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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For many educators, teaching Martin Luther King, Jr.’s keynote address from the 1963 “March on Washington for Jobs and Freedom,” which is widely known as his “I Have a Dream” speech, can be daunting. The speech is monumental for its impact, and it is often the main avenue teachers use to teach about it’s author. Up until this year, I have always cobbled together snippets of the speech with additional resources to teach the main points. I would use \u003c/span>\u003ca href=\"https://vimeo.com/70657416\">\u003cspan style=\"font-weight: 400\">video of John Lewis’ speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 1963 march to contrast the tone and content. I would use the story of \u003c/span>\u003ca href=\"https://www.si.com/college-basketball/2015/01/19/George-Raveling?scrlybrkr=3bcc735b\">\u003cspan style=\"font-weight: 400\">George Raveling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/oral-history-march-washington-180953863/\">\u003cspan style=\"font-weight: 400\">oral histories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of other key figures in the march to help my students understand King’s ideas. However, this year I came across the interactive, multimedia resource “\u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Freedom’s Ring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and I feel much more empowered to do justice to King’s famous speech. “Freedom’s Ring” is going to play a major role in every US history and government class I teach from here on out. It’s that good!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Freedom’s Ring” was supported by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/\">\u003cspan style=\"font-weight: 400\">The Martin Luther King, Jr. Research and Education Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Stanford, which is run by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/clayborne-carson\">\u003cspan style=\"font-weight: 400\">Dr. Clayborne Carson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has been the director since 1985 and was personally chosen by King’s widow, Coretta Scott King, to run the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">Martin Luther King Papers Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has curated King’s papers and expanded their accessibility. “Freedom’s Ring” is just one of many great resources the Institute has built under his direction. For teachers, The King Institute has online\u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans\">\u003cspan style=\"font-weight: 400\"> lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum\">\u003cspan style=\"font-weight: 400\">The Liberation Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/encyclopedia\">\u003cspan style=\"font-weight: 400\">Martin Luther King Encyclopedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">King Papers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which are accessible online. In other words, “Freedom’s Ring” is just the tip of a gigantic iceberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But “Freedom’s Ring” is an especially powerful resource because it covers the whole speech in an \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interactive \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">multimedia \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">format. It presents the complete speech via audio recording, complemented by prominent text that matches the audio. It also includes animated visuals behind the text which interpret the speech, as well as links in the text which lead to all sorts of rich resources that students can use to gain a better understanding of the speech’s context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, the opening scene of the speech is pictured below with the word “today” appearing as a blue hyperlink.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531242\" class=\"wp-caption alignnone\" style=\"max-width: 990px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531242 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-1.png\" width=\"990\" height=\"712\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1.png 990w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-800x575.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-768x552.png 768w\" sizes=\"(max-width: 990px) 100vw, 990px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Drawing by Evan Bissell, from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">If the viewer clicks on the link, they are taken to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cspan style=\"font-weight: 400\">the following screen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531240\" class=\"wp-caption alignnone\" style=\"max-width: 1613px\">\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531240 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-resources.png\" width=\"1613\" height=\"856\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources.png 1613w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-800x425.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-768x408.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1020x541.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1200x637.png 1200w\" sizes=\"(max-width: 1613px) 100vw, 1613px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Resources from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the visuals in this window are clickable resources which reveal different ideas, concepts, issues and perspectives that pertain to this section of the speech. In this case, this link covers the historical build up to the March on Washington.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another link leads us to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=would-you-put-your-body-on-the-line\">\u003cspan style=\"font-weight: 400\">a set of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on the Birmingham Campaign of 1963, which was a series of protests against police brutality. The resources include a reading from Coretta Scott King’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My Life with Martin Luther King, Jr.,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a linocut of King gazing out of the bars of a Birmingham jail, and a video in which King’s lawyer and friend Clarence Jones describes witnessing King composing his famous “\u003c/span>\u003ca href=\"http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf\">\u003cspan style=\"font-weight: 400\">Letter from a Birmingham Jail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Finally, there is a link to a rich set of lesson plans where students role-play to learn about the evolution of the Birmingham Campaign.