lebensraum\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This immediate feedback allows me to intervene by creating quick-writes or direct students back to specific passages in the textbook to fill these learning gaps.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"313\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529718\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png\" width=\"313\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png 313w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-240x128.png 240w\" sizes=\"(max-width: 313px) 100vw, 313px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My 10th grade World History students were assigned eight, approximately 15-minute video lectures on the Holocaust. These videos were viewed 1,129 times and 585 responses were recorded during these viewings. The average test score of the students who watched all eight instructional videos was 70 percent, while the average test score of the students who watched zero videos was 47 percent. While this data confirms that instructional video has a strong, positive correlation on student achievement, a more important consideration is did the students enjoy the learning activity? \u003c/span>\u003c/p>\n\u003ch4>Listening to Your Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit asks students to evaluate each bulb and students can provide feedback directly to the instructor. Here is a sample of some recent feedback my lectures received:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I feel like this is really helpful, and lots of students will have less trouble in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watching video lectures makes it easier for me to understand the textbook.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It was good. I lost track at times, but the transcript is helpful because I can follow along while the video is playing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I enjoyed this more than reading on my own to be completely honest and it helped me understand better.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I think this is a great way of teaching us because it forces us to pay attention in order to get the questions correct.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, I am pleased with the results I have gotten using interactive video in my classroom. Blended or digital learning assignments have helped me lower my course failure rates by 50 percent. Be wary of making these video lectures worth too many points, or you may create a culture of cheaters that share their answers via social media and group chats. See how this UC Riverside professor determined who was \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B7kLd8xIo6FdTjQySU9QazZyZlloOGdzR3M0Y2hHM0tnMUZv/view\">\u003cspan style=\"font-weight: 400\">cheating \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on his video lectures. The next step is creating engaging, whole-class activities that help students apply the new knowledge learned from your instructional videos, whether it be in the form of a \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#CC\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#role\">\u003cspan style=\"font-weight: 400\">role-playing simulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing students with options to learn from instructional video has increased effort and engagement in my classroom. I hope you will have a similar experience.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Flipgrid in the High School U.S. History Class",
"headTitle": "Using Flipgrid in the High School U.S. History Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_A-pbE9qXD4&t=145s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the class. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hh72Mf8l9ps&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the comment section below, I would love to hear about the Flipgrid assignments that you have created to challenge your students. \u003c/span>\u003c/p>\n\n",
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"description": "I am a high school U.S. History teacher and since 2016 have been using Flipgrid — a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. Here’s how it works. Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\u003c/span>\u003c/p>\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/_A-pbE9qXD4'\n title='//www.youtube.com/embed/_A-pbE9qXD4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the class. \u003c/span>\u003c/p>\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/hh72Mf8l9ps'\n title='//www.youtube.com/embed/hh72Mf8l9ps'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the comment section below, I would love to hear about the Flipgrid assignments that you have created to challenge your students. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write",
"headTitle": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a high school history teacher, I’m committed to helping my students improve their writing. But, like many of us, I struggle to find time to provide meaningful, timely feedback and assessment. A few years ago, I discovered automated writing feedback programs, and everything changed. Now, students are not only more engaged in class writing projects, but are working more collaboratively. My role has also changed. No longer a grammar or rubric enforcer, I can now work with my students as an ally to make sense of both peer and computer-generated feedback. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs are web-based programs that enable me to double the amount of writing I assign in my classes while placing the job of evaluation back on my students. The number of free and student-friendly automated writing feedback programs has multiplied over the years, and many focus on specific elements of the writing process. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://app.grammarly.com\">\u003cspan style=\"font-weight: 400\">Grammarly \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">claims to find and correct ten times more mistakes than a word processor.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>https://www.youtube.com/watch?v=VueSBzrIh1o\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.hemingwayapp.com/\">\u003cspan style=\"font-weight: 400\">The Hemmingway App\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes writing bold and clear by focusing attention on the number of adverbs, use of the passive voice and readability of sentences.