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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As the managing editor of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I am lucky to get to hear about amazing classroom media projects on a regular basis. As more of our readers join our ranks as writers, I’ve been awed by the vast diversity of projects, skills, tools and classrooms that are using digital media to elevate student voice and engage students’ creativity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over this past month, I have also been inspired by the celebration of diversity involved in Women’s History Month. As March comes to a close, I want to take a minute to celebrate some of the many innovative female educators that share their stories with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are five of my top picks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/01/04/5-effective-strategies-for-the-inclusive-classroom/\">\u003cb>5 Effective Strategies for the Inclusive Classroom\u003c/b>\u003c/a>\u003cb>, by Kristin Vogel\u003cbr>\n\u003c/b>This is a reader favorite: our most popular blog post of all time! This post covers strategies for supporting students with special needs, including incorporating universal design for learning (UDL) principles, which are important for making any media project inclusive.\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2019/02/07/collaborating-with-kindergarteners-made-my-high-school-students-better-writers/\">\u003cb>Collaborating with Kindergarteners Made My High School Students Better Writers\u003c/b>\u003c/a>\u003cb>, by Samantha Paoletti\u003cbr>\n\u003c/b>Samantha’s personable writing style will make you laugh and will tug on your heartstrings, too. I love hearing stories about collaboration between educators and between students, especially across grade levels and school sites. Samantha’s media project engaged students who were struggling with their reading and writing skills. Like in Kristin’s post listed above, providing the right opportunity and resources allowed Samantha’s students to build their skills and shine!\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/23/watch-think-write-and-other-proven-strategies-for-using-video-in-the-classroom/\">\u003cb>‘Watch-Think-Write’ and Other Proven Strategies for Using Video in the Classroom\u003c/b>\u003c/a>\u003cb>, by \u003c/b>\u003cb>Mariana Garcia-Serrato\u003cbr>\n\u003c/b>This is another of our most popular posts. Mariana shares useful, practical tips for engaging students with video and strengthening students’ active viewing skills. And take it from me, Mariana really knows her stuff—Mariana is a \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a> and \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\">KQED Media Literacy Innovator\u003c/a> with years of experience incorporating all kinds of media projects in her classroom.\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2019/03/07/using-multimedia-profiles-to-tell-immigrant-stories/\">\u003cb>Using Multimedia Profiles to Tell Immigrant Stories\u003c/b>\u003c/a>\u003cb>, by Jolivette Mecenas\u003cbr>\n\u003c/b>Jolivette used \u003ca href=\"https://www.kqed.org/news/11299596/three-refugees-three-journeys-to-california\">a story\u003c/a> from KQED’s \u003ca href=\"https://www.kqed.org/news/program/the-california-report\">California Report\u003c/a> as a model for her students to practice listening skills, strengthen their narrative storytelling, learn about interviewing and connect with their community. The student work included in this post is top notch!\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2018/11/29/how-blog-writing-leads-to-better-essay-writing/\">\u003cb>How Blog Writing Leads to Better Essay Writing\u003c/b>\u003c/a>\u003cb>, by Stacey Cler\u003cbr>\n\u003c/b>One of the great things about teaching media literacy skills is how they can connect with and extend traditional literacy skills. Like Samantha’s post above, Stacey focuses on how writing using a digital media format helped strengthen her students’ overall writing skills. Stacey is another \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a>, and a frequent superstar in \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> courses and bootcamps. Look out for a new post from her coming soon about using audio storytelling to improve students’ narrative writing and speaking skills!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">I hope these amazing female educators inspire you as much as they inspire me! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Looking for more inspiration?\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Check out another list of great blog posts from one of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> editors: \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/12/28/teachers-who-blog-the-20-best-of-2017/\">\u003cspan style=\"font-weight: 400\">Teachers Who Blog, The 20 Best of 2017\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Join our community of writers!\u003cbr>\n\u003c/b>Read more about how to submit a blog post idea \u003ca href=\"https://ww2.kqed.org/education/write-for-in-the-classroom/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Develop your own media-making skills.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Want to bring media projects to your classroom, but not sure how? 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And take it from me, Mariana really knows her stuff—Mariana is a \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a> and \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\">KQED Media Literacy Innovator\u003c/a> with years of experience incorporating all kinds of media projects in her classroom.\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2019/03/07/using-multimedia-profiles-to-tell-immigrant-stories/\">\u003cb>Using Multimedia Profiles to Tell Immigrant Stories\u003c/b>\u003c/a>\u003cb>, by Jolivette Mecenas\u003cbr>\n\u003c/b>Jolivette used \u003ca href=\"https://www.kqed.org/news/11299596/three-refugees-three-journeys-to-california\">a story\u003c/a> from KQED’s \u003ca href=\"https://www.kqed.org/news/program/the-california-report\">California Report\u003c/a> as a model for her students to practice listening skills, strengthen their narrative storytelling, learn about interviewing and connect with their community. The student work included in this post is top notch!\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2018/11/29/how-blog-writing-leads-to-better-essay-writing/\">\u003cb>How Blog Writing Leads to Better Essay Writing\u003c/b>\u003c/a>\u003cb>, by Stacey Cler\u003cbr>\n\u003c/b>One of the great things about teaching media literacy skills is how they can connect with and extend traditional literacy skills. Like Samantha’s post above, Stacey focuses on how writing using a digital media format helped strengthen her students’ overall writing skills. Stacey is another \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a>, and a frequent superstar in \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> courses and bootcamps. Look out for a new post from her coming soon about using audio storytelling to improve students’ narrative writing and speaking skills!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">I hope these amazing female educators inspire you as much as they inspire me! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Looking for more inspiration?\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Check out another list of great blog posts from one of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> editors: \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/12/28/teachers-who-blog-the-20-best-of-2017/\">\u003cspan style=\"font-weight: 400\">Teachers Who Blog, The 20 Best of 2017\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Join our community of writers!\u003cbr>\n\u003c/b>Read more about how to submit a blog post idea \u003ca href=\"https://ww2.kqed.org/education/write-for-in-the-classroom/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Develop your own media-making skills.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Want to bring media projects to your classroom, but not sure how? Take one of our media literacy courses on \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>College costs are insane these days. It’s getting to the point where unless your last name is Bezos or Zuckerberg, a college education kinda feels like a pipe dream. One answer is FREE COLLEGE paid for by the government, which many liberals and even some conservatives are getting behind. But, “free” college really isn’t free. That money has to come from somewhere. Is free college really as good as it sounds?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: 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 class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=ZeThhqpZ9oI&redir_token=hGDJTs4WS9BdyOyDkOyM6Xv3b5F8MTU1MzM3MjIwMkAxNTUzMjg1ODAy&event=video_description&q=https%3A%2F%2Flearn.kqed.org%2Ftopics%2F25\" target=\"_blank\" rel=\"nofollow noopener\">https://learn.kqed.org/topics/25\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Compared to just 30 years ago, students are now paying 129% more at private colleges and 213% more at public colleges. And the cost increase isn’t stopping anytime soon, due to increased demand, more available financial aid, and a lack of state funding. To pay for it all, most students have to take out loans. It’s become the largest form of personal debt in the country—larger than credit card debt and car loans! States like California, Oregon, and Tennessee are all beginning to experiment with some version of a free college program.\u003c/p>\n\u003cp>Supporters say that this kind of access to higher education helps the economy, strengthens our democracy and is critical to the health and success of future generations. But opponents of free college worry it will be too expensive to maintain, will increase taxes, and might persuade students who aren’t college ready to enroll but who then don’t make it all the way through to graduation, which would increase the already high college dropout rates.\u003c/p>\n\u003cp>\u003cstrong>How much more expensive is college now compared to 30 years ago?\u003c/strong>\u003c/p>\n\u003cp>The average cost of tuition and fees for the 2017-2018 school year was about $10,000 at public colleges and $35,000 at private colleges. That’s just ONE year of college! It wasn’t always like that. In 1987, in today’s dollars, a year at a public college cost around $3,200. At a private college, it was around $15,000. That means today, only 30 years later, students are paying 129 percent MORE at private colleges and 213 percent more at public colleges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How much debt do students end up graduation with, on average?\u003c/strong>\u003c/p>\n\u003cp>Students who borrow end up graduating with an average of $34,000 in student loans. That’s up from $20,000 just 10 years ago. Graduating with all that debt means you’re less likely to buy a house or a car and you’re more likely to live at home with your parents.\u003c/p>\n\u003cp>\u003cstrong>SOURCES: \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://studentloanhero.com/featured/millennials-have-better-worse-than-generations-past/\">College Tuition Rates Over Time\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.epi.org/files/pdf/122078.pdf\">The State of American Wages\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.forbes.com/sites/richardvedder/2018/04/12/the-free-tuition-craze-now-new-jersey/#325f01631b2a\">The Case Against Free College\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/04/04/522456671/a-new-look-at-the-lasting-consequences-of-student-debt\">A New Look At The Lasting Consequences Of Student Debt\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.newyorkfed.org/press/pressbriefings/household-borrowing-student-loans-homeownership\">Household Borrowing, Student Debt Trends and Homeownership\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>College costs are insane these days. It’s getting to the point where unless your last name is Bezos or Zuckerberg, a college education kinda feels like a pipe dream. One answer is FREE COLLEGE paid for by the government, which many liberals and even some conservatives are getting behind. But, “free” college really isn’t free. That money has to come from somewhere. Is free college really as good as it sounds?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: 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 class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=ZeThhqpZ9oI&redir_token=hGDJTs4WS9BdyOyDkOyM6Xv3b5F8MTU1MzM3MjIwMkAxNTUzMjg1ODAy&event=video_description&q=https%3A%2F%2Flearn.kqed.org%2Ftopics%2F25\" target=\"_blank\" rel=\"nofollow noopener\">https://learn.kqed.org/topics/25\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Compared to just 30 years ago, students are now paying 129% more at private colleges and 213% more at public colleges. And the cost increase isn’t stopping anytime soon, due to increased demand, more available financial aid, and a lack of state funding. To pay for it all, most students have to take out loans. It’s become the largest form of personal debt in the country—larger than credit card debt and car loans! States like California, Oregon, and Tennessee are all beginning to experiment with some version of a free college program.\u003c/p>\n\u003cp>Supporters say that this kind of access to higher education helps the economy, strengthens our democracy and is critical to the health and success of future generations. But opponents of free college worry it will be too expensive to maintain, will increase taxes, and might persuade students who aren’t college ready to enroll but who then don’t make it all the way through to graduation, which would increase the already high college dropout rates.\u003c/p>\n\u003cp>\u003cstrong>How much more expensive is college now compared to 30 years ago?\u003c/strong>\u003c/p>\n\u003cp>The average cost of tuition and fees for the 2017-2018 school year was about $10,000 at public colleges and $35,000 at private colleges. That’s just ONE year of college! It wasn’t always like that. In 1987, in today’s dollars, a year at a public college cost around $3,200. At a private college, it was around $15,000. That means today, only 30 years later, students are paying 129 percent MORE at private colleges and 213 percent more at public colleges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>No one wants to talk about it, but suicide is a leading cause of death among teens. The good news is, schools are uniquely positioned to help. Student reporters from PBS NewsHour Student Reporting Labs investigate what schools can do.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: 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. https://learn.kqed.org/topics/24\u003c/p>\u003c/blockquote>\n\u003cp>If you or anyone you know is experiencing suicidal thoughts or feelings right now, call the suicide prevention hotline: 1-800-273-TALK, that’s 1-800-273-8255. If you don’t want to talk to someone, you can text 741741, anonymously, and a counselor will come to your aide, whether or not you are currently in a crisis.\u003c/p>\n\u003cp>\u003cstrong>What programs help prevent teen suicide?