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such resources make up just one of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">32 different links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the speech. That’s how deep and engaging this multimedia version of “I Have a Dream” is! The first time I discovered this source, I simply watched, read and listened to King’s words. Since then, I’ve explored all of the links and resources with my government and US history classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One simple, but effective way to use “Freedom’s Ring” is to play it on the big screen for the whole class. Have the students “take notes” by writing down ten of the “\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">blue words\u003c/a>” from the on-screen text. That forces them to pay close attention, but also allows them to listen and see the affecting background visuals. You can stop it where you feel comfortable to interpret and discuss with the students what King was saying and how he was saying it. For example, I discuss the tone of the speech and how King was a minister who had made many, many speeches and sermons.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531248\" class=\"wp-caption alignnone\" style=\"max-width: 997px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531248 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/later.png\" width=\"997\" height=\"827\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later.png 997w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-800x664.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-768x637.png 768w\" sizes=\"(max-width: 997px) 100vw, 997px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the speech is over, I give the students the link to “Freedom’s Ring” and ask them to follow five of the links they wrote down while watching and look through the collection of resources there. Then they answer the following questions: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> Based on the resources you looked at, what was the significance of the words highlighted in the speech? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How did the resources change the way you view Martin Luther King, Jr. and his “I Have a Dream” speech? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next class period is a great opportunity to have the kids share their answers with each other and discuss how our understanding of Martin Luther King’s “I Have a Dream” speech has changed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the clear benefits of teaching “I Have a Dream” in a multimedia format is that it becomes more accessible, for both students and teachers. The resources can be accessed in advance, and can help teachers better explain the speech and its context through a wide variety of primary materials. Students also have choice and freedom to explore the speech through its interactive format. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m really just scratching the surface of how to use “Freedom’s Ring” as a cornerstone resource for teaching the greater African American Civil Rights Movement!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a>on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For many educators, teaching Martin Luther King, Jr.’s keynote address from the 1963 “March on Washington for Jobs and Freedom,” which is widely known as his “I Have a Dream” speech, can be daunting. The speech is monumental for its impact, and it is often the main avenue teachers use to teach about it’s author. Up until this year, I have always cobbled together snippets of the speech with additional resources to teach the main points. I would use \u003c/span>\u003ca href=\"https://vimeo.com/70657416\">\u003cspan style=\"font-weight: 400\">video of John Lewis’ speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 1963 march to contrast the tone and content. I would use the story of \u003c/span>\u003ca href=\"https://www.si.com/college-basketball/2015/01/19/George-Raveling?scrlybrkr=3bcc735b\">\u003cspan style=\"font-weight: 400\">George Raveling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/oral-history-march-washington-180953863/\">\u003cspan style=\"font-weight: 400\">oral histories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of other key figures in the march to help my students understand King’s ideas. However, this year I came across the interactive, multimedia resource “\u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Freedom’s Ring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and I feel much more empowered to do justice to King’s famous speech. “Freedom’s Ring” is going to play a major role in every US history and government class I teach from here on out. It’s that good!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Freedom’s Ring” was supported by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/\">\u003cspan style=\"font-weight: 400\">The Martin Luther King, Jr. Research and Education Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Stanford, which is run by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/clayborne-carson\">\u003cspan style=\"font-weight: 400\">Dr. Clayborne Carson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has been the director since 1985 and was personally chosen by King’s widow, Coretta Scott King, to run the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">Martin Luther King Papers Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has curated King’s papers and expanded their accessibility. “Freedom’s Ring” is just one of many great resources the Institute has built under his direction. For teachers, The King Institute has online\u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans\">\u003cspan style=\"font-weight: 400\"> lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum\">\u003cspan style=\"font-weight: 400\">The Liberation Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/encyclopedia\">\u003cspan style=\"font-weight: 400\">Martin Luther King Encyclopedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">King Papers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which are accessible online. In other words, “Freedom’s Ring” is just the tip of a gigantic iceberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But “Freedom’s Ring” is an especially powerful resource because it covers the whole speech in an \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interactive \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">multimedia \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">format. It presents the complete speech via audio recording, complemented by prominent text that matches the audio. It also includes animated visuals behind the text which interpret the speech, as well as links in the text which lead to all sorts of rich resources that students can use to gain a better understanding of the speech’s context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, the opening scene of the speech is pictured below with the word “today” appearing as a blue hyperlink.