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527572\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png\" width=\"650\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-768x531.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-240x166.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-375x259.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-520x359.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM.png 942w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.paperrater.com/\">\u003cspan style=\"font-weight: 400\">PaperRater\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers feedback by comparing a writer’s work to others at their grade level. It ranks each paper on a percentile scale examining originality, grammar, spelling, phrasing, transitions, academic vocabulary, voice, and style. Then it provides students with an overall grade.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527574 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png\" width=\"640\" height=\"387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-800x483.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-768x464.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-960x580.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-240x145.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-375x227.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-520x314.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM.png 1076w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past few years, I’ve experimented with having my students hand in final drafts of their writing after they have: (1) run drafts through each of these three automated writing feedback programs and (2) run improved drafts past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">My students go through this process to improve each draft of their writing before I ever look at it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs have changed the game. I no longer have to do the dirty work of correcting spelling or grammatical mistakes. Now students seek me out to help them address the feedback from the computer. I have found that students in my class will revise their writing per the advice of PaperRater in order to increase their final score. As a teacher, I am secretly thrilled when a student tells me, “My first PaperRater score was a 78, but I went back to the textbook and added 8 more vocabulary words and my score went up to 86.” While this may sound like “gaming the system,” the trial and error process increases the amount of practice that students get and improves their writing proficiency. Studies have shown that students working with writing feedback tools write more than three times as much as their peers who aren’t using these tools. This increased effort with the revision process helps students see writing as an iterative process instead of a one-and-done assignment\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After giving my students a period of time to run drafts through one or more digital writing feedback programs, I ask them to write a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lceXfk50fem7KXhi8x56dKM20eligpxy_FbUQsMfgRU/edit\">\u003cspan style=\"font-weight: 400\">Revision Memo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Modeled after the work of \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ789453\">\u003cspan style=\"font-weight: 400\">Bardine and Fulton (2008\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), revision memos provide students with a chance to reflect on the significant changes they have made throughout the writing process. Then they examine how effective their changes were in improving the quality of their writing, prior to having a peer validate or question their choices. View several examples of my students’ revision memos \u003c/span>\u003ca href=\"https://historyrewriter.com/2016/02/27/revision-memo-examples/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing their revision memos, students run their now revised draft past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">Research suggests this should be carefully structured, with a learning design that includes phases of activity, peer assessment, reviewing and reflecting. Author Susan Brookhart recommends student-generated rubrics to allow for highly effective peer grading systems. I include \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1JCqsnuDSK98PJELSy9qLiEAfGdcNWZuMQzMBmKz53ww/edit#heading=h.gjdgxs\">\u003cspan style=\"font-weight: 400\">criteria charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> containing the historical details that I was expecting to see in student writing in order to guide students in determining important details. I also use free online polling tools like SurveyMonkey, Poll Everywhere, and Google Forms to create \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B6qmQLlSxgMyUjBTaHlqdW9CQVE/view\">\u003cspan style=\"font-weight: 400\">peer review protocols\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527597\" class=\"wp-caption aligncenter\" style=\"max-width: 575px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"575\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527597 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png\" width=\"575\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png 575w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-240x170.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-375x266.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-520x369.png 520w\" sizes=\"(max-width: 575px) 100vw, 575px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Along with automatic writing feedback programs, incorporating peer review activities into your classroom can help your students become better writers, readers, and collaborators.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This focuses students on a significant feature of the writing assignment, whether it was creating a compelling opening to a \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/12rAjq11zPTO-eA9mEKUEDsA4985fWiKK_6n6EkQFJ6Q/edit#responses\">\u003cspan style=\"font-weight: 400\">speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or including \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/1GbCi4vi1SxXN0snWl1Z4F9YLXPq5LFHg1AlhB_GUt4w/edit#responses\">\u003cspan style=\"font-weight: 400\">academic vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This also transforms what used to be a lonely, individual grading and feedback process into a student-centered, collaborative activity. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/article/giving-peer-feedback-helps-writers-grow\">\u003cspan style=\"font-weight: 400\">Peer review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also called learning by evaluation. It significantly improves a student’s self-assessment abilities and lays the groundwork for self-improvement. Peer review protocols should focus on only one or two aspects of effective writing, include student discussion to drive reflection, and allow increased instructional time for student revision. \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/single-point-rubric/\">\u003cspan style=\"font-weight: 400\">Single point rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> help students describe exactly what a writer needs to focus on. I have varied the scope and sequence of revision memos and peer review and found that the amount of class time necessary to conduct these activities decreases as students become more proficient with the process.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers, especially those of us in low-income, public schools, struggle to increase the amount of writing assigned and provide effective feedback that motivates students to revise their work. We need more cooperation and collaboration between the disciplines to find an appropriate balance for giving both computerized and human feedback to our students. Turnitin has conducted\u003c/span>\u003ca href=\"http://turnitin.com/en_us/resources/blog/421-general/1713-closing-the-gap\">\u003cspan style=\"font-weight: 400\"> extensive research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on how feedback impacts the development of student writing. Chief among student complaints about teacher feedback is the length of time teachers take in grading and returning their papers. Automated writing feedback tools and peer review activities can help teachers reduce this problem. Too many teachers focus solely on the plagiarism detection features in automated writing tools. I believe they are missing an opportunity to prolong critical thinking on meaningful writing tasks. Imagine the impact on student achievement if all teachers would leverage technology to improve discipline-specific writing? \u003c/span>\u003c/p>\n\n",
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"title": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a high school history teacher, I’m committed to helping my students improve their writing. But, like many of us, I struggle to find time to provide meaningful, timely feedback and assessment. A few years ago, I discovered automated writing feedback programs, and everything changed. Now, students are not only more engaged in class writing projects, but are working more collaboratively. My role has also changed. No longer a grammar or rubric enforcer, I can now work with my students as an ally to make sense of both peer and computer-generated feedback. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs are web-based programs that enable me to double the amount of writing I assign in my classes while placing the job of evaluation back on my students. The number of free and student-friendly automated writing feedback programs has multiplied over the years, and many focus on specific elements of the writing process. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://app.grammarly.com\">\u003cspan style=\"font-weight: 400\">Grammarly \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">claims to find and correct ten times more mistakes than a word processor.\u003c/span>\u003c/li>\n\u003c/ul>\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/VueSBzrIh1o'\n title='//www.youtube.com/embed/VueSBzrIh1o'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.hemingwayapp.com/\">\u003cspan style=\"font-weight: 400\">The Hemmingway App\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes writing bold and clear by focusing attention on the number of adverbs, use of the passive voice and readability of sentences.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527572\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png\" width=\"650\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-768x531.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-240x166.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-375x259.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-520x359.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM.png 942w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.paperrater.com/\">\u003cspan style=\"font-weight: 400\">PaperRater\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers feedback by comparing a writer’s work to others at their grade level. It ranks each paper on a percentile scale examining originality, grammar, spelling, phrasing, transitions, academic vocabulary, voice, and style. Then it provides students with an overall grade.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527574 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png\" width=\"640\" height=\"387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-800x483.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-768x464.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-960x580.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-240x145.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-375x227.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-520x314.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM.png 1076w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past few years, I’ve experimented with having my students hand in final drafts of their writing after they have: (1) run drafts through each of these three automated writing feedback programs and (2) run improved drafts past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">My students go through this process to improve each draft of their writing before I ever look at it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs have changed the game. I no longer have to do the dirty work of correcting spelling or grammatical mistakes. Now students seek me out to help them address the feedback from the computer. I have found that students in my class will revise their writing per the advice of PaperRater in order to increase their final score. As a teacher, I am secretly thrilled when a student tells me, “My first PaperRater score was a 78, but I went back to the textbook and added 8 more