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"content": "\u003cp>Looking woke online can seem pretty selfish and empty, but can it ever become real activism?\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/102?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is performative activism?\u003c/strong>\u003c/p>\n\u003cp>It’s usually defined as activism done to increase one’s social capital rather than because of one’s devotion to the cause. I translate that to LOOKING like you care, even if you really don’t. It’s putting the spotlight on yourself, many times for those glorious, delicious likes!\u003c/p>\n\u003cp>\u003cstrong>What is virtue signaling?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the core complaints about performative activism is that it’s a kind of virtue signaling, where you publicly express an opinion to demonstrate just how woke you are. Like, when Pride Month comes around, and a bunch of people slap a rainbow on their profile pics, but then on July first, they’re gone.\u003c/p>\n\u003cp>\u003cstrong>What’s an example of online performative activism or virtue signaling?\u003c/strong>\u003c/p>\n\u003cp>For a lot of people, performative activism hit a peak during the BLM protests last year. Do you remember Blackout Tuesday? It stemmed from an original campaign by two Black music executives after the killing of George Floyd. The point was to raise awareness around police brutality and systemic racism. Then the black squares happened. Millions of people were swapping out their profile pics for solid black squares to show solidarity. But there was a backlash because it seemed like a bunch of people were just jumping on a trend to make themselves feel good for participating.\u003c/p>\n\u003cp>\u003cstrong>Are there any positives when it comes to performative activism?\u003c/strong>\u003c/p>\n\u003cp>It can be helpful when it comes to spreading awareness about a cause and attracting other people who might have never engaged in the first place. When it comes to BLM, there are some pretty solid data supporting this. When George Floyd was murdered on May 25th, 2020, a large sample of Americans were asked, “Do you support or oppose the Black Lives Matter movement?” 45 percent answered that they supported it. Just nine days later, the day after Blackout Tuesday, after huge amounts of action on social media,52 percent of people answering that question supported the movement. That’s a pretty massive swing in a short period of time.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://news.stlpublicradio.org/2014-01-02/activism-or-slacktivism-how-social-media-hurts-and-helps-student-activism\">Activism Or Slacktivism? How Social Media Hurts And Helps Student Activism \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bbc.com/future/article/20200915-the-subtle-ways-that-clicktivism-shapes-the-world\">The Subtle Ways That ‘Clicktivism’ Shapes the World \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/recode/2020/6/2/21278051/instagram-blackout-tuesday-black-lives-matter\">Why People Are Posting Black Squares on Instagram\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2020/6/3/21279336/blackout-tuesday-black-lives-matter-instagram-performative-allyship\">Who Are the Black Squares and Cutesy Illustrations Really For? \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.jstor.org/stable/pdf/10.1086/674137.pdf?casa_token=wg3bY1knpcMAAAAA:UjESTk4OguPhDkUB6Dk6KjpRiKeD9MR72kRdUk0y4QO7ARBR_I6YyINru6w8JkWzAe72_iZ0Ed0ouD2yftdkMJeJCl0qcZC7S912TWXqbTZm0LSRePo\">The Nature of Slacktivism: How the Social Observability of an Initial Act of Token Support Affects Subsequent Prosocial Action\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://dfreelon.org/publications/2020_False_equivalencies_Online_activism_from_left_to_right.pdf\">False Equivalencies: Online Activism from Left to Right\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/interactive/2020/06/10/upshot/black-lives-matter-attitudes.html\">How Public Opinion Has Moved on Black Lives Matter \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2020/06/14/us/politics/black-lives-matter-racism-donations.html\">Racial Justice Groups Flooded With Millions in Donations in Wake of Floyd Death\u003c/a>\u003c/p>\n\n",
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"headline": "Can Performative Activism Actually Make a Difference?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Looking woke online can seem pretty selfish and empty, but can it ever become real activism?\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/102?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is performative activism?\u003c/strong>\u003c/p>\n\u003cp>It’s usually defined as activism done to increase one’s social capital rather than because of one’s devotion to the cause. I translate that to LOOKING like you care, even if you really don’t. It’s putting the spotlight on yourself, many times for those glorious, delicious likes!\u003c/p>\n\u003cp>\u003cstrong>What is virtue signaling?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the core complaints about performative activism is that it’s a kind of virtue signaling, where you publicly express an opinion to demonstrate just how woke you are. Like, when Pride Month comes around, and a bunch of people slap a rainbow on their profile pics, but then on July first, they’re gone.\u003c/p>\n\u003cp>\u003cstrong>What’s an example of online performative activism or virtue signaling?\u003c/strong>\u003c/p>\n\u003cp>For a lot of people, performative activism hit a peak during the BLM protests last year. Do you remember Blackout Tuesday? It stemmed from an original campaign by two Black music executives after the killing of George Floyd. The point was to raise awareness around police brutality and systemic racism. Then the black squares happened. Millions of people were swapping out their profile pics for solid black squares to show solidarity. But there was a backlash because it seemed like a bunch of people were just jumping on a trend to make themselves feel good for participating.\u003c/p>\n\u003cp>\u003cstrong>Are there any positives when it comes to performative activism?\u003c/strong>\u003c/p>\n\u003cp>It can be helpful when it comes to spreading awareness about a cause and attracting other people who might have never engaged in the first place. When it comes to BLM, there are some pretty solid data supporting this. When George Floyd was murdered on May 25th, 2020, a large sample of Americans were asked, “Do you support or oppose the Black Lives Matter movement?” 45 percent answered that they supported it. Just nine days later, the day after Blackout Tuesday, after huge amounts of action on social media,52 percent of people answering that question supported the movement. That’s a pretty massive swing in a short period of time.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://news.stlpublicradio.org/2014-01-02/activism-or-slacktivism-how-social-media-hurts-and-helps-student-activism\">Activism Or Slacktivism? How Social Media Hurts And Helps Student Activism \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bbc.com/future/article/20200915-the-subtle-ways-that-clicktivism-shapes-the-world\">The Subtle Ways That ‘Clicktivism’ Shapes the World \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/recode/2020/6/2/21278051/instagram-blackout-tuesday-black-lives-matter\">Why People Are Posting Black Squares on Instagram\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2020/6/3/21279336/blackout-tuesday-black-lives-matter-instagram-performative-allyship\">Who Are the Black Squares and Cutesy Illustrations Really For? \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.jstor.org/stable/pdf/10.1086/674137.pdf?casa_token=wg3bY1knpcMAAAAA:UjESTk4OguPhDkUB6Dk6KjpRiKeD9MR72kRdUk0y4QO7ARBR_I6YyINru6w8JkWzAe72_iZ0Ed0ouD2yftdkMJeJCl0qcZC7S912TWXqbTZm0LSRePo\">The Nature of Slacktivism: How the Social Observability of an Initial Act of Token Support Affects Subsequent Prosocial Action\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://dfreelon.org/publications/2020_False_equivalencies_Online_activism_from_left_to_right.pdf\">False Equivalencies: Online Activism from Left to Right\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/interactive/2020/06/10/upshot/black-lives-matter-attitudes.html\">How Public Opinion Has Moved on Black Lives Matter \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2020/06/14/us/politics/black-lives-matter-racism-donations.html\">Racial Justice Groups Flooded With Millions in Donations in Wake of Floyd Death\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Integrating SEL and Media Literacy With Above the Noise",
"headTitle": "Integrating SEL and Media Literacy With Above the Noise | KQED",