\u003c/strong>\u003c/p>\n\u003cp>This toolkit: \u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=LaRB-nbCKio&redir_token=-IfPZ0UicKTQdjJvztT90f697fF8MTU1MzM3MTI4MEAxNTUzMjg0ODgw&event=video_description&q=https%3A%2F%2Fstore.samhsa.gov%2Fsystem%2Ffiles%2Fsma12-4669.pdf\" target=\"_blank\" rel=\"nofollow noopener\">https://store.samhsa.gov/system/files…\u003c/a> provides research based recommendations for how schools can implement comprehensive suicide prevention programs.\u003c/p>\n\u003cp>\u003cstrong>What is Sources of Strength?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sources of Strength is an evidence-based suicide prevention program that uses adult advisors and peer leaders to support students’ mental health. It’s a suicide prevention program that focuses on building strength, support, and hope to help students navigate the complexities of life.\u003c/p>\n\u003cp>\u003cstrong>What role can peer leaders play in suicide prevention?\u003c/strong>\u003c/p>\n\u003cp>Sources of Strength trains peer leaders to look out for signs that a fellow student might be struggling, and provides training on talking with students about issues they may be facing. Peer leaders are also trained in identifying when it’s appropriate to alert a trusted adult about a problem.\u003c/p>\n\u003cp>\u003cstrong>SOURCES: \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://static1.squarespace.com/static/599d959cb8a79b775bacaec1/t/5a70b88c9140b7bbe7f17146/1517336723785/suicide+article-+schools.pdf\">School‑Based Suicide Prevention: A Framework for Evidence‑Based Practice\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://suicidepreventionlifeline.org/\">Suicide Prevention Lifeline\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://store.samhsa.gov/system/files/sma12-4669.pdf\">Substance Abuse and Mental Health Services Administration’: Preventing Suicides a Toolkit for Highschools\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://jasonfoundation.com/youth-suicide/facts-stats/\">The Jason Foundation: Facts and Stats\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pdf\">CDC: Youth Risk Behavior Surveillance\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sprc.org/keys-success/evidence-based-prevention\">Suicide Prevention Resource Center: Evidence Based Prevention\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/teenage-suicide-prevention-screening-programs\">Edutopia: Suicide Prevention Can Start in School\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/health-shots/2018/10/23/658834805/how-one-colorado-town-is-tackling-suicide-prevention-starting-with-the-kids\">NPR: How one Colorado town is tackling suicide prevention starting with the kids\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/injury/images/lc-charts/leading_causes_of_death_by_age_group_2017_1100w850h.jpg\">CDC: Causes of Death by Age Group\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>No one wants to talk about it, but suicide is a leading cause of death among teens. The good news is, schools are uniquely positioned to help. Student reporters from PBS NewsHour Student Reporting Labs investigate what schools can do.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: 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. https://learn.kqed.org/topics/24\u003c/p>\u003c/blockquote>\n\u003cp>If you or anyone you know is experiencing suicidal thoughts or feelings right now, call the suicide prevention hotline: 1-800-273-TALK, that’s 1-800-273-8255. If you don’t want to talk to someone, you can text 741741, anonymously, and a counselor will come to your aide, whether or not you are currently in a crisis.\u003c/p>\n\u003cp>\u003cstrong>What programs help prevent teen suicide?\u003c/strong>\u003c/p>\n\u003cp>This toolkit: \u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=LaRB-nbCKio&redir_token=-IfPZ0UicKTQdjJvztT90f697fF8MTU1MzM3MTI4MEAxNTUzMjg0ODgw&event=video_description&q=https%3A%2F%2Fstore.samhsa.gov%2Fsystem%2Ffiles%2Fsma12-4669.pdf\" target=\"_blank\" rel=\"nofollow noopener\">https://store.samhsa.gov/system/files…\u003c/a> provides research based recommendations for how schools can implement comprehensive suicide prevention programs.\u003c/p>\n\u003cp>\u003cstrong>What is Sources of Strength?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sources of Strength is an evidence-based suicide prevention program that uses adult advisors and peer leaders to support students’ mental health. It’s a suicide prevention program that focuses on building strength, support, and hope to help students navigate the complexities of life.\u003c/p>\n\u003cp>\u003cstrong>What role can peer leaders play in suicide prevention?\u003c/strong>\u003c/p>\n\u003cp>Sources of Strength trains peer leaders to look out for signs that a fellow student might be struggling, and provides training on talking with students about issues they may be facing. Peer leaders are also trained in identifying when it’s appropriate to alert a trusted adult about a problem.\u003c/p>\n\u003cp>\u003cstrong>SOURCES: \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://static1.squarespace.com/static/599d959cb8a79b775bacaec1/t/5a70b88c9140b7bbe7f17146/1517336723785/suicide+article-+schools.pdf\">School‑Based Suicide Prevention: A Framework for Evidence‑Based Practice\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://suicidepreventionlifeline.org/\">Suicide Prevention Lifeline\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://store.samhsa.gov/system/files/sma12-4669.pdf\">Substance Abuse and Mental Health Services Administration’: Preventing Suicides a Toolkit for Highschools\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://jasonfoundation.com/youth-suicide/facts-stats/\">The Jason Foundation: Facts and Stats\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pdf\">CDC: Youth Risk Behavior Surveillance\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sprc.org/keys-success/evidence-based-prevention\">Suicide Prevention Resource Center: Evidence Based Prevention\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/teenage-suicide-prevention-screening-programs\">Edutopia: Suicide Prevention Can Start in School\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/health-shots/2018/10/23/658834805/how-one-colorado-town-is-tackling-suicide-prevention-starting-with-the-kids\">NPR: How one Colorado town is tackling suicide prevention starting with the kids\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/injury/images/lc-charts/leading_causes_of_death_by_age_group_2017_1100w850h.jpg\">CDC: Causes of Death by Age Group\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Suspensions have some unintended consequences. They disproportionately target minorities, and some students who get suspended are more likely to repeat a grade, drop out of school, and become involved in the criminal justice system. But suspensions are viewed by some as a necessary tool to keep schools safe. It may not be great for the suspended student, but they say it’s more important to keep everyone ELSE at the school safe. Should suspensions be suspended?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: 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 class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=_0JvjTeYKDc&redir_token=d73eLZ7J25901T2eGqBbmlAxV8t8MTU1MzM3MDE1N0AxNTUzMjgzNzU3&q=https%3A%2F%2Flearn.kqed.org%2Ftopics%2F23&event=video_description\" target=\"_blank\" rel=\"nofollow noopener\">https://learn.kqed.org/topics/23\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>According to a 2018 government report, schools have a discrimination problem when it comes to discipline. Black students get disciplined more harshly AND more often than their white classmates for the same kind of misbehavior. That’s why over the last few years, more than HALF of U.S. states have passed laws to REDUCE suspensions. Many are replacing out-of-school suspensions with in-school suspensions. Other schools are trying restorative justice, where the focus is on rehabilitation instead of punishment. However, there are still many schools who want the option to suspend students if necessary. It’s the “keep it local” approach, where each school decides what works best for its students.\u003c/p>\n\u003cp>\u003cstrong>What is the school to prison pipeline?\u003c/strong>\u003c/p>\n\u003cp>The school to prison pipeline is the cycle where Students who get suspended are more likely to drop out. And students who drop out are THREE TIMES more likely to get arrested. So, suspensions lead DIRECTLY to more people in the U.S. prison system.\u003c/p>\n\u003cp>\u003cstrong>What is restorative justice? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Restorative justice focuses on rehabilitation instead of punishment. For example, if a fight breaks out between two students, instead of separating them and swiftly issuing each one a suspension, restorative justice focuses on bringing them together to talk out their issues in a respectful, safe manner. They’re encouraged to accept responsibility for the harm they caused, while also reflecting on WHY they acted out.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gao.gov/products/GAO-18-258\">Discipline Disparities for Black Students, Boys, and Students with Disabilities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclu.org/sites/default/files/field_document/final_11-million-days_ucla_aclu.pdf\">11 Million Days Lost to Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/03/23/521070924/school-suspensions-have-plunged-we-don-t-yet-know-if-that-s-good-news_\">School Suspensions Have Plunged: We Don’t Yet Know If That’s Good News\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html?noredirect=on&utm_term=.54d62d548787\">Racial disparities in school discipline are growing, federal data show\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.atlanticphilanthropies.org/wp-content/uploads/2015/09/BlackGirlsMatter_Report.pdf\">Black Girls Matter Report\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51686/how-restorative-justice-is-about-more-than-just-reducing-suspensions\">Why Restorative Justice Is About More Than Reducing Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://steinhardt.nyu.edu/site/research_alliance/2017/01/31/suspensions-are-down-what-does-this-mean-for-school-safety/\">Suspension Rates in NYC Schools\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>Suspensions have some unintended consequences. They disproportionately target minorities, and some students who get suspended are more likely to repeat a grade, drop out of school, and become involved in the criminal justice system. But suspensions are viewed by some as a necessary tool to keep schools safe. It may not be great for the suspended student, but they say it’s more important to keep everyone ELSE at the school safe. Should suspensions be suspended?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>TEACHERS\u003c/strong>: 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 class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?v=_0JvjTeYKDc&redir_token=d73eLZ7J25901T2eGqBbmlAxV8t8MTU1MzM3MDE1N0AxNTUzMjgzNzU3&q=https%3A%2F%2Flearn.kqed.org%2Ftopics%2F23&event=video_description\" target=\"_blank\" rel=\"nofollow noopener\">https://learn.kqed.org/topics/23\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>According to a 2018 government report, schools have a discrimination problem when it comes to discipline. Black students get disciplined more harshly AND more often than their white classmates for the same kind of misbehavior. That’s why over the last few years, more than HALF of U.S. states have passed laws to REDUCE suspensions. Many are replacing out-of-school suspensions with in-school suspensions. Other schools are trying restorative justice, where the focus is on rehabilitation instead of punishment. However, there are still many schools who want the option to suspend students if necessary. It’s the “keep it local” approach, where each school decides what works best for its students.\u003c/p>\n\u003cp>\u003cstrong>What is the school to prison pipeline?\u003c/strong>\u003c/p>\n\u003cp>The school to prison pipeline is the cycle where Students who get suspended are more likely to drop out. And students who drop out are THREE TIMES more likely to get arrested. So, suspensions lead DIRECTLY to more people in the U.S. prison system.\u003c/p>\n\u003cp>\u003cstrong>What is restorative justice? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Restorative justice focuses on rehabilitation instead of punishment. For example, if a fight breaks out between two students, instead of separating them and swiftly issuing each one a suspension, restorative justice focuses on bringing them together to talk out their issues in a respectful, safe manner. They’re encouraged to accept responsibility for the harm they caused, while also reflecting on WHY they acted out.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gao.gov/products/GAO-18-258\">Discipline Disparities for Black Students, Boys, and Students with Disabilities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclu.org/sites/default/files/field_document/final_11-million-days_ucla_aclu.pdf\">11 Million Days Lost to Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/03/23/521070924/school-suspensions-have-plunged-we-don-t-yet-know-if-that-s-good-news_\">School Suspensions Have Plunged: We Don’t Yet Know If That’s Good News\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html?noredirect=on&utm_term=.54d62d548787\">Racial disparities in school discipline are growing, federal data show\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.atlanticphilanthropies.org/wp-content/uploads/2015/09/BlackGirlsMatter_Report.pdf\">Black Girls Matter Report\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51686/how-restorative-justice-is-about-more-than-just-reducing-suspensions\">Why Restorative Justice Is About More Than Reducing Suspensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://steinhardt.nyu.edu/site/research_alliance/2017/01/31/suspensions-are-down-what-does-this-mean-for-school-safety/\">Suspension Rates in NYC Schools\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Revolutionize How You Assess Student Learning with Video Projects",