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531242\" class=\"wp-caption alignnone\" style=\"max-width: 990px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531242 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-1.png\" width=\"990\" height=\"712\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1.png 990w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-800x575.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-768x552.png 768w\" sizes=\"(max-width: 990px) 100vw, 990px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Drawing by Evan Bissell, from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">If the viewer clicks on the link, they are taken to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cspan style=\"font-weight: 400\">the following screen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531240\" class=\"wp-caption alignnone\" style=\"max-width: 1613px\">\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531240 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-resources.png\" width=\"1613\" height=\"856\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources.png 1613w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-800x425.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-768x408.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1020x541.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1200x637.png 1200w\" sizes=\"(max-width: 1613px) 100vw, 1613px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Resources from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the visuals in this window are clickable resources which reveal different ideas, concepts, issues and perspectives that pertain to this section of the speech. In this case, this link covers the historical build up to the March on Washington.\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\">Another link leads us to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=would-you-put-your-body-on-the-line\">\u003cspan style=\"font-weight: 400\">a set of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on the Birmingham Campaign of 1963, which was a series of protests against police brutality. The resources include a reading from Coretta Scott King’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My Life with Martin Luther King, Jr.,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a linocut of King gazing out of the bars of a Birmingham jail, and a video in which King’s lawyer and friend Clarence Jones describes witnessing King composing his famous “\u003c/span>\u003ca href=\"http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf\">\u003cspan style=\"font-weight: 400\">Letter from a Birmingham Jail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Finally, there is a link to a rich set of lesson plans where students role-play to learn about the evolution of the Birmingham Campaign.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such resources make up just one of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">32 different links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the speech. That’s how deep and engaging this multimedia version of “I Have a Dream” is! The first time I discovered this source, I simply watched, read and listened to King’s words. Since then, I’ve explored all of the links and resources with my government and US history classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One simple, but effective way to use “Freedom’s Ring” is to play it on the big screen for the whole class. Have the students “take notes” by writing down ten of the “\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">blue words\u003c/a>” from the on-screen text. That forces them to pay close attention, but also allows them to listen and see the affecting background visuals. You can stop it where you feel comfortable to interpret and discuss with the students what King was saying and how he was saying it. For example, I discuss the tone of the speech and how King was a minister who had made many, many speeches and sermons.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531248\" class=\"wp-caption alignnone\" style=\"max-width: 997px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531248 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/later.png\" width=\"997\" height=\"827\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later.png 997w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-800x664.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-768x637.png 768w\" sizes=\"(max-width: 997px) 100vw, 997px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the speech is over, I give the students the link to “Freedom’s Ring” and ask them to follow five of the links they wrote down while watching and look through the collection of resources there. Then they answer the following questions: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> Based on the resources you looked at, what was the significance of the words highlighted in the speech? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How did the resources change the way you view Martin Luther King, Jr. and his “I Have a Dream” speech? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next class period is a great opportunity to have the kids share their answers with each other and discuss how our understanding of Martin Luther King’s “I Have a Dream” speech has changed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the clear benefits of teaching “I Have a Dream” in a multimedia format is that it becomes more accessible, for both students and teachers. The resources can be accessed in advance, and can help teachers better explain the speech and its context through a wide variety of primary materials. Students also have choice and freedom to explore the speech through its interactive format. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m really just scratching the surface of how to use “Freedom’s Ring” as a cornerstone resource for teaching the greater African American Civil Rights Movement!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a>on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Save the Tree Octopus! Helping Students Develop Critical Thinking Skills",