"content": "\u003cp>Our greatest life lessons are directly connected with social contexts and emotional investments. Think back to how you felt as a child when you mastered a two-wheeled bike or stood up and gave a speech after hours of practice. These and many other life-long lessons spring from those resonant “a-ha!” moments and empower you to enhance your life experiences and decision-making. If you’ve practiced this before, you’ve been using the competencies of Social Emotional Learning, or SEL.\u003c/p>\n\u003ch2>What is SEL?\u003c/h2>\n\u003cp>Learning itself is inherently social and emotional. SEL is a process that advances educational equity and human development by attending to the social and emotional needs of students in school, at home and in the community. SEL’s focus on self-identity, emotional management and goal-setting reap profound \u003ca href=\"https://casel.org/impact/\" target=\"_blank\" rel=\"noopener noreferrer\">benefits\u003c/a>, improving academic and life outcomes for students. The Collaborative for Academic, Social and Emotional Learning (CASEL) has \u003ca href=\"https://www.panoramaed.com/blog/casel-new-definition-of-sel-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">the latest definition of SEL\u003c/a> and further reading on the origins and impact of this complex field.\u003c/p>\n\u003cp>SEL is centered on \u003ca href=\"https://casel.org/sel-framework/\" target=\"_blank\" rel=\"noopener noreferrer\">five core competencies\u003c/a>: self-awareness, self management, social awareness, responsible decision-making and relationship skills. There is a growing demand for SEL resources to support students who are experiencing effects from the pandemic, including returning to in person learning after extended periods of time in hybrid/virtual environments. SEL can be taught as a stand-alone class, however it works best when integrated into class content. For example, in my 9th grade composition class, I integrate social skills, which teaches students how to actively listen and appropriately respond to conversations in a variety of situations. This \u003ca href=\"https://drive.google.com/file/d/1wg92c-q4HKLzfQCBD6G5jMbGxkinWNr_/view?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">lesson\u003c/a> begins the process of integrating social skills into class discussions with best practice techniques such as think-pair-share and Socratic Seminars. Pairing SEL strategies and practices with speaking and listening skills gives them a real world application of the content.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Media Literacy Skills and SEL\u003c/h2>\n\u003cp>Media literacy skills are a crucial part of SEL. The ability to analyze, evaluate and create media offers tangible ways to develop the five SEL competencies. KQED’s video series for middle and high school students, \u003ca href=\"https://youtube.com/playlist?list=PLBtTC9WRs2VkBHUbIN0dq_cO_ovMFDojN\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a>, can help students move from self-awareness and accountability to build more empathy for others in their school community.\u003c/p>\n\u003cp>The Above the Noise topics in the curated video list below can be used to develop restorative practices such as empathy in tandem with SEL competencies to help students become more responsible and caring members of a multicultural society.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://drive.google.com/file/d/1slcfI1-HpQLZah-wT-eHAJevgY8EX4xQ/preview\" width=\"640\" height=\"480\" allow=\"autoplay\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The video \u003ca href=\"https://youtu.be/TGk_gOx8YTQ\" target=\"_blank\" rel=\"noopener noreferrer\">Does Being Popular In High School Really Matter?\u003c/a> breaks down the bewildering concept of popularity and helps students understand what it REALLY means to be popular. Use this video to introduce SEL competencies by asking students to compare/contrast two key concepts in the video: status and likeability, and reflect on how aspects of their own identities (personal and social) impact their friendships. Use activities such as \u003ca href=\"https://drive.google.com/file/d/1iTHMhLy03-r_GtY4YPFchkYybbOfOnV7/view?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">anticipation/reaction charts\u003c/a> to ask students to confront situations of peer pressure and to recognize how their decision-making has consequences as a reflection on their own well-being, and impacts the entire community.\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/i6GHhqPMVZ4\" target=\"_blank\" rel=\"noopener noreferrer\">Is Your Social Status Making You Sick?\u003c/a> discusses how financial inequity and the comparison of social classes can have negative effects on physical health. This Above the Noise episode promotes self-management, social awareness and relationship skills. A powerful SEL activity to use with this episode would be student-led community-building circles. Students can be provided with talking points from the video, which they then use to facilitate a \u003ca href=\"http://www.centerforrestorativeprocess.com/community-building-with-circles.html\" target=\"_blank\" rel=\"noopener noreferrer\">restorative circle activity.\u003c/a>\u003c/p>\n\u003cp>Watching \u003ca href=\"https://youtu.be/dNmwvntMF5A\" target=\"_blank\" rel=\"noopener noreferrer\">Why Do Our Brains Love Fake News?\u003c/a> encourages viewers to “look in the mirror” and examine their own worldviews and beliefs. Decisions are oftentimes based on emotion more so than reason, and this episode helps develop students’ self awareness by examining their own cognitive bias when making media choices. A lesson idea to pair with this video would be for students to evaluate a piece of fake news with a \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/26/2016/12/Fake-news-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">quick writing activity\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/FQMwmBNNOnQ\" target=\"_blank\" rel=\"noopener noreferrer\">Can Procrastination Be A Good Thing?\u003c/a> Indeed it can, unless it becomes chronic. This episode reframes procrastination in a positive light, and offers students an empowered insight on time management. The pressure created from procrastination can actually increase creativity! Students can use \u003ca href=\"https://resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Pages/activities-for-metacognition.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">metacognitive skills\u003c/a> to reflect on their own self awareness and self-management.\u003c/p>\n\u003cp>When I think about using Above the Noise episodes in my ELA classroom, I’d pair SEL competencies with listening, speaking, reading and writing (LSRW) skills that empower student-centered learning. In addition to building SEL competencies through discussion, many Above the Noise episodes also share themes with popular novels. For example, \u003ca href=\"https://youtu.be/TGk_gOx8YTQ\" target=\"_blank\" rel=\"noopener noreferrer\">Does Being Popular In High School Really Matter?\u003c/a> pairs well with a thematic-based reading of popularity in the young adult novel “Stargirl” by Jerry Spinelli, or of a character study of Jay Gatsby in F. Scott Fitzgerald’s “The Great Gatsby.” The possibilities are endless. These videos could be integrated into any discipline to connect SEL competencies and media literacy with the content of your classroom.\u003c/p>\n\u003ch3>Additional Above the Noise Videos to Check Out:\u003c/h3>\n\u003cp>\u003cstrong>Self-awareness/Self-management\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/gHRgz7xLgcw\" target=\"_blank\" rel=\"noopener noreferrer\">Who Gets Imposter Syndrome and How Do You Deal With It\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/Bw_3Q6CRxGA\" target=\"_blank\" rel=\"noopener noreferrer\">Why Can’t You Get Up Early For School?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/fVALeerZpd4\" target=\"_blank\" rel=\"noopener noreferrer\">Screen Time: How Much Is Too Much For You?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/Kx3Q9Mu2Wic\" target=\"_blank\" rel=\"noopener noreferrer\">Survival Guide: How To Handle Family Stress\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Social awareness/Relationship Skills\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/9K-HyaAR2sk\" target=\"_blank\" rel=\"noopener noreferrer\">How Do Different Social Media Platforms Affect Your Mood\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/OwjuL4jNTNg\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean To Be Anti-racist?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/0fx8hN5JyZM\" target=\"_blank\" rel=\"noopener noreferrer\">Is The Internet Making You Meaner?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/LaRB-nbCKio\" target=\"_blank\" rel=\"noopener noreferrer\">How Can We Help Prevent Suicides?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/YLggqoPEfJU\" target=\"_blank\" rel=\"noopener noreferrer\">Internet Trolls: Born That Way?\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Responsible Decision-Making\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/oFC-0FR2hko\" target=\"_blank\" rel=\"noopener noreferrer\">False Equivalence And Why It’s So Dangerous\u003c/a>\u003c/p>\n\u003ch3>Additional SEL Resources:\u003c/h3>\n\u003cp>\u003ca href=\"https://www.lifeskillstraining.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Botvin LifeSkills Training\u003c/a>\u003cbr>\n\u003ca href=\"https://schoolguide.casel.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The CASEL Guide to Schoolwide Social and Emotional Learning\u003c/a>\u003cbr>\n\u003ca href=\"https://schoolguide.casel.org/uploads/sites/2/2020/10/Strategies-for-Elevating-Student-Voice.docx\" target=\"_blank\" rel=\"noopener noreferrer\">Strategies for Elevating Student Voice (CASEL)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/SEL\" target=\"_blank\" rel=\"noopener noreferrer\">SEL in Digital Life Resource Center (Common Sense)\u003c/a>\u003cbr>\n\u003ca href=\"https://gtlcenter.org/technical-assistance/professional-learning-modules/social-and-emotional-learning-daily-life-classrooms\" target=\"_blank\" rel=\"noopener noreferrer\">Social and Emotional Learning in the Daily Life of Classrooms (GTL)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.leaderinme.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Leader in Me\u003c/a>\u003cbr>\n\u003ca href=\"https://ca.pbslearningmedia.org/collection/social-emotional-learning-the-arts-for-every-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">Social and Emotional Learning: The Arts for Every Classroom (PBS LearningMedia)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our greatest life lessons are directly connected with social contexts and emotional investments. Think back to how you felt as a child when you mastered a two-wheeled bike or stood up and gave a speech after hours of practice. These and many other life-long lessons spring from those resonant “a-ha!” moments and empower you to enhance your life experiences and decision-making. If you’ve practiced this before, you’ve been using the competencies of Social Emotional Learning, or SEL.\u003c/p>\n\u003ch2>What is SEL?