"headTitle": "Revolutionize How You Assess Student Learning with Video Projects | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">While access to technology has not changed my core pedagogy, it has revolutionized the assessments that I am able to offer my students. Long gone are the multiple choice tests that required rote memorization and regurgitation of facts. My students are now showcasing their new knowledge with interactive maps, group projects, digital portfolios, Google Slide Decks and YouTube videos. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My advanced sophomore English students create several videos throughout the year, beginning with a short \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1ff4OVMCmrNqnnt6Durs0ZukzwNC1maqpN0NFotH56TQ\">\u003cspan style=\"font-weight: 400\">satire\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students must showcase their understanding of satire, voicing their criticism of a societal norm, including but not limited to: \u003c/span>\u003ca href=\"https://www.youtube.com/watch?feature=youtu.be&v=gwERLF1bcFQ&app=desktop\">\u003cspan style=\"font-weight: 400\">celebrity gossip\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/kgxZMIsyzd4\">\u003cspan style=\"font-weight: 400\">gender norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, academic expectations, \u003c/span>\u003ca href=\"https://youtu.be/vsfySVvji3A\">\u003cspan style=\"font-weight: 400\">political controversies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, violence, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=vxPL_hsANKg\">\u003cspan style=\"font-weight: 400\">self-image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and specific campus issues. Students have complete autonomy over costuming, scripts and props, and many choose to address topics that directly affect them in day-to-day life. When I first introduced this project, many students created a commercial or PSA because the majority of the examples I showed were in that format. However, since the first implementation of this assignment and the introduction of other examples, students have varied the format of their criticisms.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/kgxZMIsyzd4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To model the expectations of the video project, my colleague and I utilized our school green screen kit (consisting of an ipad, \u003ca href=\"http://www.doink.com/\">Green Screen by DoInk app\u003c/a>, green fabric and tripod) to record \u003c/span>\u003ca href=\"https://youtu.be/5segnXH81uQ\">\u003cspan style=\"font-weight: 400\">our video example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Several groups have also used the kit for their own videos with great success. My colleague and I focused our criticism on the annual controversy over Starbucks’ holiday cup design, highlighting our society’s obsession and contention over paper cup decoration while more pressing catastrophes are unfolding all over the world. We completed the video in two takes (I should not have worn a green-tinted shirt that day\u003ci>—\u003c/i>I blended in to the green screen background!) and found the ipad app easy to use when inserting our background images. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating our own video was beneficial in several ways. \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">It gave me a chance to use the app and equipment to provide technical assistance.\u003c/span>\u003c/li>\n\u003cli>It gave me hands-on experience with the process I was requiring of my students.\u003c/li>\n\u003cli>It gave students an example that is not professional grade or with famous actors, making the expectations more accessible and possible.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/5segnXH81uQ?start=9\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1pzAMY5iH6ocH4Ph0lKeB4SUkWYqHTRotVVTDNcmy_04/copy\">\u003cspan style=\"font-weight: 400\">rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consist of the necessary elements and analysis requirements, but students choose their method of filming, editing and finalizing their videos. While students can bring their own personal devices to class, my classroom is equipped with a class set of Chromebooks, and all students have access to their district Google account, but I have not found an affordable program that is universally accepted by myself and my students for video editing. The level of comfort and ability varies greatly, and forcing a student to conform to a particular program for editing and finalizing their video can be creatively restrictive, frustrating and daunting. Instead, I want them to choose the tools that allow them to effectively complete the task that I have assigned. Therefore, I put no expectations or requirements on the programs they utilize. My students who are enrolled in advanced video production are free to roam in iMovie and use their camera rig kits. But for those students just starting their video production careers, smartphones and YouTube editing get the job done. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students are using a variety of programs, my ability to assist them is limited. However, I have found that once the expectations of the video are presented, very few students are worried about the filming and editing process, as many of them are already filming and editing on their own for other academic courses or for extracurriculars. And YouTube has tutorial videos for just about any program being used, so I encourage my students to look for answers to their questions online or from their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first started assessing video projects, I had students share their videos in a variety of ways. Because I do not insist upon any particular program or process for the filming and editing of the videos, I would have several problems with compatibility and access with CDs, DVDs, thumb drives and email. I now require all videos to be published to YouTube. Posting to their district-provided YouTube channels provides the students with an authentic audience, and many of them are so proud of their work that they post to a global audience through their personal YouTube channels as well. Because all of the students are required to post to the same platform, there is consistency and equity in the publishing process, and the compatibility issues are no longer an issue.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/vsfySVvji3A\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are given time in class to plan and film, depending on the length and requirements of the project. For the 30-60 second satire video–including the storyboard and the analysis and connection to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students have a weekend and two class days. Much of the time in class is focused on collaborating and filming since the students are together, and the off-campus time is used for additional filming and editing. The two biggest issues I have found with video projects are: 1) students want to get right to filming without going through the storyboard process to ensure their criticism is strong and obvious, and 2) students drastically underestimate the time it takes to coordinate 3-4 people’s schedules, edit the video and publish to YouTube. Even with numerous reminders, I have a few students emailing me the night before stressed because they procrastinated or because they did not believe me when I told them to factor in extra time for uploading the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could easily administer a multiple choice or fill-in-the-blank test to assess whether or not my students know the definition of satire, or how satire is used in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">However, having the students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">show \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">me their understanding of satire by creating their own and explaining the connection to these novels requires synthesis and skills in communication, technology, design and teamwork. I have a much more authentic assessment of my students’ understanding of satire based on these videos than I do from a paper test—and these videos are much more entertaining to grade! I am a huge proponent of empowering my students. I want them to have autonomy and voice within the guidelines of their projects. If students showcase their understanding of satire and how it relates to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, then this project is beneficial. But if they take their education further and use this project to voice their concern or criticism about an issue that affects their own day-to-day life, then this project is a success. Regardless of their process or their personal investment, all students are able to showcase their understanding of satire, as well as voice their concerns about real-world issues.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "While access to technology has not changed my core pedagogy, it has revolutionized the assessments that I am able to offer my students. Long gone are the multiple choice tests that required rote memorization and regurgitation of facts. My students are now showcasing their new knowledge with interactive maps, group projects, digital portfolios, Google Slide",
"title": "Revolutionize How You Assess Student Learning with Video Projects | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While access to technology has not changed my core pedagogy, it has revolutionized the assessments that I am able to offer my students. Long gone are the multiple choice tests that required rote memorization and regurgitation of facts. My students are now showcasing their new knowledge with interactive maps, group projects, digital portfolios, Google Slide Decks and YouTube videos. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My advanced sophomore English students create several videos throughout the year, beginning with a short \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1ff4OVMCmrNqnnt6Durs0ZukzwNC1maqpN0NFotH56TQ\">\u003cspan style=\"font-weight: 400\">satire\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students must showcase their understanding of satire, voicing their criticism of a societal norm, including but not limited to: \u003c/span>\u003ca href=\"https://www.youtube.com/watch?feature=youtu.be&v=gwERLF1bcFQ&app=desktop\">\u003cspan style=\"font-weight: 400\">celebrity gossip\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/kgxZMIsyzd4\">\u003cspan style=\"font-weight: 400\">gender norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, academic expectations, \u003c/span>\u003ca href=\"https://youtu.be/vsfySVvji3A\">\u003cspan style=\"font-weight: 400\">political controversies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, violence, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=vxPL_hsANKg\">\u003cspan style=\"font-weight: 400\">self-image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and specific campus issues. Students have complete autonomy over costuming, scripts and props, and many choose to address topics that directly affect them in day-to-day life. When I first introduced this project, many students created a commercial or PSA because the majority of the examples I showed were in that format. However, since the first implementation of this assignment and the introduction of other examples, students have varied the format of their criticisms.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/kgxZMIsyzd4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To model the expectations of the video project, my colleague and I utilized our school green screen kit (consisting of an ipad, \u003ca href=\"http://www.doink.com/\">Green Screen by DoInk app\u003c/a>, green fabric and tripod) to record \u003c/span>\u003ca href=\"https://youtu.be/5segnXH81uQ\">\u003cspan style=\"font-weight: 400\">our video example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Several groups have also used the kit for their own videos with great success. My colleague and I focused our criticism on the annual controversy over Starbucks’ holiday cup design, highlighting our society’s obsession and contention over paper cup decoration while more pressing catastrophes are unfolding all over the world. We completed the video in two takes (I should not have worn a green-tinted shirt that day\u003ci>—\u003c/i>I blended in to the green screen background!) and found the ipad app easy to use when inserting our background images. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating our own video was beneficial in several ways. \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">It gave me a chance to use the app and equipment to provide technical assistance.\u003c/span>\u003c/li>\n\u003cli>It gave me hands-on experience with the process I was requiring of my students.\u003c/li>\n\u003cli>It gave students an example that is not professional grade or with famous actors, making the expectations more accessible and possible.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/5segnXH81uQ?start=9\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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\">My \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1pzAMY5iH6ocH4Ph0lKeB4SUkWYqHTRotVVTDNcmy_04/copy\">\u003cspan style=\"font-weight: 400\">rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consist of the necessary elements and analysis requirements, but students choose their method of filming, editing and finalizing their videos. While students can bring their own personal devices to class, my classroom is equipped with a class set of Chromebooks, and all students have access to their district Google account, but I have not found an affordable program that is universally accepted by myself and my students for video editing. The level of comfort and ability varies greatly, and forcing a student to conform to a particular program for editing and finalizing their video can be creatively restrictive, frustrating and daunting. Instead, I want them to choose the tools that allow them to effectively complete the task that I have assigned. Therefore, I put no expectations or requirements on the programs they utilize. My students who are enrolled in advanced video production are free to roam in iMovie and use their camera rig kits. But for those students just starting their video production careers, smartphones and YouTube editing get the job done. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students are using a variety of programs, my ability to assist them is limited. However, I have found that once the expectations of the video are presented, very few students are worried about the filming and editing process, as many of them are already filming and editing on their own for other academic courses or for extracurriculars. And YouTube has tutorial videos for just about any program being used, so I encourage my students to look for answers to their questions online or from their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first started assessing video projects, I had students share their videos in a variety of ways. Because I do not insist upon any particular program or process for the filming and editing of the videos, I would have several problems with compatibility and access with CDs, DVDs, thumb drives and email. I now require all videos to be published to YouTube. Posting to their district-provided YouTube channels provides the students with an authentic audience, and many of them are so proud of their work that they post to a global audience through their personal YouTube channels as well. Because all of the students are required to post to the same platform, there is consistency and equity in the publishing process, and the compatibility issues are no longer an issue.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/vsfySVvji3A\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are given time in class to plan and film, depending on the length and requirements of the project. For the 30-60 second satire video–including the storyboard and the analysis and connection to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students have a weekend and two class days. Much of the time in class is focused on collaborating and filming since the students are together, and the off-campus time is used for additional filming and editing. The two biggest issues I have found with video projects are: 1) students want to get right to filming without going through the storyboard process to ensure their criticism is strong and obvious, and 2) students drastically underestimate the time it takes to coordinate 3-4 people’s schedules, edit the video and publish to YouTube. Even with numerous reminders, I have a few students emailing me the night before stressed because they procrastinated or because they did not believe me when I told them to factor in extra time for uploading the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could easily administer a multiple choice or fill-in-the-blank test to assess whether or not my students know the definition of satire, or how satire is used in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">However, having the students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">show \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">me their understanding of satire by creating their own and explaining the connection to these novels requires synthesis and skills in communication, technology, design and teamwork. I have a much more authentic assessment of my students’ understanding of satire based on these videos than I do from a paper test—and these videos are much more entertaining to grade! I am a huge proponent of empowering my students. I want them to have autonomy and voice within the guidelines of their projects. If students showcase their understanding of satire and how it relates to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, then this project is beneficial. But if they take their education further and use this project to voice their concern or criticism about an issue that affects their own day-to-day life, then this project is a success. Regardless of their process or their personal investment, all students are able to showcase their understanding of satire, as well as voice their concerns about real-world issues.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How My Newcomer Students Used Multimedia Presentations to Share Their Culture",