"headTitle": "Save the Tree Octopus! Helping Students Develop Critical Thinking Skills | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“Wait a minute…” All heads turned as a student, who only moments before was silently typing away at her computer, slowly rose from her seat, eyes locked on the screen in front of her. After what seemed like an entire minute of silence, she looked straight at her teacher and said, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“…this is all a lie!”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> 28 pairs of eyes slowly moved from her to her teacher, who sat smirking at the front of the room. “You are absolutely right,” the teacher replied, “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">but can you prove it?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students should not only be expected to find information online but, perhaps even more importantly, they also need to be taught how to be critical of the information they find there, and how to corroborate, analyze and judge it’s validity. Most teachers would identify this as an important 21st-century skill, but how do you teach it?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hill-Murray School outside of St. Paul, Minnesota, we decided that this skill was important enough to include into the digital literacy lessons our students complete every year as a way of helping them develop the skills they need to survive and thrive in a technology-rich learning environment. I was lucky enough to lead a collaborative team of teachers and counselors that planned and delivered lessons focused on topics like cyber safety, cyber bullying and effective digital communication, along with a particularly engaging lesson that focuses on information literacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early on in the year, students learn about evaluating information with a fun and engaging lesson as part of our school’s digital citizenship curriculum. The lesson begins with some “invisible theater” where the teacher tells her students that they are going to be learning about online advocacy and provides them \u003c/span>\u003ca href=\"https://zapatopi.net/treeoctopus/\">\u003cspan style=\"font-weight: 400\">the link to a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as an example. As students open the link in their browsers, the teacher explains how websites can be used to advocate for a cause they believe in, even one that isn’t well known. The website discusses the plight of the Pacific Tree Octopus, an endangered species that most people have never heard of because corporate lumber interests have suppressed knowledge of its existence so they can continue to log in its habitat. This made the students upset, connecting with them emotionally and pulling them into the lesson. On the surface, the website looks very legitimate with all sorts of sources, updated news feeds and lots of illustrations and professional-looking artwork. The teacher tells the students to spend some time evaluating how a website like this one can help create concern for the tree octopus and what kinds of methods it uses to try to get the public to take action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the website may pass a cursory examination, it doesn’t generally take long for one inquisitive or detail-oriented student to begin to see the multitude of problems with the site. Clicking on links results in 404 errors. There is a suspicious absence of scientific attributions on the site. And many of the pictures of the endangered tree octopus are actually stuffed animals or plastic toys stuck in trees. After a few minutes, students begin to share their findings with each other and their curiosity quickly turns into skepticism, which is exactly the process we want our students to engage in when they approach any unknown or suspect source of online information. On the day I was helping to facilitate the lesson, it was at this point that our previously-mentioned rabblerouser stood up and decried the authenticity of the site in front of the entire class.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The introduction to the lesson couldn’t have gone better. With most of the students realizing that the site was a fake, it was time to tell them the truth. The lesson for the day wasn’t about online advocacy, it was about identifying fake information. But they hadn’t won yet. The students were told that while knowing the information isn’t accurate is a good start, being able to prove your position by backing it up with real facts and reliable evidence was what effective researchers do, and it’s what makes argument and positions strong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given approximately ten minutes to try to come up with a list of reasons proving they knew that the Tree Octopus site was indeed fake. The students got to work together, sharing different ideas regarding ways that the site could be proven fake. Before long, they had created a giant class list of different approaches that could be used to debunk the fake site and that could be relied on in the future to argue against suspect information. The students came up with strategies like corroborating with trusted sources, looking for authenticity markers such as authors and external links, and \u003c/span>\u003ca href=\"https://www.teachingchannel.org/video/reading-like-a-historian-corroboration\">\u003cspan style=\"font-weight: 400\">cross-referencing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the information that they find with classmates\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">strategies that are also recommended by academic experts. After the lesson, the class list was hung up on the wall and used as an Anchor Chart (a poster-sized visual reference tool) for the next research project they begin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if students didn’t remember every strategy that was listed, the fact that they had experienced and participated in the debunking process themselves helped drive home the point that they needed to be more skeptical of the first thing they read online, and be more selective with the information they include in their research. After the lesson, teachers noticed that many of their students wouldn’t just immediately go with the first search result, but would look to others or try to run their research by fellow students to see if their findings lined up with what their partners also found. This use of higher-order critical thinking skills is not just important for success in school, but is also becoming more and more important in the ever-changing online environment of our information age. The skills that they learn from the Tree Octopus will serve them well in their future roles as college students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">citizens, which is the definition of a truly authentic 21st-century education.