\u003c/h2>\n\u003cp>Learning itself is inherently social and emotional. SEL is a process that advances educational equity and human development by attending to the social and emotional needs of students in school, at home and in the community. SEL’s focus on self-identity, emotional management and goal-setting reap profound \u003ca href=\"https://casel.org/impact/\" target=\"_blank\" rel=\"noopener noreferrer\">benefits\u003c/a>, improving academic and life outcomes for students. The Collaborative for Academic, Social and Emotional Learning (CASEL) has \u003ca href=\"https://www.panoramaed.com/blog/casel-new-definition-of-sel-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">the latest definition of SEL\u003c/a> and further reading on the origins and impact of this complex field.\u003c/p>\n\u003cp>SEL is centered on \u003ca href=\"https://casel.org/sel-framework/\" target=\"_blank\" rel=\"noopener noreferrer\">five core competencies\u003c/a>: self-awareness, self management, social awareness, responsible decision-making and relationship skills. There is a growing demand for SEL resources to support students who are experiencing effects from the pandemic, including returning to in person learning after extended periods of time in hybrid/virtual environments. SEL can be taught as a stand-alone class, however it works best when integrated into class content. For example, in my 9th grade composition class, I integrate social skills, which teaches students how to actively listen and appropriately respond to conversations in a variety of situations. This \u003ca href=\"https://drive.google.com/file/d/1wg92c-q4HKLzfQCBD6G5jMbGxkinWNr_/view?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">lesson\u003c/a> begins the process of integrating social skills into class discussions with best practice techniques such as think-pair-share and Socratic Seminars. Pairing SEL strategies and practices with speaking and listening skills gives them a real world application of the content.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Media Literacy Skills and SEL\u003c/h2>\n\u003cp>Media literacy skills are a crucial part of SEL. The ability to analyze, evaluate and create media offers tangible ways to develop the five SEL competencies. KQED’s video series for middle and high school students, \u003ca href=\"https://youtube.com/playlist?list=PLBtTC9WRs2VkBHUbIN0dq_cO_ovMFDojN\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a>, can help students move from self-awareness and accountability to build more empathy for others in their school community.\u003c/p>\n\u003cp>The Above the Noise topics in the curated video list below can be used to develop restorative practices such as empathy in tandem with SEL competencies to help students become more responsible and caring members of a multicultural society.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://drive.google.com/file/d/1slcfI1-HpQLZah-wT-eHAJevgY8EX4xQ/preview\" width=\"640\" height=\"480\" allow=\"autoplay\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The video \u003ca href=\"https://youtu.be/TGk_gOx8YTQ\" target=\"_blank\" rel=\"noopener noreferrer\">Does Being Popular In High School Really Matter?\u003c/a> breaks down the bewildering concept of popularity and helps students understand what it REALLY means to be popular. Use this video to introduce SEL competencies by asking students to compare/contrast two key concepts in the video: status and likeability, and reflect on how aspects of their own identities (personal and social) impact their friendships. Use activities such as \u003ca href=\"https://drive.google.com/file/d/1iTHMhLy03-r_GtY4YPFchkYybbOfOnV7/view?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">anticipation/reaction charts\u003c/a> to ask students to confront situations of peer pressure and to recognize how their decision-making has consequences as a reflection on their own well-being, and impacts the entire community.\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/i6GHhqPMVZ4\" target=\"_blank\" rel=\"noopener noreferrer\">Is Your Social Status Making You Sick?\u003c/a> discusses how financial inequity and the comparison of social classes can have negative effects on physical health. This Above the Noise episode promotes self-management, social awareness and relationship skills. A powerful SEL activity to use with this episode would be student-led community-building circles. Students can be provided with talking points from the video, which they then use to facilitate a \u003ca href=\"http://www.centerforrestorativeprocess.com/community-building-with-circles.html\" target=\"_blank\" rel=\"noopener noreferrer\">restorative circle activity.\u003c/a>\u003c/p>\n\u003cp>Watching \u003ca href=\"https://youtu.be/dNmwvntMF5A\" target=\"_blank\" rel=\"noopener noreferrer\">Why Do Our Brains Love Fake News?\u003c/a> encourages viewers to “look in the mirror” and examine their own worldviews and beliefs. Decisions are oftentimes based on emotion more so than reason, and this episode helps develop students’ self awareness by examining their own cognitive bias when making media choices. A lesson idea to pair with this video would be for students to evaluate a piece of fake news with a \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/26/2016/12/Fake-news-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">quick writing activity\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/FQMwmBNNOnQ\" target=\"_blank\" rel=\"noopener noreferrer\">Can Procrastination Be A Good Thing?\u003c/a> Indeed it can, unless it becomes chronic. This episode reframes procrastination in a positive light, and offers students an empowered insight on time management. The pressure created from procrastination can actually increase creativity! Students can use \u003ca href=\"https://resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Pages/activities-for-metacognition.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">metacognitive skills\u003c/a> to reflect on their own self awareness and self-management.\u003c/p>\n\u003cp>When I think about using Above the Noise episodes in my ELA classroom, I’d pair SEL competencies with listening, speaking, reading and writing (LSRW) skills that empower student-centered learning. In addition to building SEL competencies through discussion, many Above the Noise episodes also share themes with popular novels. For example, \u003ca href=\"https://youtu.be/TGk_gOx8YTQ\" target=\"_blank\" rel=\"noopener noreferrer\">Does Being Popular In High School Really Matter?\u003c/a> pairs well with a thematic-based reading of popularity in the young adult novel “Stargirl” by Jerry Spinelli, or of a character study of Jay Gatsby in F. Scott Fitzgerald’s “The Great Gatsby.” The possibilities are endless. These videos could be integrated into any discipline to connect SEL competencies and media literacy with the content of your classroom.\u003c/p>\n\u003ch3>Additional Above the Noise Videos to Check Out:\u003c/h3>\n\u003cp>\u003cstrong>Self-awareness/Self-management\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/gHRgz7xLgcw\" target=\"_blank\" rel=\"noopener noreferrer\">Who Gets Imposter Syndrome and How Do You Deal With It\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/Bw_3Q6CRxGA\" target=\"_blank\" rel=\"noopener noreferrer\">Why Can’t You Get Up Early For School?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/fVALeerZpd4\" target=\"_blank\" rel=\"noopener noreferrer\">Screen Time: How Much Is Too Much For You?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/Kx3Q9Mu2Wic\" target=\"_blank\" rel=\"noopener noreferrer\">Survival Guide: How To Handle Family Stress\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Social awareness/Relationship Skills\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/9K-HyaAR2sk\" target=\"_blank\" rel=\"noopener noreferrer\">How Do Different Social Media Platforms Affect Your Mood\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/OwjuL4jNTNg\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean To Be Anti-racist?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/0fx8hN5JyZM\" target=\"_blank\" rel=\"noopener noreferrer\">Is The Internet Making You Meaner?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/LaRB-nbCKio\" target=\"_blank\" rel=\"noopener noreferrer\">How Can We Help Prevent Suicides?\u003c/a>\u003cbr>\n\u003ca href=\"https://youtu.be/YLggqoPEfJU\" target=\"_blank\" rel=\"noopener noreferrer\">Internet Trolls: Born That Way?\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Responsible Decision-Making\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/oFC-0FR2hko\" target=\"_blank\" rel=\"noopener noreferrer\">False Equivalence And Why It’s So Dangerous\u003c/a>\u003c/p>\n\u003ch3>Additional SEL Resources:\u003c/h3>\n\u003cp>\u003ca href=\"https://www.lifeskillstraining.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Botvin LifeSkills Training\u003c/a>\u003cbr>\n\u003ca href=\"https://schoolguide.casel.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The CASEL Guide to Schoolwide Social and Emotional Learning\u003c/a>\u003cbr>\n\u003ca href=\"https://schoolguide.casel.org/uploads/sites/2/2020/10/Strategies-for-Elevating-Student-Voice.docx\" target=\"_blank\" rel=\"noopener noreferrer\">Strategies for Elevating Student Voice (CASEL)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/SEL\" target=\"_blank\" rel=\"noopener noreferrer\">SEL in Digital Life Resource Center (Common Sense)\u003c/a>\u003cbr>\n\u003ca href=\"https://gtlcenter.org/technical-assistance/professional-learning-modules/social-and-emotional-learning-daily-life-classrooms\" target=\"_blank\" rel=\"noopener noreferrer\">Social and Emotional Learning in the Daily Life of Classrooms (GTL)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.leaderinme.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Leader in Me\u003c/a>\u003cbr>\n\u003ca href=\"https://ca.pbslearningmedia.org/collection/social-emotional-learning-the-arts-for-every-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">Social and Emotional Learning: The Arts for Every Classroom (PBS LearningMedia)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What’s in a name? That’s a loaded question when it comes to the names of public schools in the U.S., which are commonly named after historical figures. But what if the person your school is named after did something problematic: like owning slaves, being a eugenicist, or an advocate for segregation? Some students across the country are leading the charge to rename schools that are named after people who they think do not reflect the values they want in their school’s namesake. So in this video journalist and host, Myles Bess asks how do you decide if, when, and how to rename a school?