"headTitle": "How My Newcomer Students Used Multimedia Presentations to Share Their Culture | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As I read the final sentences of their project-based essays, I realized why I became a teacher. This moment erased all of the stress I had experienced from trying to provide my 13 to 17-year-old students with meaningful and effective classroom experiences while resources were cut year after year from an already bankrupt district. Instead, this moment replaced that stress with an infinite amount of hope and endurance. We were doing our final presentations, which were a culmination of the previous six weeks of studying indigenous forms of healing. Over the course of the unit, we had listened to three guest lecturers. A colleague came and talked with us about the Dakota Access Pipeline, showing us a slideshow with video footage of their experience in South Dakota. We welcomed a Ph.D. student from UC Berkeley, who shared audio of her work in gathering oral testimonials from Peru’s Amazonian medicine doctors. We also engaged with a local advocate for land and cultural reclamation, who shared pictures about the history of land colonization in the Americas before we planted our own non-GMO seeds and made indigenous foods in the campus garden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students I work with are all Newcomer students, meaning they are recently arrived refugee students who came to the U.S. within the last three years. Many of our students arrived less than a year ago and have little to no English language skills. They are below grade level in literacy and have never seen, let alone used, a computer before. While the multimedia formats of our guest lectures may seem basic as someone who grew up with access to computers since childhood, over the course of the visits I realized just how impactful the video, audio and visual imagery was for my students. They were able to see and hear from places as distant as the Amazon, from centuries past and from various perspectives. Many of our students of Mayan descent shared about the confidence they gained in doing this project. They appreciated the technology, which gave them witness to the effect of indigenous healing through plant-based medicine, strengthened their ties to the land and cultural practices, and gave them comfort in being seen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final project included an in-class, 30-minute group presentation along with a final essay that described the unit and how it affected them. Students had a choice to present on the themes of indigenous food, oral testimonies or visual representations, all by integrating either a google slides or poster presentation and including photos. After a full week of supporting the technological aspects of students’ presentations, I began to wonder if I was asking too much of them. Some of the students were also in my elective computer class, so I expected them to be able to integrate the use of cameras and other audiovisual equipment to finalize their projects. However, for students in other classes (including some of my most recent students who may have arrived in the last few weeks), I began to wonder if I was creating a system of disadvantage and inequity. How could I require their presentations use technology if some students had never even seen a computer before?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531449 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531448 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the final presentations commenced, I knew that students had not only understood what I was asking, but that they understood \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. As group by group presented, I was blown away by the level of ease in which they maneuvered the technology, and by how they used it to express what these last six weeks meant to them. Students reported how their grandmothers described the traditional Guatemalan \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">huipil\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and its importance to continuing the Mayan legacy. Groups engaged in food presentations and shared with the community delicious snacks like baleadas or cauliflower ceviche. Through photo collages, others showed quinoa bowls and other indigenous food and described how they felt connected to their ancestors when preparing meals like these together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way our guest presenters had made their experiences come alive, students were giving our class community a glimpse into their lives through the integration of digital media. I got to see the face of my student’s uncle, who I learned was a master farmer in their home country. I learned that one of my students was apprenticing to be a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">curandera\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or medicinal doctor, before she came to the U.S. I heard the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">testimonio\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of another student’s aunt, and got to see a typical example of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">traje\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or traditional clothing from the student’s village. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531447 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\" width=\"2972\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg 2972w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-160x85.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-800x427.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-768x410.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1020x544.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1200x640.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1920x1025.jpg 1920w\" sizes=\"(max-width: 2972px) 100vw, 2972px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through the use of technology, not only did we experience learning in a different way, we actually began to create a trusting community with each other. For once, we saw each other as not just members of a thriving school environment, but also as descendants of strong and diverse communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I read the final essay of a group whose presentation used the format of a \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk\">Gallery Walk\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a set of photographic depictions of our previous activities\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I began to tear up. Reading about the effect of the project shifted my attention from the arduous work of final grades and end of the year anxiety to instead loving my students and my work more than I ever had. When I saw student responses that included deep reflection and acceptance for who they are, I knew that I had served my students well and that we would always remember our time as a community together. At this moment I realized that regardless of the beginner level technology skills students had, they are the experts of their own experiences, and technology had simply been a tool to acknowledge, express and enhance their infinite abilities.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital photography in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"title": "How My Newcomer Students Used Multimedia Presentations to Share Their Culture | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As I read the final sentences of their project-based essays, I realized why I became a teacher. This moment erased all of the stress I had experienced from trying to provide my 13 to 17-year-old students with meaningful and effective classroom experiences while resources were cut year after year from an already bankrupt district. Instead, this moment replaced that stress with an infinite amount of hope and endurance. We were doing our final presentations, which were a culmination of the previous six weeks of studying indigenous forms of healing. Over the course of the unit, we had listened to three guest lecturers. A colleague came and talked with us about the Dakota Access Pipeline, showing us a slideshow with video footage of their experience in South Dakota. We welcomed a Ph.D. student from UC Berkeley, who shared audio of her work in gathering oral testimonials from Peru’s Amazonian medicine doctors. We also engaged with a local advocate for land and cultural reclamation, who shared pictures about the history of land colonization in the Americas before we planted our own non-GMO seeds and made indigenous foods in the campus garden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students I work with are all Newcomer students, meaning they are recently arrived refugee students who came to the U.S. within the last three years. Many of our students arrived less than a year ago and have little to no English language skills. They are below grade level in literacy and have never seen, let alone used, a computer before. While the multimedia formats of our guest lectures may seem basic as someone who grew up with access to computers since childhood, over the course of the visits I realized just how impactful the video, audio and visual imagery was for my students. They were able to see and hear from places as distant as the Amazon, from centuries past and from various perspectives. Many of our students of Mayan descent shared about the confidence they gained in doing this project. They appreciated the technology, which gave them witness to the effect of indigenous healing through plant-based medicine, strengthened their ties to the land and cultural practices, and gave them comfort in being seen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final project included an in-class, 30-minute group presentation along with a final essay that described the unit and how it affected them. Students had a choice to present on the themes of indigenous food, oral testimonies or visual representations, all by integrating either a google slides or poster presentation and including photos. After a full week of supporting the technological aspects of students’ presentations, I began to wonder if I was asking too much of them. Some of the students were also in my elective computer class, so I expected them to be able to integrate the use of cameras and other audiovisual equipment to finalize their projects. However, for students in other classes (including some of my most recent students who may have arrived in the last few weeks), I began to wonder if I was creating a system of disadvantage and inequity. How could I require their presentations use technology if some students had never even seen a computer before?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531449 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531448 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\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\">When the final presentations commenced, I knew that students had not only understood what I was asking, but that they understood \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. As group by group presented, I was blown away by the level of ease in which they maneuvered the technology, and by how they used it to express what these last six weeks meant to them. Students reported how their grandmothers described the traditional Guatemalan \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">huipil\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and its importance to continuing the Mayan legacy. Groups engaged in food presentations and shared with the community delicious snacks like baleadas or cauliflower ceviche. Through photo collages, others showed quinoa bowls and other indigenous food and described how they felt connected to their ancestors when preparing meals like these together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way our guest presenters had made their experiences come alive, students were giving our class community a glimpse into their lives through the integration of digital media. I got to see the face of my student’s uncle, who I learned was a master farmer in their home country. I learned that one of my students was apprenticing to be a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">curandera\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or medicinal doctor, before she came to the U.S. I heard the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">testimonio\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of another student’s aunt, and got to see a typical example of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">traje\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or traditional clothing from the student’s village. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531447 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\" width=\"2972\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg 2972w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-160x85.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-800x427.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-768x410.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1020x544.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1200x640.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1920x1025.jpg 1920w\" sizes=\"(max-width: 2972px) 100vw, 2972px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through the use of technology, not only did we experience learning in a different way, we actually began to create a trusting community with each other. For once, we saw each other as not just members of a thriving school environment, but also as descendants of strong and diverse communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I read the final essay of a group whose presentation used the format of a \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk\">Gallery Walk\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a set of photographic depictions of our previous activities\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I began to tear up. Reading about the effect of the project shifted my attention from the arduous work of final grades and end of the year anxiety to instead loving my students and my work more than I ever had. When I saw student responses that included deep reflection and acceptance for who they are, I knew that I had served my students well and that we would always remember our time as a community together. At this moment I realized that regardless of the beginner level technology skills students had, they are the experts of their own experiences, and technology had simply been a tool to acknowledge, express and enhance their infinite abilities.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital photography in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "To Meme or Not to Meme? Using Memes to Teach Media Literacy Skills",