vocabulary words and my score went up to 86.” While this may sound like “gaming the system,” the trial and error process increases the amount of practice that students get and improves their writing proficiency. Studies have shown that students working with writing feedback tools write more than three times as much as their peers who aren’t using these tools. This increased effort with the revision process helps students see writing as an iterative process instead of a one-and-done assignment\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After giving my students a period of time to run drafts through one or more digital writing feedback programs, I ask them to write a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lceXfk50fem7KXhi8x56dKM20eligpxy_FbUQsMfgRU/edit\">\u003cspan style=\"font-weight: 400\">Revision Memo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Modeled after the work of \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ789453\">\u003cspan style=\"font-weight: 400\">Bardine and Fulton (2008\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), revision memos provide students with a chance to reflect on the significant changes they have made throughout the writing process. Then they examine how effective their changes were in improving the quality of their writing, prior to having a peer validate or question their choices. View several examples of my students’ revision memos \u003c/span>\u003ca href=\"https://historyrewriter.com/2016/02/27/revision-memo-examples/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing their revision memos, students run their now revised draft past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">Research suggests this should be carefully structured, with a learning design that includes phases of activity, peer assessment, reviewing and reflecting. Author Susan Brookhart recommends student-generated rubrics to allow for highly effective peer grading systems. I include \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1JCqsnuDSK98PJELSy9qLiEAfGdcNWZuMQzMBmKz53ww/edit#heading=h.gjdgxs\">\u003cspan style=\"font-weight: 400\">criteria charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> containing the historical details that I was expecting to see in student writing in order to guide students in determining important details. I also use free online polling tools like SurveyMonkey, Poll Everywhere, and Google Forms to create \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B6qmQLlSxgMyUjBTaHlqdW9CQVE/view\">\u003cspan style=\"font-weight: 400\">peer review protocols\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527597\" class=\"wp-caption aligncenter\" style=\"max-width: 575px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"575\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527597 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png\" width=\"575\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png 575w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-240x170.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-375x266.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-520x369.png 520w\" sizes=\"(max-width: 575px) 100vw, 575px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Along with automatic writing feedback programs, incorporating peer review activities into your classroom can help your students become better writers, readers, and collaborators.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This focuses students on a significant feature of the writing assignment, whether it was creating a compelling opening to a \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/12rAjq11zPTO-eA9mEKUEDsA4985fWiKK_6n6EkQFJ6Q/edit#responses\">\u003cspan style=\"font-weight: 400\">speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or including \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/1GbCi4vi1SxXN0snWl1Z4F9YLXPq5LFHg1AlhB_GUt4w/edit#responses\">\u003cspan style=\"font-weight: 400\">academic vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This also transforms what used to be a lonely, individual grading and feedback process into a student-centered, collaborative activity. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/article/giving-peer-feedback-helps-writers-grow\">\u003cspan style=\"font-weight: 400\">Peer review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also called learning by evaluation. It significantly improves a student’s self-assessment abilities and lays the groundwork for self-improvement. Peer review protocols should focus on only one or two aspects of effective writing, include student discussion to drive reflection, and allow increased instructional time for student revision. \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/single-point-rubric/\">\u003cspan style=\"font-weight: 400\">Single point rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> help students describe exactly what a writer needs to focus on. I have varied the scope and sequence of revision memos and peer review and found that the amount of class time necessary to conduct these activities decreases as students become more proficient with the process.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers, especially those of us in low-income, public schools, struggle to increase the amount of writing assigned and provide effective feedback that motivates students to revise their work. We need more cooperation and collaboration between the disciplines to find an appropriate balance for giving both computerized and human feedback to our students. Turnitin has conducted\u003c/span>\u003ca href=\"http://turnitin.com/en_us/resources/blog/421-general/1713-closing-the-gap\">\u003cspan style=\"font-weight: 400\"> extensive research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on how feedback impacts the development of student writing. Chief among student complaints about teacher feedback is the length of time teachers take in grading and returning their papers. Automated writing feedback tools and peer review activities can help teachers reduce this problem. Too many teachers focus solely on the plagiarism detection features in automated writing tools. I believe they are missing an opportunity to prolong critical thinking on meaningful writing tasks. Imagine the impact on student achievement if all teachers would leverage technology to improve discipline-specific writing? \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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