\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/102?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What kinds of school names are most controversial? \u003c/strong>\u003c/p>\n\u003cp>There are basically two categories of names that tend to be the ones that people want to be removed from schools. The first, is the name of confederate leaders, like Stonewall Jackson, Robert E. Lee, Jefferson Davis, and the other category is much more general with figures that have some kind of problematic past. For example, other names on the school name chopping block include former slave owners like Thomas Jefferson and George Washington, people associated with the KKK, like Nathan Bedford Forrest, eugenicists like Lewis Madison Terman, segregationists like Woodrow Wilson– to name a few.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments FOR renaming schools named after people with problematic pasts? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For schools named after confederate leaders, the main arguments are basically that these figures represent slavery and white supremacy, and these names send the message to non-white students that they are inferior and are not welcome. Plus, the confederacy lost. And when it comes to other historical figures, the main arguments are that the problematic actions from a given figure outweigh their positive contributions; in other words, the bad outweighs the good. A school name basically honors and endorses the actions of the namesake, and proponents of name changes often argue that naming schools after people with problematic pasts undermines core values that schools should represent, such as integrity, equity, and kindness. If a school is named after someone who oppressed groups of people in the past, then that school name is not welcoming to all students– especially the ones who are members of the groups that were oppressed.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments AGAINST renaming schools?\u003c/strong>\u003c/p>\n\u003cp>Some opponents think that changing the name of a school is just an empty symbolic gesture that does nothing to actually combat real problems in education, and can end up costing a lot of money. Others feel that it’s unfair to judge historical figures by modern standards; slave owners or segregationists should be forgiven because that was the norm back then. And another major argument is more sentimental, in which school alumni feel a special attachment to their school name. If it was renamed, it would erase a part of their identity and history.\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.learningforjustice.org/magazine/summer-2015/name-changers\">Learning For Justice: Name Changers\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2021/02/11/learning/what-students-are-saying-about-renaming-schools-creative-expression-and-social-media-trends.html\">New York Times: What Students are Saying about Renaming Schools \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/us-news/debate-over-renaming-schools-remains-impassioned-almost-year-after-george-n1259849\">NBC News: Debate Over Renaming Schools Remains Impassioned Almost One Year After George Floyd’s Death \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kut.org/education/2018-02-26/here-are-arguments-for-and-against-changing-confederate-names-of-austin-schools\">KUT: Here are the Arguments for and against Changing Confederate Names of Austin Schools \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://eji.org/news/the-truth-about-confederate-named-schools/\">Equal Justice Institute: The Truth About Confederate Named Schools \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://facingtoday.facinghistory.org/how-one-student-is-removing-his-schools-ties-to-the-eugenics-movement\">Facing History: How One Student Is Removing His Schools Ties to the Eugenics Movement \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.splcenter.org/news/2021/05/17/changing-name-and-narrative-students-lead-movement-rename-schools-honoring-confederate\">Southern Poverty Law Center: Changing the Name and Narrative: Students Lead Movement to rename Schools Honoring Confederate Leaders\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What’s in a name? That’s a loaded question when it comes to the names of public schools in the U.S., which are commonly named after historical figures. But what if the person your school is named after did something problematic: like owning slaves, being a eugenicist, or an advocate for segregation? Some students across the country are leading the charge to rename schools that are named after people who they think do not reflect the values they want in their school’s namesake. So in this video journalist and host, Myles Bess asks how do you decide if, when, and how to rename a school?\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/102?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What kinds of school names are most controversial? \u003c/strong>\u003c/p>\n\u003cp>There are basically two categories of names that tend to be the ones that people want to be removed from schools. The first, is the name of confederate leaders, like Stonewall Jackson, Robert E. Lee, Jefferson Davis, and the other category is much more general with figures that have some kind of problematic past. For example, other names on the school name chopping block include former slave owners like Thomas Jefferson and George Washington, people associated with the KKK, like Nathan Bedford Forrest, eugenicists like Lewis Madison Terman, segregationists like Woodrow Wilson– to name a few.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments FOR renaming schools named after people with problematic pasts? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For schools named after confederate leaders, the main arguments are basically that these figures represent slavery and white supremacy, and these names send the message to non-white students that they are inferior and are not welcome. Plus, the confederacy lost. And when it comes to other historical figures, the main arguments are that the problematic actions from a given figure outweigh their positive contributions; in other words, the bad outweighs the good. A school name basically honors and endorses the actions of the namesake, and proponents of name changes often argue that naming schools after people with problematic pasts undermines core values that schools should represent, such as integrity, equity, and kindness. If a school is named after someone who oppressed groups of people in the past, then that school name is not welcoming to all students– especially the ones who are members of the groups that were oppressed.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments AGAINST renaming schools?\u003c/strong>\u003c/p>\n\u003cp>Some opponents think that changing the name of a school is just an empty symbolic gesture that does nothing to actually combat real problems in education, and can end up costing a lot of money. Others feel that it’s unfair to judge historical figures by modern standards; slave owners or segregationists should be forgiven because that was the norm back then. And another major argument is more sentimental, in which school alumni feel a special attachment to their school name. If it was renamed, it would erase a part of their identity and history.\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.learningforjustice.org/magazine/summer-2015/name-changers\">Learning For Justice: Name Changers\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2021/02/11/learning/what-students-are-saying-about-renaming-schools-creative-expression-and-social-media-trends.html\">New York Times: What Students are Saying about Renaming Schools \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/us-news/debate-over-renaming-schools-remains-impassioned-almost-year-after-george-n1259849\">NBC News: Debate Over Renaming Schools Remains Impassioned Almost One Year After George Floyd’s Death \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kut.org/education/2018-02-26/here-are-arguments-for-and-against-changing-confederate-names-of-austin-schools\">KUT: Here are the Arguments for and against Changing Confederate Names of Austin Schools \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://eji.org/news/the-truth-about-confederate-named-schools/\">Equal Justice Institute: The Truth About Confederate Named Schools \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://facingtoday.facinghistory.org/how-one-student-is-removing-his-schools-ties-to-the-eugenics-movement\">Facing History: How One Student Is Removing His Schools Ties to the Eugenics Movement \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.splcenter.org/news/2021/05/17/changing-name-and-narrative-students-lead-movement-rename-schools-honoring-confederate\">Southern Poverty Law Center: Changing the Name and Narrative: Students Lead Movement to rename Schools Honoring Confederate Leaders\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED is increasing equitable access to Youth Media Challenges with free WeVideo for School licenses.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education is partnering with WeVideo to bring student voices to authentic audiences. All teachers and students participating in KQED Youth Media Challenges will get a free 6-month \u003c/span>\u003ca href=\"https://www.wevideo.com/education/\">\u003cspan style=\"font-weight: 400\">WeVideo for Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> license through June 2022. WeVideo’s multimedia creation platform empowers students and teachers to explore video production in all grades, subjects and ability levels. Partnering with WeVideo increases equitable student access to digital video production tools. This collaboration makes it easier than ever for any student to record their unique ideas and perspectives–and share them with public media audiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My goal with the Youth Media Challenge was to help students to see that they can have a role in making changes in their community and practice creating different types of media. Some students decided to use WeVideo because of how flexible and easy the platform is to navigate. WeVideo is adaptable to any type of learner. Students made podcasts, photo stories, and videos!”