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Wait a minute…” All heads turned as a student, who only moments before was silently typing away at her computer, slowly rose from her seat, eyes locked on the screen in front of her. After what seemed like an entire minute of silence, she looked straight at her teacher and said, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“…this is all a lie!”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> 28 pairs of eyes slowly moved from her to her teacher, who sat smirking at the front of the room. “You are absolutely right,” the teacher replied, “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">but can you prove it?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students should not only be expected to find information online but, perhaps even more importantly, they also need to be taught how to be critical of the information they find there, and how to corroborate, analyze and judge it’s validity. Most teachers would identify this as an important 21st-century skill, but how do you teach it?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hill-Murray School outside of St. Paul, Minnesota, we decided that this skill was important enough to include into the digital literacy lessons our students complete every year as a way of helping them develop the skills they need to survive and thrive in a technology-rich learning environment. I was lucky enough to lead a collaborative team of teachers and counselors that planned and delivered lessons focused on topics like cyber safety, cyber bullying and effective digital communication, along with a particularly engaging lesson that focuses on information literacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early on in the year, students learn about evaluating information with a fun and engaging lesson as part of our school’s digital citizenship curriculum. The lesson begins with some “invisible theater” where the teacher tells her students that they are going to be learning about online advocacy and provides them \u003c/span>\u003ca href=\"https://zapatopi.net/treeoctopus/\">\u003cspan style=\"font-weight: 400\">the link to a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as an example. As students open the link in their browsers, the teacher explains how websites can be used to advocate for a cause they believe in, even one that isn’t well known. The website discusses the plight of the Pacific Tree Octopus, an endangered species that most people have never heard of because corporate lumber interests have suppressed knowledge of its existence so they can continue to log in its habitat. This made the students upset, connecting with them emotionally and pulling them into the lesson. On the surface, the website looks very legitimate with all sorts of sources, updated news feeds and lots of illustrations and professional-looking artwork. The teacher tells the students to spend some time evaluating how a website like this one can help create concern for the tree octopus and what kinds of methods it uses to try to get the public to take action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the website may pass a cursory examination, it doesn’t generally take long for one inquisitive or detail-oriented student to begin to see the multitude of problems with the site. Clicking on links results in 404 errors. There is a suspicious absence of scientific attributions on the site. And many of the pictures of the endangered tree octopus are actually stuffed animals or plastic toys stuck in trees. After a few minutes, students begin to share their findings with each other and their curiosity quickly turns into skepticism, which is exactly the process we want our students to engage in when they approach any unknown or suspect source of online information. On the day I was helping to facilitate the lesson, it was at this point that our previously-mentioned rabblerouser stood up and decried the authenticity of the site in front of the entire class.\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 introduction to the lesson couldn’t have gone better. With most of the students realizing that the site was a fake, it was time to tell them the truth. The lesson for the day wasn’t about online advocacy, it was about identifying fake information. But they hadn’t won yet. The students were told that while knowing the information isn’t accurate is a good start, being able to prove your position by backing it up with real facts and reliable evidence was what effective researchers do, and it’s what makes argument and positions strong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given approximately ten minutes to try to come up with a list of reasons proving they knew that the Tree Octopus site was indeed fake. The students got to work together, sharing different ideas regarding ways that the site could be proven fake. Before long, they had created a giant class list of different approaches that could be used to debunk the fake site and that could be relied on in the future to argue against suspect information. The students came up with strategies like corroborating with trusted sources, looking for authenticity markers such as authors and external links, and \u003c/span>\u003ca href=\"https://www.teachingchannel.org/video/reading-like-a-historian-corroboration\">\u003cspan style=\"font-weight: 400\">cross-referencing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the information that they find with classmates\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">strategies that are also recommended by academic experts. After the lesson, the class list was hung up on the wall and used as an Anchor Chart (a poster-sized visual reference tool) for the next research project they begin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if students didn’t remember every strategy that was listed, the fact that they had experienced and participated in the debunking process themselves helped drive home the point that they needed to be more skeptical of the first thing they read online, and be more selective with the information they include in their research. After the lesson, teachers noticed that many of their students wouldn’t just immediately go with the first search result, but would look to others or try to run their research by fellow students to see if their findings lined up with what their partners also found. This use of higher-order critical thinking skills is not just important for success in school, but is also becoming more and more important in the ever-changing online environment of our information age. The skills that they learn from the Tree Octopus will serve them well in their future roles as college students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">citizens, which is the definition of a truly authentic 21st-century education.