"headTitle": "To Meme or Not to Meme? Using Memes to Teach Media Literacy Skills | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a Social Studies teacher, I struggle with the current political climate and the power and limits of the Internet and modern media. Students show up to class and eagerly show me the latest political meme. I appreciate their enthusiasm for the subject, but I always ask them where the meme got the information. Cite me a source, please. Next period, the situation repeats itself. At times I feel a little bit guilty as I puncture a student’s earnest attempt to connect with me through a medium they understand, but teaching them the fundamental literacy skill of citing sources takes precedence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to fundamental literacy, I mean fundamental: citing sources (even in memes) is just one component of the broader literacy skills that I emphasize with my students of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">finding \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">identifying \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">information. When it comes to text, we start with the information hierarchy: headings, subheadings, captions and visual aids. They learn how to locate information in textbooks and encyclopedias, as well as in primary historical sources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These skills transfer over to other forms of media, too, such as maps: find the title, the legend, the compass rose and the scale. More importantly, they learn confidence. My next step is to transfer these fundamental literacy skills to the Internet. I treat websites, applications and memes just like any other text. We look at how the text or information is organized, pay attention to clues that indicate whether some piece of information is sponsored content or clickbait and play “find the author.” Nobody is allowed to respond to a question about where some information came from with the brainkiller phrase “the Internet.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have struggled with how to teach students media literacy skills, especially during and after the 2016 election. Friends of mine on both sides of the spectrum spouted off talking points that I had just seen on social media—often without double-checking or citing their sources. The lesson I learned out of these experiences was that we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">need to go back to fundamentals. I felt stressed out from being bombarded with memes all day, and I saw the same stress affecting my students, so I decided to try and fight fire with fire and harness memes for educational purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To further help my students explore literacy fundamentals when it comes to media, I decided to have my students approach memes, but this time as creators. In Civics students had to utilize their political knowledge to make the best political point. They used widely recognizable meme pictures such as \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/bad-luck-brian\">\u003cspan style=\"font-weight: 400\">Bad Luck Brian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/minor-mistake-marvin\">\u003cspan style=\"font-weight: 400\">Minor Mistake Marvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and came up with their own captions. When I first ran this project in 2016, I used \u003c/span>\u003ca href=\"https://memeful.com/\">\u003cspan style=\"font-weight: 400\">memeful.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but since then there has been an explosion of new tools. The rules: be school appropriate and be creative, and make a serious political point in a humorous way. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results were amazing. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531442\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme1.png\" alt=\"\" width=\"600\" height=\"338\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1.png 600w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1-160x90.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531441\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme2.png\" alt=\"\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2-160x90.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with differing political views traded their memes, and even laughed with each other. It was an oasis of personal connection and honest discussion made possible through humor. Paradoxically, memes can unite online communities and bring people together, but they can also lead to misinformation and polarization. Experiencing how easy it was to make a political meme helped reinforce those fundamental literacy lessons around rhetorical persuasion, identifying authorship and implicit agendas, and citing sources that apply across media formats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In U.S. History, I coupled this activity with some primary sources of \u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoons.html\">\u003cspan style=\"font-weight: 400\">yellow journalism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, using the materials provided by the \u003c/span>\u003ca href=\"http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/cag.html\">\u003cspan style=\"font-weight: 400\">Library of Congress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students look for different techniques that cartoonists use in their art, such as irony, exaggeration and symbolism. One example is “\u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cspan style=\"font-weight: 400\">Let Go of Him, M’Kinley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which shows a small caricature of President McKinley holding Uncle Sam by the coattails, keeping him from going to rescue Cuba from a vicious Spanish eagle. It’s not a perfect comparison to modern memes, but having students write about those differences is a powerful learning experience.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531440 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/historicalmeme.png\" width=\"550\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme.png 550w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme-160x104.png 160w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I want my students to have confidence in their literacy skills, both online and in print. I want them to have the courage to be critical. We share our creations, and I even post them on the wall in my classroom. My only rule about posting a meme in my classroom is simple: explain why it makes sense and provide credible sources to back it up. Sometimes the class has competitions to identify sources that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">credible. Students scramble to find bad sources and argue with each other. They get excited with their ability to spot misinformation, unreliable sources and memes without facts backing them up. I love that moment when the lightbulb goes on and they can see the Matrix, so to speak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fundamental literacy is more important now than ever. We all need to practice interrogating sources. I have learned much since 2016 and am continually developing my curriculum to cover topics like cross-checking sources across multiple pages, finding the “about” section in a website and doing reverse image searches online. There has also been a blossoming of curriculum about online literacy. \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Stanford’s Civic Online Reasoning project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.icivics.org/\">\u003cspan style=\"font-weight: 400\">iCivics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are perfect examples. Memes are one of the new text types that we need to integrate into the curriculum to bring our classrooms into the twenty-first century so our students can be skillful navigators of cyberspace. It’s time to take action, and we can’t afford to wait.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, or about teaching skills in evaluating information, take our free, online courses \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\u003c/a> and \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "As a Social Studies teacher, I struggle with the current political climate and the power and limits of the Internet and modern media. Students show up to class and eagerly show me the latest political meme. I appreciate their enthusiasm for the subject, but I always ask them where the meme got the information. Cite",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a Social Studies teacher, I struggle with the current political climate and the power and limits of the Internet and modern media. Students show up to class and eagerly show me the latest political meme. I appreciate their enthusiasm for the subject, but I always ask them where the meme got the information. Cite me a source, please. Next period, the situation repeats itself. At times I feel a little bit guilty as I puncture a student’s earnest attempt to connect with me through a medium they understand, but teaching them the fundamental literacy skill of citing sources takes precedence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to fundamental literacy, I mean fundamental: citing sources (even in memes) is just one component of the broader literacy skills that I emphasize with my students of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">finding \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">identifying \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">information. When it comes to text, we start with the information hierarchy: headings, subheadings, captions and visual aids. They learn how to locate information in textbooks and encyclopedias, as well as in primary historical sources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These skills transfer over to other forms of media, too, such as maps: find the title, the legend, the compass rose and the scale. More importantly, they learn confidence. My next step is to transfer these fundamental literacy skills to the Internet. I treat websites, applications and memes just like any other text. We look at how the text or information is organized, pay attention to clues that indicate whether some piece of information is sponsored content or clickbait and play “find the author.” Nobody is allowed to respond to a question about where some information came from with the brainkiller phrase “the Internet.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have struggled with how to teach students media literacy skills, especially during and after the 2016 election. Friends of mine on both sides of the spectrum spouted off talking points that I had just seen on social media—often without double-checking or citing their sources. The lesson I learned out of these experiences was that we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">need to go back to fundamentals. I felt stressed out from being bombarded with memes all day, and I saw the same stress affecting my students, so I decided to try and fight fire with fire and harness memes for educational purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To further help my students explore literacy fundamentals when it comes to media, I decided to have my students approach memes, but this time as creators. In Civics students had to utilize their political knowledge to make the best political point. They used widely recognizable meme pictures such as \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/bad-luck-brian\">\u003cspan style=\"font-weight: 400\">Bad Luck Brian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/minor-mistake-marvin\">\u003cspan style=\"font-weight: 400\">Minor Mistake Marvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and came up with their own captions. When I first ran this project in 2016, I used \u003c/span>\u003ca href=\"https://memeful.com/\">\u003cspan style=\"font-weight: 400\">memeful.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but since then there has been an explosion of new tools. The rules: be school appropriate and be creative, and make a serious political point in a humorous way. \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\">The results were amazing. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531442\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme1.png\" alt=\"\" width=\"600\" height=\"338\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1.png 600w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1-160x90.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531441\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme2.png\" alt=\"\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2-160x90.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with differing political views traded their memes, and even laughed with each other. It was an oasis of personal connection and honest discussion made possible through humor. Paradoxically, memes can unite online communities and bring people together, but they can also lead to misinformation and polarization. Experiencing how easy it was to make a political meme helped reinforce those fundamental literacy lessons around rhetorical persuasion, identifying authorship and implicit agendas, and citing sources that apply across media formats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In U.S. History, I coupled this activity with some primary sources of \u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoons.html\">\u003cspan style=\"font-weight: 400\">yellow journalism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, using the materials provided by the \u003c/span>\u003ca href=\"http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/cag.html\">\u003cspan style=\"font-weight: 400\">Library of Congress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students look for different techniques that cartoonists use in their art, such as irony, exaggeration and symbolism. One example is “\u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cspan style=\"font-weight: 400\">Let Go of Him, M’Kinley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which shows a small caricature of President McKinley holding Uncle Sam by the coattails, keeping him from going to rescue Cuba from a vicious Spanish eagle. It’s not a perfect comparison to modern memes, but having students write about those differences is a powerful learning experience.