\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">—Samantha McMillan, teacher at Herman (Leonard) Intermediate school in San Jose, CA\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Get involved!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges are standards-aligned media-making projects with a built in authentic audience. All student submissions are published on the Youth Media Showcase. Select student media submissions will also be broadcast by KQED and public media stations across the country. The seven available challenges span across content areas and each come with curricula and lesson plans for easy implementation. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\">Browse the Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see what students have already created. Then, \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\">sign up for Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to get your free WeVideo license and start making media with your students today!\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED is increasing equitable access to Youth Media Challenges with free WeVideo for School licenses.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education is partnering with WeVideo to bring student voices to authentic audiences. All teachers and students participating in KQED Youth Media Challenges will get a free 6-month \u003c/span>\u003ca href=\"https://www.wevideo.com/education/\">\u003cspan style=\"font-weight: 400\">WeVideo for Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> license through June 2022. WeVideo’s multimedia creation platform empowers students and teachers to explore video production in all grades, subjects and ability levels. Partnering with WeVideo increases equitable student access to digital video production tools. This collaboration makes it easier than ever for any student to record their unique ideas and perspectives–and share them with public media audiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My goal with the Youth Media Challenge was to help students to see that they can have a role in making changes in their community and practice creating different types of media. Some students decided to use WeVideo because of how flexible and easy the platform is to navigate. WeVideo is adaptable to any type of learner. Students made podcasts, photo stories, and videos!”\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">—Samantha McMillan, teacher at Herman (Leonard) Intermediate school in San Jose, CA\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Get involved!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges are standards-aligned media-making projects with a built in authentic audience. All student submissions are published on the Youth Media Showcase. Select student media submissions will also be broadcast by KQED and public media stations across the country. The seven available challenges span across content areas and each come with curricula and lesson plans for easy implementation. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\">Browse the Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see what students have already created. Then, \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\">sign up for Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to get your free WeVideo license and start making media with your students today!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Do you ever get that feeling that you just don’t belong? That you’re a fake who might be found at any minute? There’s a term for that — imposter syndrome. In this video, we explore why this feeling exists and what you can do to fight against it.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/101?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>So what, exactly, IS imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>Imposter syndrome is the persistent inability to believe that one’s success is deserved or has been legitimately achieved as a result of one’s own efforts or skills. But, it’s not its own, diagnosable condition. You won’t find it in the DSM, which covers all the different categories of mental health disorders. That’s because it’s usually thought of as a symptom of a larger problem like depression or anxiety. Because of this, mental health professionals actually prefer the term imposter phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Why and how do people feel like imposters?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Researchers call it the imposter cycle. You might successfully complete a project, but people with imposter syndrome push away any positive feedback they get. It wasn’t skill or talent or intelligence that created the success. It was over-the-top effort or sheer luck. That leads to self-doubt and feeling like a fake. And when it’s time to tackle the next project, the cycle starts all over again, trapping you in this feeling of being an imposter. And imposter syndrome can be a result of factors outside of the individual, too. Like being part of an under-represented group. For example, a woman in a male-dominated profession or the first person in their family to go to college. Feeling a sense of belonging helps with confidence, but if there aren’t people around who look like you or sound like you or have similar experiences, it can be easier to feel like you don’t belong.\u003c/p>\n\u003cp>\u003cstrong>How do you overcome imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>There is no silver bullet, but adopting a growth mindset can help. With a growth mindset, your beliefs about yourself aren’t stuck at a certain level forever. They can change and grow. Failure isn’t evidence that you’re not intelligent or talented. It’s an opportunity to learn and stretch your abilities. In the end, a person’s true potential is unknown. And that is kryptonite for imposter syndrome. Talking about imposter syndrome with others can help, too. Remember – feeling like a fraud requires you to think that you’re fundamentally different and not as good as the people around you. If those other people ALSO feel like an imposter sometimes, you might be less likely to feel like an imposter, too.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means\"> What Having a “Growth Mindset” Actually Means\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://impostorsyndrome.com/5-types-of-impostors/\">5 Types of Imposters\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://link.springer.com/article/10.1007/s11606-019-05364-1\">Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/1948550619882032\">Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2020.575024/full\">Contextualizing the Impostor “Syndrome” \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/pubs2018/2018421.pdf\">First-Generation Students: College Access, Persistence, and Postbachelor’s Outcomes \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you ever get that feeling that you just don’t belong? That you’re a fake who might be found at any minute? There’s a term for that — imposter syndrome. In this video, we explore why this feeling exists and what you can do to fight against it.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/101?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>So what, exactly, IS imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>Imposter syndrome is the persistent inability to believe that one’s success is deserved or has been legitimately achieved as a result of one’s own efforts or skills. But, it’s not its own, diagnosable condition. You won’t find it in the DSM, which covers all the different categories of mental health disorders. That’s because it’s usually thought of as a symptom of a larger problem like depression or anxiety. Because of this, mental health professionals actually prefer the term imposter phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Why and how do people feel like imposters?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Researchers call it the imposter cycle. You might successfully complete a project, but people with imposter syndrome push away any positive feedback they get. It wasn’t skill or talent or intelligence that created the success. It was over-the-top effort or sheer luck. That leads to self-doubt and feeling like a fake. And when it’s time to tackle the next project, the cycle starts all over again, trapping you in this feeling of being an imposter. And imposter syndrome can be a result of factors outside of the individual, too. Like being part of an under-represented group. For example, a woman in a male-dominated profession or the first person in their family to go to college. Feeling a sense of belonging helps with confidence, but if there aren’t people around who look like you or sound like you or have similar experiences, it can be easier to feel like you don’t belong.\u003c/p>\n\u003cp>\u003cstrong>How do you overcome imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>There is no silver bullet, but adopting a growth mindset can help. With a growth mindset, your beliefs about yourself aren’t stuck at a certain level forever. They can change and grow. Failure isn’t evidence that you’re not intelligent or talented. It’s an opportunity to learn and stretch your abilities. In the end, a person’s true potential is unknown. And that is kryptonite for imposter syndrome. Talking about imposter syndrome with others can help, too. Remember – feeling like a fraud requires you to think that you’re fundamentally different and not as good as the people around you. If those other people ALSO feel like an imposter sometimes, you might be less likely to feel like an imposter, too.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means\"> What Having a “Growth Mindset” Actually Means\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://impostorsyndrome.com/5-types-of-impostors/\">5 Types of Imposters\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://link.springer.com/article/10.1007/s11606-019-05364-1\">Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/1948550619882032\">Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2020.575024/full\">Contextualizing the Impostor “Syndrome” \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/pubs2018/2018421.pdf\">First-Generation Students: College Access, Persistence, and Postbachelor’s Outcomes \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Put Students in the Director’s Chair With 60-Second Science Documentaries",
"headTitle": "Put Students in the Director’s Chair With 60-Second Science Documentaries | KQED",
"content": "\u003cblockquote>\u003cp>Sign up for the \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">free workshop\u003c/a> to learn how to implement the challenge in your classroom!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">We ask student scientists to experiment, design, explore and observe as they build critical understanding of science concepts. KQED’s new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">Science Documentary Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students bring this learning to life by creating 60-90-second mini-documentaries showing how a science issue, concept or observation connects with their lives or community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Merek Chang, a high school biology and chemistry teacher at William Workman High School near Los Angeles, appreciated the flexibility of the Science Documentary challenge and the opportunities for his students to show off their media-making abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Sci Doc challenge was an eye-opening experience for me as an educator,” said Chang, who did the project remotely in a remedial chemistry class during summer school. “I was shocked by the ability many of my students have when it comes to creating and editing videos. Because the Science Documentary challenge does not limit students to a specific topic, students enjoyed having free rein on producing videos on topics that were of interest to them.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBlZGQxOWE2Zjk0NDY3Nzk1MTY5N2I0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535245 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png\" alt=\"Illustration of microwave and person hugging with heart\" width=\"188\" height=\"127\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959.png 477w\" sizes=\"(max-width: 188px) 100vw, 188px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MGQ2MmVkNzg0MjIxZTkzOGZmZTk1\">Watch this example\u003c/a> by Emely C. from Chang’s class, “How Powerful are Microwaves?” and find out if all microwaves are the same.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the school year starts, Chang plans to revisit the Science Documentary challenge, but tie it more closely to the Next Generation Science Standards, including connections to science and engineering practices. In this way, the Science Documentary youth media challenge connects to KQED’s other STEM challenge, \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering\">\u003cspan style=\"font-weight: 400\">Engineering for Good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Both challenges are great ways to assess student knowledge while helping them develop media literacy skills,” Chang said. “Students would raise awareness about a local issue with the Science Documentary Challenge, then design a prototype to address this issue through the Engineering for Good Challenge.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about jumping into the Science Documentary challenge? Merek recommends going through the process yourself by creating your own science documentary as an example for students. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Join Merek Chang and KQED staff to learn how to implement this challenge with your students and start your own exemplar science documentary at our two-part workshop on August 4 & 5 from 4-6pm PT. \u003c/span>\u003c/i>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">\u003ci>\u003cspan style=\"font-weight: 400\">Register here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You will build empathy for your students as you will get first-hand experience of the challenge and learning experiences that come with making a short video. You will also be able to better address issues as they arise,” Merek said. “The curriculum provides step by step activities to guide students through the video-making process, but it is still important to use digression and scaffold for your students when the need is there.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">See how Merek scaffolded the Science Documentary challenge for his students using a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j3_f-mQFa1fruwIAlBg00gIHY_gq03FGlup9SYmHgGs/copy\">\u003cspan style=\"font-weight: 400\">Science Documentary student notebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Get started by exploring the Science Documentary \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and some may be featured on KQED digital channels and in posts like this one! \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Sign up for the \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">free workshop\u003c/a> to learn how to implement the challenge in your classroom!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">We ask student scientists to experiment, design, explore and observe as they build critical understanding of science concepts. KQED’s new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">Science Documentary Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students bring this learning to life by creating 60-90-second mini-documentaries showing how a science issue, concept or observation connects with their lives or community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Merek Chang, a high school biology and chemistry teacher at William Workman High School near Los Angeles, appreciated the flexibility of the Science Documentary challenge and the opportunities for his students to show off their media-making abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Sci Doc challenge was an eye-opening experience for me as an educator,” said Chang, who did the project remotely in a remedial chemistry class during summer school. “I was shocked by the ability many of my students have when it comes to creating and editing videos. Because the Science Documentary challenge does not limit students to a specific topic, students enjoyed having free rein on producing videos on topics that were of interest to them.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBlZGQxOWE2Zjk0NDY3Nzk1MTY5N2I0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535245 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png\" alt=\"Illustration of microwave and person hugging with heart\" width=\"188\" height=\"127\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959.png 477w\" sizes=\"(max-width: 188px) 100vw, 188px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MGQ2MmVkNzg0MjIxZTkzOGZmZTk1\">Watch this example\u003c/a> by Emely C. from Chang’s class, “How Powerful are Microwaves?” and find out if all microwaves are the same.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the school year starts, Chang plans to revisit the Science Documentary challenge, but tie it more closely to the Next Generation Science Standards, including connections to science and engineering practices. In this way, the Science Documentary youth media challenge connects to KQED’s other STEM challenge, \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering\">\u003cspan style=\"font-weight: 400\">Engineering for Good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Both challenges are great ways to assess student knowledge while helping them develop media literacy skills,” Chang said. “Students would raise awareness about a local issue with the Science Documentary Challenge, then design a prototype to address this issue through the Engineering for Good Challenge.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about jumping into the Science Documentary challenge? Merek recommends going through the process yourself by creating your own science documentary as an example for students. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Join Merek Chang and KQED staff to learn how to implement this challenge with your students and start your own exemplar science documentary at our two-part workshop on August 4 & 5 from 4-6pm PT. \u003c/span>\u003c/i>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">\u003ci>\u003cspan style=\"font-weight: 400\">Register here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You will build empathy for your students as you will get first-hand experience of the challenge and learning experiences that come with making a short video. You will also be able to better address issues as they arise,” Merek said. “The curriculum provides step by step activities to guide students through the video-making process, but it is still important to use digression and scaffold for your students when the need is there.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">See how Merek scaffolded the Science Documentary challenge for his students using a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j3_f-mQFa1fruwIAlBg00gIHY_gq03FGlup9SYmHgGs/copy\">\u003cspan style=\"font-weight: 400\">Science Documentary student notebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Get started by exploring the Science Documentary \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and some may be featured on KQED digital channels and in posts like this one! \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As we head back into school buildings after 16 months of pandemic-induced disruption, how will you center your students’ voices and experiences as they reconnect with school? KQED’s newest Youth Media Challenge \u003c/span>\u003ca style=\"font-size: 16px\" href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan>Rethink School With MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to reflect on their experience and then create an audio or video commentary on the question: \u003c/span>\u003c/p>\n\u003cp>\u003cb>Now that things are getting back to “normal,” should they? What do you want to change (or stay the same) about school?