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531440 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/historicalmeme.png\" width=\"550\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme.png 550w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme-160x104.png 160w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I want my students to have confidence in their literacy skills, both online and in print. I want them to have the courage to be critical. We share our creations, and I even post them on the wall in my classroom. My only rule about posting a meme in my classroom is simple: explain why it makes sense and provide credible sources to back it up. Sometimes the class has competitions to identify sources that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">credible. Students scramble to find bad sources and argue with each other. They get excited with their ability to spot misinformation, unreliable sources and memes without facts backing them up. I love that moment when the lightbulb goes on and they can see the Matrix, so to speak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fundamental literacy is more important now than ever. We all need to practice interrogating sources. I have learned much since 2016 and am continually developing my curriculum to cover topics like cross-checking sources across multiple pages, finding the “about” section in a website and doing reverse image searches online. There has also been a blossoming of curriculum about online literacy. \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Stanford’s Civic Online Reasoning project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.icivics.org/\">\u003cspan style=\"font-weight: 400\">iCivics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are perfect examples. Memes are one of the new text types that we need to integrate into the curriculum to bring our classrooms into the twenty-first century so our students can be skillful navigators of cyberspace. It’s time to take action, and we can’t afford to wait.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, or about teaching skills in evaluating information, take our free, online courses \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\u003c/a> and \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Apply Now to the KQED Media Literacy Educator Academy",
"headTitle": "Apply Now to the KQED Media Literacy Educator Academy | KQED",
"content": "\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Are you a San Francisco Bay Area educator serving grades 6-12? Join KQED and your peers for a year of media literacy learning. \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSc2CCeDrYorxPkyk-d8E9cIYHybWVGNlMTmGTCznfjt6oXYmQ/viewform\" target=\"_blank\" rel=\"noopener noreferrer\">Applications\u003c/a> due March 31!\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applications are now being accepted for the 2019-2020 KQED Media Literacy Educator Academy. This year-long program is a professional learning opportunity created for educators serving middle and high school students. You’ll learn and practice media literacy skills, while working toward PBS Media Literacy Educator Certification. This is a great opportunity to get face-to-face coaching from KQED and learn in a supportive community of your Bay Area peers, both in-person and online. Teachers, instructional coaches, librarians and all middle and high school educators interested in media literacy are encouraged to apply. \u003c/span>\u003c/p>\n\u003ch4>\u003ca href=\"https://goo.gl/forms/ef6UGn3hTr3R81sy2\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Apply by March 31.\u003c/b>\u003c/a>\u003c/h4>\n\u003ch4>\u003cb>\u003cbr>\nWhat happens during the Academy?\u003c/b>\u003c/h4>\n\u003cp>Participants will attend in-person workshops and complete online work on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The workshops and courses will help you gain specific media literacy competencies that will empower you to effectively read, write and share media, and help your students do the same. Support from KQED’s curriculum and professional development specialists will be available throughout the year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531310\" class=\"wp-caption aligncenter\" style=\"max-width: 500px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531310\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_4510-800x600.jpg\" width=\"500\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-1920x1440.jpg 1920w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">KQED’s Rachel Roberson assists San Francisco English teacher Anna-Marie Booth during an Academy pilot workshop.\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cb>What is PBS Media Literacy Educator Certification?\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you move through the Academy, you’ll gain skills and develop evidence of your practice that you can submit to earn micro-credentials from KQED and PBS. By earning eight micro-credentials, you will become a \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Certified Media Literacy Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Micro-credentials and certification are free.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>\u003cem>Want to learn more about certification and micro-credentials?\u003cbr>\n\u003c/em>\u003c/strong>\u003cem>\u003ca href=\"https://zoom.us/recording/play/Top-khBnkFEx5_fn-5RJO4b5fAw1CfIPe-nQVjvFZn99lXQrnhuy32cQJ1fGy2Xl\" target=\"_blank\" rel=\"noopener noreferrer\">View the recording\u003c/a> from our informational webinar that was held on March 19.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_531270\" class=\"wp-caption aligncenter\" style=\"max-width: 236px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-531270\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"\" width=\"236\" height=\"236\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 236px) 100vw, 236px\">\u003cfigcaption class=\"wp-caption-text\">PBS Media Literacy Educator Certification badge\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cb>Who can apply to the Academy?\u003c/b>\u003c/h4>\n\u003cp>The Academy is open to San Francisco Bay Area middle and high school educators (grades 6-12) who serve as teachers, instructional coaches and librarians, in all subject areas. We encourage you to \u003ca href=\"https://goo.gl/forms/ef6UGn3hTr3R81sy2\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">apply\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a colleague from your school, district or organization. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>When and where will it take place?\u003c/b>\u003c/h4>\n\u003cp>The Academy will run June 2019-May 2020 with two cohorts of 30 educators each that will meet in different locations: East Bay and South Bay. Educators from anywhere in the Bay Area can apply to join either cohort.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each cohort will have a two-day kick-off workshop that will focus on creating audio media and bringing podcasting to the classroom. \u003cb>Participants will earn a $150 stipend after attending the kick-off workshop.\u003c/b> After the kick-off, additional media literacy skills will be learned throughout the year via online courses and in-person meetings and workshops.\u003c/p>\n\u003cp>\u003cstrong>The full schedule of in-person meetings and workshops is as follows:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">East Bay cohort kick-off workshop: June 18 & 19, 10am-4pm at \u003c/span>\u003ca href=\"https://www.ce.csueastbay.edu/about/locations/oakland.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Cal State East Bay’s Oakland Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (near 12th St BART Station)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">South Bay cohort kick-off workshop: June 25 & 26, 10am-4pm at the \u003c/span>\u003ca href=\"https://www.sccoe.org/aboutsccoe/Pages/SCCOE-Maps.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Santa Clara County Office of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (free parking available) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fall meet-up: November (dates/locations TBD)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Mid-year one-day workshop: January/February (dates/locations TBD)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Certification Celebration: May (dates/locations TBD)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>The South Bay co\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/SCCOE-lofo.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531418 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-160x123.jpg\" width=\"160\" height=\"123\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-800x615.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-768x590.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-1020x784.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-1200x922.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-1920x1475.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>hort is hosted in partnership with the Professional Learning and Instructional Support Division of the Santa Clara County Office of Education.\u003c/p>\n\u003ch4>\u003cb>What is the time commitment?\u003c/b>\u003c/h4>\n\u003cp>The Academy will require several hours per month of self-paced work, in addition to quarterly in-person workshops and meetups.\u003c/p>\n\u003ch4>\u003cb>What is the cost of the Academy?\u003c/b>\u003c/h4>\n\u003cp>\u003ci>Free! Micro-credentials and certification are free, too.\u003c/i>\u003c/p>\n\u003ch4>\u003cb>Wondering if the Academy is right for you?\u003c/b>\u003c/h4>\n\u003cp>Read through this self-assessment. You are a perfect candidate for the Academy if\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are a teacher or educator who works directly with students in grades 6-12 OR you are in a role where you partner with and/or regularly train teachers that serve this age group. (Examples of student work are a requirement of certification. If you work closely with teachers, their work can take the place of student work.) See \u003ca href=\"#FAQ\">FAQs\u003c/a> for more information.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are excited about improving your media analysis and media creation skills in a cohort of like-minded educators.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are eager to learn innovative ways to improve student engagement and learning and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">put that learning into practice.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You know your way around a computer, are comfortable with Google Drive, and you easily learn how to use new tools and programs.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You have time to put towards your own professional learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are okay with sharing imperfect work and getting feedback from colleagues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You intend to complete the entire Academy, including attending the in-person events and applying for all micro-credentials.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>\u003cb>When is the deadline to apply?\u003c/b>\u003c/h4>\n\u003cp>The application deadline is \u003cstrong>March 31. \u003c/strong>We will notify you of your acceptance into the Academy by April 5.\u003c/p>\n\u003cp>We will accept a total of 60 educators into the Academy, 30 in each cohort.\u003c/p>\n\u003cp>We hope you apply to join us for our inaugural KQED Media Literacy Educator Academy! We look forward to helping you strengthen your media literacy skills and support you in achieving PBS Media Literacy Educator Certification. \u003ca name=\"FAQ\">\u003c/a>\u003c/p>\n\u003ch2 style=\"text-align: left\">\u003ca href=\"https://goo.gl/forms/ef6UGn3hTr3R81sy2\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Apply by March 31.\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>\u003cstrong>\u003cbr>\nStill have questions about the KQED Media Literacy Educator Academy? \u003c/strong> Email us at \u003ca href=\"mailto:learn@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\"> learn@kqed.org\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>\u003cbr>\nFAQs – KQED Media Literacy Educator Academy\u003c/b>\u003c/h4>\n\u003cp>\u003cb>Do I have to apply to the Academy with a colleague?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">No, but we recommend it. We’ve found it’s helpful to have a colleague that can provide mutual encouragement and with whom you can regularly check in about your progress. However, if you don’t have a colleague to apply with, there will be many great people to partner and learn with.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Does the colleague I apply with need to work at the same school as I do?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">They don’t need to work at your school or organization. But it should be someone that you see, plan with or check in with frequently. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>What are the requirements for PBS Media Literacy Educator Certification?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">You can view the competencies and the artifacts that will be assessed for each of the media literacy micro-credentials \u003c/span>\u003c/i>\u003ca href=\"https://edu-landing.kqed.org/certification/b.html#lp-pom-block-12\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Note: During the Academy, we will focus on \u003c/span>\u003cb>audio\u003c/b>\u003cspan style=\"font-weight: 400\"> as the media production format for the micro-credential “Making Media for Classroom Use.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>I’m a librarian, instructional coach or teacher on special assignment. Is certification for me?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">Each of the micro-credentials connected to PBS Media Literacy Educator Certification requires evidence of classroom instruction. However, “students” and “classrooms” are meant in their widest sense and support a range of instruction from coaches or administrators leading professional learning to individual instructors. For educators who do not have their own classrooms, such as school librarians or teachers on special assignment, it is acceptable to collaborate with another teacher on individual micro-credentials. The evidence you submit must reflect work you’ve created or co-created, and student work should be from students whose instruction you supported.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Why should I participate in the Academy versus becoming certified on my own?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">You should participate if you are interested in becoming a PBS Certified Media Literacy Educator, but you’d like the extra support provided by KQED staff and a cohort of colleagues in order to complete all of the requirements. Think of it like training for a race. You could do it by yourself, but you may have more fun and stay motivated if you train with a group!