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Rachel Collay, a high school English teacher in Mesa, Arizona, the time is right for students to reflect and share what the past year has taught them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we start this school year, I want to really engage in a conversation (vocal, artistic, written, etc) with students to decide how we transition from our reality last year to a reimagining of what the future can be,” Collay said. “For years, we knew that we needed to reimagine education for a new century, and this school year is the perfect time to innovate with students leading the way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re excited to partner with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift\">\u003cspan style=\"font-weight: 400\">MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s award-winning future of learning podcast. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ki Sung, senior editor of MindShift, thinks this challenge is vital right now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are more than capable of reimagining the school experience after everything they went through because of the pandemic. We must listen to our students and do our best to meet their needs.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Submissions are open through June 2022. \u003c/span>\u003cspan style=\"font-weight: 400\">All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003cb>s\u003c/b>\u003cb>tudent pieces received before October 15 will be considered for broadcast on the MindShift podcast in November!\u003c/b>\u003cspan style=\"font-weight: 400\"> Use our standards-aligned \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/school\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to guide students from brainstorming to submission. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As we head back into school buildings after 16 months of pandemic-induced disruption, how will you center your students’ voices and experiences as they reconnect with school? KQED’s newest Youth Media Challenge \u003c/span>\u003ca style=\"font-size: 16px\" href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan>Rethink School With MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to reflect on their experience and then create an audio or video commentary on the question: \u003c/span>\u003c/p>\n\u003cp>\u003cb>Now that things are getting back to “normal,” should they? What do you want to change (or stay the same) about school?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Rachel Collay, a high school English teacher in Mesa, Arizona, the time is right for students to reflect and share what the past year has taught them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we start this school year, I want to really engage in a conversation (vocal, artistic, written, etc) with students to decide how we transition from our reality last year to a reimagining of what the future can be,” Collay said. “For years, we knew that we needed to reimagine education for a new century, and this school year is the perfect time to innovate with students leading the way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re excited to partner with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift\">\u003cspan style=\"font-weight: 400\">MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s award-winning future of learning podcast. \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\">Ki Sung, senior editor of MindShift, thinks this challenge is vital right now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are more than capable of reimagining the school experience after everything they went through because of the pandemic. We must listen to our students and do our best to meet their needs.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Submissions are open through June 2022. \u003c/span>\u003cspan style=\"font-weight: 400\">All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003cb>s\u003c/b>\u003cb>tudent pieces received before October 15 will be considered for broadcast on the MindShift podcast in November!\u003c/b>\u003cspan style=\"font-weight: 400\"> Use our standards-aligned \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/school\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to guide students from brainstorming to submission. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Trans Girls Be Allowed To Play Girls' Sports?",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This year in 2021 alone, over 20 states have introduced bills that would ban transgender girls from competing in girls’ sports in middle and high school–some bans even apply to elementary school and college. These bills are controversial and sparking debate. So in this video from \u003cem>Above the Noise\u003c/em>, we are asking, what’s the debate about trans girls in sports all about?\u003c/span>\u003c/p>\n\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1EMjFarvcuwPnUfub_c4f3aXGYHiq3lv1iqjj6lkymAY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1TrLuvY3hkbxVoaagYmPHQwLq_ARKPm3uIm3pHCuhPdA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1dfT3No2FIHsvoQePN7BvYh6_TmMANMbomG6tGFUOn-4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1zOt5VqYgTPU1c2QpXsv2kvxyMfCS7a8g4DZeoghPoQw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for banning transgender girls from girls’ sports?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate is centered around the idea that if a trans girl was assigned male at birth, they have a physical advantage over girls who aren’t trans, and therefore competing in girls’ sports would be unfair. Supporters of this legislation argue that schools and sports teams should have these bans to keep the playing field level, otherwise trans girls would come in and dominate the sport, or take away opportunities for cis girls. With names like, “Fairness in Women’s Sports Act” or “Save Girls Sports Act,” these bills are often backed by conservative & religious legal groups, like Alliance Defending Freedom–which has a track record of pushing anti-LGBTQ policies.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments against the bills banning transgender girls from girls’ sports?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opponents of these bills argue that they don’t do anything to make girls’ sports fairer. Instead, what they do is marginalize, exclude and hurt trans youth— who are already vulnerable and more at risk for being bullied. They say that the bills are anti-trans and are trying to solve a problem that just doesn’t exist. If lawmakers were really concerned about addressing problems in women’s sports, they would tackle things like lack of resources and funding for women’s sports, sexual harassment, and lack of media attention.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Do transgender girls have a physical advantage compared to cisgender girls?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s generally accepted that males can perform 10-12% better than women in any given sport, and this advantage is largely attributed to testosterone. There’s evidence that those physical advantages decrease for trans girls who have been suppressing testosterone. The extent to which those advantages decrease can vary based on how long a person has been on hormone therapy, and if they began treatment before or after puberty. But this is an emerging field and there is not a ton of research on how puberty blockers and other hormone therapies affect physical performance. It’s also possible for cis girls to have more impressive size and strength than trans girls. In short, there’s not a one size fits all answer.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>RESOURCES FOR TRANSGENDER YOUTH\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online Community: \u003ca href=\"https://lounge.genderspectrum.org/\">Gender Spectrum Lounge\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://itgetsbetter.org/blog/initiatives/resources-for-trans-gnc-and-intersex-youth/\">It Gets Better\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://transgenderlawcenter.org/resources/youth\">\u003cspan style=\"font-weight: 400\">Transgender Law Center\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://freedomforallamericans.org/legislative-tracker/student-athletics/\">\u003cspan style=\"font-weight: 400\">Freedom for All Americans- Legislative Tracker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\">How\u003c/a>\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\"> Some States Are Moving to Restrict Transgender Women in Sports\u003c/a> (NY Times)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.vox.com/identities/22334014/trans-athletes-bills-explained\">The Massive Republican Push to Ban Trans Athletes Explained\u003c/a> (Vox)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.washingtonpost.com/opinions/2021/03/28/megan-rapinoe-transgender-kids-sports-ban/\">Opinion by Megan Rapinoe\u003c/a> (Washington Post)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsnationnow.com/us-news/west/caitlyn-jenner-says-transgender-girls-in-womens-sports-is-unfair/\">Caitlyn Jenner Says Transgender Girls in Women’s Sports ‘is unfair’\u003c/a> (News Nation) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsweek.com/transgender-threat-womens-sports-opinion-1540418\">The Transgender Threat to Women’s Sports\u003c/a> (Newsweek)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.scientificamerican.com/article/trans-girls-belong-on-girls-sports-teams/\">Trans Girls Belong on Girls’ Teams\u003c/a> (Scientific American)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.hsph.harvard.edu/news/hsph-in-the-news/transgender-youth-at-risk-for-depression-suicide/\">Transgender Youth at Risk for Depression, Suicide\u003c/a> (Harvard)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://bjsm.bmj.com/content/55/11/577.full?ijkey=yjlCzZVZFRDZzHz&keytype=ref\">Effect of Hormones on Athletic Performance\u003c/a> (British Journal of Sports Medicine)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5357259/\">Literature Review: Sports and Transgender People\u003c/a> (Sports Medicine)\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This year in 2021 alone, over 20 states have introduced bills that would ban transgender girls from competing in girls’ sports in middle and high school–some bans even apply to elementary school and college. These bills are controversial and sparking debate. So in this video from \u003cem>Above the Noise\u003c/em>, we are asking, what’s the debate about trans girls in sports all about?