\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Who will be leading the KQED Academy?\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">You will be guided by KQED’s curriculum and professional development specialists:\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530599 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Andrea Aust is the science education senior manager at KQED, where she has been developing educational resources and providing professional learning for more than 11 years. Prior to KQED, she taught, developed and managed marine science and environmental education programs.\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530598 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Rachel Roberson is KQED’s news education manager and develops educational resources and professional learning with a focus on humanities. Rachel spent 14 years in the classroom as an English and social studies teacher and literacy specialist. \u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Are you a San Francisco Bay Area educator serving grades 6-12? Join KQED and your peers for a year of media literacy learning. \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSc2CCeDrYorxPkyk-d8E9cIYHybWVGNlMTmGTCznfjt6oXYmQ/viewform\" target=\"_blank\" rel=\"noopener noreferrer\">Applications\u003c/a> due March 31!\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applications are now being accepted for the 2019-2020 KQED Media Literacy Educator Academy. This year-long program is a professional learning opportunity created for educators serving middle and high school students. You’ll learn and practice media literacy skills, while working toward PBS Media Literacy Educator Certification. This is a great opportunity to get face-to-face coaching from KQED and learn in a supportive community of your Bay Area peers, both in-person and online. Teachers, instructional coaches, librarians and all middle and high school educators interested in media literacy are encouraged to apply. \u003c/span>\u003c/p>\n\u003ch4>\u003ca href=\"https://goo.gl/forms/ef6UGn3hTr3R81sy2\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Apply by March 31.\u003c/b>\u003c/a>\u003c/h4>\n\u003ch4>\u003cb>\u003cbr>\nWhat happens during the Academy?\u003c/b>\u003c/h4>\n\u003cp>Participants will attend in-person workshops and complete online work on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The workshops and courses will help you gain specific media literacy competencies that will empower you to effectively read, write and share media, and help your students do the same. Support from KQED’s curriculum and professional development specialists will be available throughout the year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531310\" class=\"wp-caption aligncenter\" style=\"max-width: 500px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531310\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_4510-800x600.jpg\" width=\"500\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_4510-1920x1440.jpg 1920w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">KQED’s Rachel Roberson assists San Francisco English teacher Anna-Marie Booth during an Academy pilot workshop.\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cb>What is PBS Media Literacy Educator Certification?\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you move through the Academy, you’ll gain skills and develop evidence of your practice that you can submit to earn micro-credentials from KQED and PBS. By earning eight micro-credentials, you will become a \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Certified Media Literacy Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Micro-credentials and certification are free.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>\u003cem>Want to learn more about certification and micro-credentials?\u003cbr>\n\u003c/em>\u003c/strong>\u003cem>\u003ca href=\"https://zoom.us/recording/play/Top-khBnkFEx5_fn-5RJO4b5fAw1CfIPe-nQVjvFZn99lXQrnhuy32cQJ1fGy2Xl\" target=\"_blank\" rel=\"noopener noreferrer\">View the recording\u003c/a> from our informational webinar that was held on March 19.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_531270\" class=\"wp-caption aligncenter\" style=\"max-width: 236px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-531270\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"\" width=\"236\" height=\"236\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 236px) 100vw, 236px\">\u003cfigcaption class=\"wp-caption-text\">PBS Media Literacy Educator Certification badge\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cb>Who can apply to the Academy?\u003c/b>\u003c/h4>\n\u003cp>The Academy is open to San Francisco Bay Area middle and high school educators (grades 6-12) who serve as teachers, instructional coaches and librarians, in all subject areas. We encourage you to \u003ca href=\"https://goo.gl/forms/ef6UGn3hTr3R81sy2\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">apply\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a colleague from your school, district or organization. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>When and where will it take place?\u003c/b>\u003c/h4>\n\u003cp>The Academy will run June 2019-May 2020 with two cohorts of 30 educators each that will meet in different locations: East Bay and South Bay. Educators from anywhere in the Bay Area can apply to join either cohort.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each cohort will have a two-day kick-off workshop that will focus on creating audio media and bringing podcasting to the classroom. \u003cb>Participants will earn a $150 stipend after attending the kick-off workshop.\u003c/b> After the kick-off, additional media literacy skills will be learned throughout the year via online courses and in-person meetings and workshops.\u003c/p>\n\u003cp>\u003cstrong>The full schedule of in-person meetings and workshops is as follows:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">East Bay cohort kick-off workshop: June 18 & 19, 10am-4pm at \u003c/span>\u003ca href=\"https://www.ce.csueastbay.edu/about/locations/oakland.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Cal State East Bay’s Oakland Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (near 12th St BART Station)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">South Bay cohort kick-off workshop: June 25 & 26, 10am-4pm at the \u003c/span>\u003ca href=\"https://www.sccoe.org/aboutsccoe/Pages/SCCOE-Maps.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Santa Clara County Office of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (free parking available) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fall meet-up: November (dates/locations TBD)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Mid-year one-day workshop: January/February (dates/locations TBD)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Certification Celebration: May (dates/locations TBD)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>The South Bay co\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/SCCOE-lofo.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531418 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-160x123.jpg\" width=\"160\" height=\"123\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-800x615.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-768x590.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-1020x784.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-1200x922.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/SCCOE-lofo-1920x1475.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>hort is hosted in partnership with the Professional Learning and Instructional Support Division of the Santa Clara County Office of Education.\u003c/p>\n\u003ch4>\u003cb>What is the time commitment?\u003c/b>\u003c/h4>\n\u003cp>The Academy will require several hours per month of self-paced work, in addition to quarterly in-person workshops and meetups.\u003c/p>\n\u003ch4>\u003cb>What is the cost of the Academy?\u003c/b>\u003c/h4>\n\u003cp>\u003ci>Free! Micro-credentials and certification are free, too.\u003c/i>\u003c/p>\n\u003ch4>\u003cb>Wondering if the Academy is right for you?\u003c/b>\u003c/h4>\n\u003cp>Read through this self-assessment. You are a perfect candidate for the Academy if\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are a teacher or educator who works directly with students in grades 6-12 OR you are in a role where you partner with and/or regularly train teachers that serve this age group. (Examples of student work are a requirement of certification. If you work closely with teachers, their work can take the place of student work.) See \u003ca href=\"#FAQ\">FAQs\u003c/a> for more information.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are excited about improving your media analysis and media creation skills in a cohort of like-minded educators.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are eager to learn innovative ways to improve student engagement and learning and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">put that learning into practice.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You know your way around a computer, are comfortable with Google Drive, and you easily learn how to use new tools and programs.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You have time to put towards your own professional learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You are okay with sharing imperfect work and getting feedback from colleagues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">You intend to complete the entire Academy, including attending the in-person events and applying for all micro-credentials.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>\u003cb>When is the deadline to apply?\u003c/b>\u003c/h4>\n\u003cp>The application deadline is \u003cstrong>March 31. \u003c/strong>We will notify you of your acceptance into the Academy by April 5.\u003c/p>\n\u003cp>We will accept a total of 60 educators into the Academy, 30 in each cohort.\u003c/p>\n\u003cp>We hope you apply to join us for our inaugural KQED Media Literacy Educator Academy! We look forward to helping you strengthen your media literacy skills and support you in achieving PBS Media Literacy Educator Certification. \u003ca name=\"FAQ\">\u003c/a>\u003c/p>\n\u003ch2 style=\"text-align: left\">\u003ca href=\"https://goo.gl/forms/ef6UGn3hTr3R81sy2\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Apply by March 31.\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>\u003cstrong>\u003cbr>\nStill have questions about the KQED Media Literacy Educator Academy? \u003c/strong> Email us at \u003ca href=\"mailto:learn@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\"> learn@kqed.org\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>\u003cbr>\nFAQs – KQED Media Literacy Educator Academy\u003c/b>\u003c/h4>\n\u003cp>\u003cb>Do I have to apply to the Academy with a colleague?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">No, but we recommend it. We’ve found it’s helpful to have a colleague that can provide mutual encouragement and with whom you can regularly check in about your progress. However, if you don’t have a colleague to apply with, there will be many great people to partner and learn with.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Does the colleague I apply with need to work at the same school as I do?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">They don’t need to work at your school or organization. But it should be someone that you see, plan with or check in with frequently. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>What are the requirements for PBS Media Literacy Educator Certification?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">You can view the competencies and the artifacts that will be assessed for each of the media literacy micro-credentials \u003c/span>\u003c/i>\u003ca href=\"https://edu-landing.kqed.org/certification/b.html#lp-pom-block-12\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Note: During the Academy, we will focus on \u003c/span>\u003cb>audio\u003c/b>\u003cspan style=\"font-weight: 400\"> as the media production format for the micro-credential “Making Media for Classroom Use.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>I’m a librarian, instructional coach or teacher on special assignment. Is certification for me?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">Each of the micro-credentials connected to PBS Media Literacy Educator Certification requires evidence of classroom instruction. However, “students” and “classrooms” are meant in their widest sense and support a range of instruction from coaches or administrators leading professional learning to individual instructors. For educators who do not have their own classrooms, such as school librarians or teachers on special assignment, it is acceptable to collaborate with another teacher on individual micro-credentials. The evidence you submit must reflect work you’ve created or co-created, and student work should be from students whose instruction you supported.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Why should I participate in the Academy versus becoming certified on my own?\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">You should participate if you are interested in becoming a PBS Certified Media Literacy Educator, but you’d like the extra support provided by KQED staff and a cohort of colleagues in order to complete all of the requirements. Think of it like training for a race. You could do it by yourself, but you may have more fun and stay motivated if you train with a group!\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Who will be leading the KQED Academy?\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">You will be guided by KQED’s curriculum and professional development specialists:\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530599 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Andrea Aust is the science education senior manager at KQED, where she has been developing educational resources and providing professional learning for more than 11 years. Prior to KQED, she taught, developed and managed marine science and environmental education programs.\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530598 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Rachel Roberson is KQED’s news education manager and develops educational resources and professional learning with a focus on humanities. Rachel spent 14 years in the classroom as an English and social studies teacher and literacy specialist. \u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "New Micro-credentials Provide Path to PBS Media Literacy Educator Certification",
"headTitle": "New Micro-credentials Provide Path to PBS Media Literacy Educator Certification | KQED",