\u003c/span>\u003c/p>\n\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1EMjFarvcuwPnUfub_c4f3aXGYHiq3lv1iqjj6lkymAY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1TrLuvY3hkbxVoaagYmPHQwLq_ARKPm3uIm3pHCuhPdA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1dfT3No2FIHsvoQePN7BvYh6_TmMANMbomG6tGFUOn-4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1zOt5VqYgTPU1c2QpXsv2kvxyMfCS7a8g4DZeoghPoQw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for banning transgender girls from girls’ sports?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate is centered around the idea that if a trans girl was assigned male at birth, they have a physical advantage over girls who aren’t trans, and therefore competing in girls’ sports would be unfair. Supporters of this legislation argue that schools and sports teams should have these bans to keep the playing field level, otherwise trans girls would come in and dominate the sport, or take away opportunities for cis girls. With names like, “Fairness in Women’s Sports Act” or “Save Girls Sports Act,” these bills are often backed by conservative & religious legal groups, like Alliance Defending Freedom–which has a track record of pushing anti-LGBTQ policies.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments against the bills banning transgender girls from girls’ sports?\u003c/strong>\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\">Opponents of these bills argue that they don’t do anything to make girls’ sports fairer. Instead, what they do is marginalize, exclude and hurt trans youth— who are already vulnerable and more at risk for being bullied. They say that the bills are anti-trans and are trying to solve a problem that just doesn’t exist. If lawmakers were really concerned about addressing problems in women’s sports, they would tackle things like lack of resources and funding for women’s sports, sexual harassment, and lack of media attention.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Do transgender girls have a physical advantage compared to cisgender girls?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s generally accepted that males can perform 10-12% better than women in any given sport, and this advantage is largely attributed to testosterone. There’s evidence that those physical advantages decrease for trans girls who have been suppressing testosterone. The extent to which those advantages decrease can vary based on how long a person has been on hormone therapy, and if they began treatment before or after puberty. But this is an emerging field and there is not a ton of research on how puberty blockers and other hormone therapies affect physical performance. It’s also possible for cis girls to have more impressive size and strength than trans girls. In short, there’s not a one size fits all answer.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>RESOURCES FOR TRANSGENDER YOUTH\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online Community: \u003ca href=\"https://lounge.genderspectrum.org/\">Gender Spectrum Lounge\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://itgetsbetter.org/blog/initiatives/resources-for-trans-gnc-and-intersex-youth/\">It Gets Better\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://transgenderlawcenter.org/resources/youth\">\u003cspan style=\"font-weight: 400\">Transgender Law Center\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://freedomforallamericans.org/legislative-tracker/student-athletics/\">\u003cspan style=\"font-weight: 400\">Freedom for All Americans- Legislative Tracker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\">How\u003c/a>\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\"> Some States Are Moving to Restrict Transgender Women in Sports\u003c/a> (NY Times)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.vox.com/identities/22334014/trans-athletes-bills-explained\">The Massive Republican Push to Ban Trans Athletes Explained\u003c/a> (Vox)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.washingtonpost.com/opinions/2021/03/28/megan-rapinoe-transgender-kids-sports-ban/\">Opinion by Megan Rapinoe\u003c/a> (Washington Post)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsnationnow.com/us-news/west/caitlyn-jenner-says-transgender-girls-in-womens-sports-is-unfair/\">Caitlyn Jenner Says Transgender Girls in Women’s Sports ‘is unfair’\u003c/a> (News Nation) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsweek.com/transgender-threat-womens-sports-opinion-1540418\">The Transgender Threat to Women’s Sports\u003c/a> (Newsweek)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.scientificamerican.com/article/trans-girls-belong-on-girls-sports-teams/\">Trans Girls Belong on Girls’ Teams\u003c/a> (Scientific American)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.hsph.harvard.edu/news/hsph-in-the-news/transgender-youth-at-risk-for-depression-suicide/\">Transgender Youth at Risk for Depression, Suicide\u003c/a> (Harvard)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://bjsm.bmj.com/content/55/11/577.full?ijkey=yjlCzZVZFRDZzHz&keytype=ref\">Effect of Hormones on Athletic Performance\u003c/a> (British Journal of Sports Medicine)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5357259/\">Literature Review: Sports and Transgender People\u003c/a> (Sports Medicine)\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">A year at home has given students a lot of time to think. Through \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cspan style=\"font-weight: 400\">KQED’s Podcasting With The California Report Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they got to speak their mind and practice audio storytelling. Using layered sounds to bring listeners in, they dove into topics that appealed to broad audiences and exposed them to new information. The result was youth-produced content that centered around what matters most to them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Missed out submitting for this year’s showcase? Don’t worry, \u003c/span>\u003cb>this challenge will be back in the fall! \u003c/b>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZUuce6prz8sGtVShUCHRlHV_Xwt5cCcoEEj\">\u003cspan style=\"font-weight: 400\">Come to our free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with PBS Student Reporting Labs on August 10 and 12 to learn how to implement this challenge in your classroom. For more media-making projects to engage your students across a spectrum of topics, check out all of KQED’s\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\"> Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Get Inspired\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out some of the highlights from this year’s entries and\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\"> browse the entire showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MDY3ZDFkMGVkZGM0NWI1NmI4OTBh\">Woodside Students Entering the Trades \u003c/a>\u003c/p>\n\u003cp>Many students feel as if they’re expected to attend a 4-year university after graduation, but some have realized pursuing a career in skilled trades is the route for them. John B. and Jack F. of Woodside High School hear from students who have decided to follow this path of their choice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5YWQyMDUyODZmMWUwMWRiZjFjMzVj\">Kids in America\u003c/a>\u003c/p>\n\u003cp>Marguerite M. of Novato High School speaks with classmates on the hardships the COVID-19 pandemic has placed on teens as school has shifted online and they’ve lost valuable time usually spent on building friendships.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhODJhZTljMmE1MmQ1YmM5NWY3YTQ3\">Hispanic Household and Society: Toxic Masculinity\u003c/a>\u003c/p>\n\u003cp>In their conversation, Maria M. and Alondra A. of Elizabeth High School – Frank J Cicarell Academy speak from their own experiences with machismo in Latino culture and include an analysis of their own generation.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEwYTg1NTAzZDc2MjVjMWY0MjQ3\">Why Do We Dream?\u003c/a>\u003c/p>\n\u003cp>Trey C. of Black River Falls High School answers a common question in his podcast by addressing factors that impact sleep.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEzMjU1NTAzZDc2MjVjMWY0MjQ5\">How Social Media Impacts Body Image\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I chose this podcast topic because it is something that I feel has greatly impacted my life and I wanted to look more into how it impacted others,” says Olivia R. of Black River Falls High School. Her podcast dives into the impacts of social media on young people, speaking directly with friends on their own experiences. Reflecting on her podcast, she added, “Throughout the process of recording and editing my podcast, I learned a ton about the process of different ways that podcasts can be created.“ \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cspan style=\"font-weight: 400\">Podcasting With The California Report \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">challenge\u003c/span> \u003cspan style=\"font-weight: 400\">is the perfect opportunity for middle and high school students to create a short audio documentary. 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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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