"content": "\u003cp>\u003cstrong>\u003ci>PBS and KQED offer a set of free media literacy micro-credentials that validate media literacy skills and classroom implementation practices. These competency-based micro-credentials provide the pathway to earning certification as a PBS Certified Media Literacy Educator. Read on to learn more, or get started \u003c/i>\u003ci>\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/i>\u003c/strong>\u003c/p>\n\u003cp>We are well past the time when literacy means the ability to read and write on paper or a screen. According to \u003ca href=\"https://namle.net/publications/media-literacy-definitions/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">NAMLE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to be literate today means to have the skills to “access, analyze, evaluate, create, and act using all forms of communication.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reach this goal, teachers themselves must be able to read, write and share media, as well as effectively support their students in achieving these skills.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531270\" class=\"wp-caption aligncenter\" style=\"max-width: 302px\">\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-531270\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"\" width=\"302\" height=\"302\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 302px) 100vw, 302px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">PBS Media Literacy Educator Certification badge\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003ch4>A certification for educators in all grades, all subjects.\u003c/h4>\n\u003cblockquote>\n\u003cp style=\"padding-left: 30px\">“Media literacy is not taught in one lesson or even one unit. It is a series of small steps that takes the students on a journey of empowerment to become active citizens in the digital world.”\u003cbr>\n–Mariana Garcia Serrano, Science and Engineering teacher,\u003cbr>\nPBS Certified Media Literacy Educator\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">We created the free PBS Media Literacy Educator Certification by KQED to address this need by\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">recognizing and promoting the educators who possess and apply these skills already.\u003c/span>\u003c/li>\n\u003cli>providing a clear pathway, through coursework and other instructional resources, to educators who need or desire support.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are an educator who believes that media literacy is a critical skill set for you and you students, this certification will demonstrate your expertise in teaching students to produce media that matters and think critically about their role as media consumers.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Want to learn more about certification and micro-credentials? \u003ca href=\"https://zoom.us/meeting/register/231ced51f38ffb49d746f627e8486654\" target=\"_blank\" rel=\"noopener noreferrer\">Register \u003c/a>for our informational webinar on March 19 at 4pm PDT.\u003c/strong>\u003c/p>\n\u003ch4>How it works.\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">To achieve \u003c/span>\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003cspan style=\"font-weight: 400\">, educators demonstrate their competency through earning eight micro-credentials from KQED and PBS. \u003c/span>\u003cspan style=\"font-weight: 400\">Micro-credentials are a form of competency-based recognition that validate an educator’s professional learning.\u003c/span>\u003cspan style=\"font-weight: 400\"> Each micro-credential in the set addresses key competencies associated with reading, writing, sharing and teaching with media. \u003c/span>\u003cspan style=\"font-weight: 400\">Micro-credentials can be earned as stand-alone badges of recognition or added together to achieve certification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These micro-credentials are free via\u003c/span>\u003cspan style=\"font-weight: 400\"> the \u003c/span>\u003ca href=\"https://microcredentials.digitalpromise.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Digital Promise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform. An educator chooses a micro-credential and submits evidence showcasing their media literacy teaching abilities. KQED (the issuing organization) then reviews the evidence and determines whether it meets the requirements of the scoring guide and rubric for that particular skill. If it does, then the educator receives the micro-credential in the form of a digital badge that’s linked to the submitted evidence. This badge can be shared in email footers, on professional profiles and on social networks.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531271\" class=\"wp-caption aligncenter\" style=\"max-width: 224px\">\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531271 \" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information.png\" width=\"224\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information.png 500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-128x128.png 128w\" sizes=\"(max-width: 224px) 100vw, 224px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Evaluating Online Information Micro-credential badge\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are nine micro-credentials in the set. Educators seeking certification need to complete eight out of these nine, choosing either the early childhood or upper grades version of the “Implementing Media Projects” badge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The amount of time it takes to earn any of these micro-credentials depends on the particular topic and an educator’s previous experience with the skill addressed in that micro-credential. KQED Teach and PBS TeacherLine offer free online courses that support teacher learning in each of the micro-credential topic areas (see the complete\u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/#lp-pom-text-173\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> list of related courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once an educator earns all eight micro-credentials, they are automatically granted PBS Media Literacy Educator Certification. \u003c/span>\u003cspan style=\"font-weight: 400\">As a certified PBS Media Literacy Educator, they will receive\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A certificate and digital badge you can use to showcase your media literacy mastery.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A letter from PBS announcing your certification sent to your school or district.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thought leadership opportunities facilitated by PBS and local PBS stations, including a chance to lead virtual and in-person PD events.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification by KQED demonstrates your skills as an educator in using multiple forms of media and communication. The micro-credentials from KQED and PBS allow you to showcase your media literacy teaching abilities along the way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Make your skills known. \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">Get started with micro-credentials\u003c/a>.\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ci>PBS and KQED offer a set of free media literacy micro-credentials that validate media literacy skills and classroom implementation practices. These competency-based micro-credentials provide the pathway to earning certification as a PBS Certified Media Literacy Educator. Read on to learn more, or get started \u003c/i>\u003ci>\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/i>\u003c/strong>\u003c/p>\n\u003cp>We are well past the time when literacy means the ability to read and write on paper or a screen. According to \u003ca href=\"https://namle.net/publications/media-literacy-definitions/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">NAMLE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to be literate today means to have the skills to “access, analyze, evaluate, create, and act using all forms of communication.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reach this goal, teachers themselves must be able to read, write and share media, as well as effectively support their students in achieving these skills.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531270\" class=\"wp-caption aligncenter\" style=\"max-width: 302px\">\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-531270\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"\" width=\"302\" height=\"302\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 302px) 100vw, 302px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">PBS Media Literacy Educator Certification badge\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003ch4>A certification for educators in all grades, all subjects.\u003c/h4>\n\u003cblockquote>\n\u003cp style=\"padding-left: 30px\">“Media literacy is not taught in one lesson or even one unit. It is a series of small steps that takes the students on a journey of empowerment to become active citizens in the digital world.”\u003cbr>\n–Mariana Garcia Serrano, Science and Engineering teacher,\u003cbr>\nPBS Certified Media Literacy Educator\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">We created the free PBS Media Literacy Educator Certification by KQED to address this need by\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">recognizing and promoting the educators who possess and apply these skills already.\u003c/span>\u003c/li>\n\u003cli>providing a clear pathway, through coursework and other instructional resources, to educators who need or desire support.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are an educator who believes that media literacy is a critical skill set for you and you students, this certification will demonstrate your expertise in teaching students to produce media that matters and think critically about their role as media consumers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Want to learn more about certification and micro-credentials? \u003ca href=\"https://zoom.us/meeting/register/231ced51f38ffb49d746f627e8486654\" target=\"_blank\" rel=\"noopener noreferrer\">Register \u003c/a>for our informational webinar on March 19 at 4pm PDT.\u003c/strong>\u003c/p>\n\u003ch4>How it works.\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">To achieve \u003c/span>\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003cspan style=\"font-weight: 400\">, educators demonstrate their competency through earning eight micro-credentials from KQED and PBS. \u003c/span>\u003cspan style=\"font-weight: 400\">Micro-credentials are a form of competency-based recognition that validate an educator’s professional learning.\u003c/span>\u003cspan style=\"font-weight: 400\"> Each micro-credential in the set addresses key competencies associated with reading, writing, sharing and teaching with media. \u003c/span>\u003cspan style=\"font-weight: 400\">Micro-credentials can be earned as stand-alone badges of recognition or added together to achieve certification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These micro-credentials are free via\u003c/span>\u003cspan style=\"font-weight: 400\"> the \u003c/span>\u003ca href=\"https://microcredentials.digitalpromise.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Digital Promise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform. An educator chooses a micro-credential and submits evidence showcasing their media literacy teaching abilities. KQED (the issuing organization) then reviews the evidence and determines whether it meets the requirements of the scoring guide and rubric for that particular skill. If it does, then the educator receives the micro-credential in the form of a digital badge that’s linked to the submitted evidence. This badge can be shared in email footers, on professional profiles and on social networks.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531271\" class=\"wp-caption aligncenter\" style=\"max-width: 224px\">\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531271 \" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information.png\" width=\"224\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information.png 500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/Evaluating-Online-Information-128x128.png 128w\" sizes=\"(max-width: 224px) 100vw, 224px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Evaluating Online Information Micro-credential badge\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are nine micro-credentials in the set. Educators seeking certification need to complete eight out of these nine, choosing either the early childhood or upper grades version of the “Implementing Media Projects” badge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The amount of time it takes to earn any of these micro-credentials depends on the particular topic and an educator’s previous experience with the skill addressed in that micro-credential. KQED Teach and PBS TeacherLine offer free online courses that support teacher learning in each of the micro-credential topic areas (see the complete\u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/#lp-pom-text-173\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> list of related courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once an educator earns all eight micro-credentials, they are automatically granted PBS Media Literacy Educator Certification. \u003c/span>\u003cspan style=\"font-weight: 400\">As a certified PBS Media Literacy Educator, they will receive\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A certificate and digital badge you can use to showcase your media literacy mastery.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A letter from PBS announcing your certification sent to your school or district.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thought leadership opportunities facilitated by PBS and local PBS stations, including a chance to lead virtual and in-person PD events.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification by KQED demonstrates your skills as an educator in using multiple forms of media and communication. The micro-credentials from KQED and PBS allow you to showcase your media literacy teaching abilities along the way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Make your skills known. \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">Get started with micro-credentials\u003c/a>.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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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.",
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"source": "Commonwealth Club of California"
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"order": 9
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"source": "NPR"
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"how-i-built-this": {
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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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"hyphenacion": {
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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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},
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"id": "latino-usa",
"title": "Latino USA",
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"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",
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"link": "/radio/program/latino-usa",
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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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"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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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
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