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\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 evaluating online information in your classroom, take our free, online course \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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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, Wes signed up for my Mass Media course, hoping to learn about journalism, broadcasting, graphic design and film. He discovered a passion for film and graphic design and he quickly rebuilt his \u003c/span>\u003ca href=\"https://twitter.com/wesleyclapp_\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to follow writers, directors, producers and filmmakers. This feed provided more films to watch, more critics to read and more directors to emulate, which in turn inspired him to start experimenting with iMovie and Photoshop, and later Premier and After Effects, in order to create and share his own \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/film-portfolio\">\u003cspan style=\"font-weight: 400\">films\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/graphic-design-portfolio\">\u003cspan style=\"font-weight: 400\">designs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the end of the course, I asked students to upload their favorite projects to a digital portfolio. To this day, Wes still updates his \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cspan style=\"font-weight: 400\">digital portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531188 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/wesley.png\" width=\"1053\" height=\"809\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley.png 1053w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-800x615.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-768x590.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-1020x784.png 1020w\" sizes=\"(max-width: 1053px) 100vw, 1053px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In talking to Wes recently, he mentioned how important reforming his social media feeds was in helping him realize and pursue his passions. On many of his accounts, he stopped following “friends” and began learning, critiquing, emulating and collaborating. At first, he blogged about horror films on Tumblr, then he produced his own film reviews on YouTube, and now he’s analyzing and critiquing films on \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/\">\u003cspan style=\"font-weight: 400\">Letterboxd\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with other film buffs. Wes said he felt fulfilment when he applied for a job and the interviewer had seen his \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/films/reviews/\">\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like me, you get frustrated that despite our best efforts, students continue to encounter and share misinformation, use poor sources on assignments and post inappropriately on social media. Over many conversations with students, I realized I’m struggling with this because I’m trying to teach media literacy skills in a “lab” environment with artificial conditions. There’s a big difference in showing something to a student and saying \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Is this a good source?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Should you post this?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and actually having students regularly ask those kinds of questions in the course of their own social media networks. To address this, I decided to build instruction around student interests so that students can interact with media in a network that matters to them. I thought that if students started from a place of genuine interest, they would be more likely to consume and create media intentionally and skillfully. And this learning will have “real-world” impact for them. I’ve been experimenting with this instruction for several years in my my history classes, my media classes, and now in my social media elective. Here’s how I did it.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Consuming Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a personal learning network starts with social media. First, I work to pique students’ interest in a topic, then help them connect with professionals and organizations that are producing quality content about that topic on social media. One tool I use repeatedly is the “list” function on Twitter, which allows me to curate a collection of public figures and organizations that my students can follow. \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/mass-media\">\u003cspan style=\"font-weight: 400\">Here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a list focused on journalism and current events for students in my Mass Media class, and \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cspan style=\"font-weight: 400\">here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for my Contemporary World History students to keep up with global news and developments. I built \u003c/span>\u003ca href=\"https://www.socialmediamarketplace.org/\">\u003cspan style=\"font-weight: 400\">a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students to build their own personalized learning networks for interests that span beyond the content of my course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531187 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/twitter-list-02.png\" width=\"901\" height=\"701\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02.png 901w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-160x124.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-800x622.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-768x598.png 768w\" sizes=\"(max-width: 901px) 100vw, 901px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to following these lists, students work to build their own. One student emailed me after class to tell me that on her school account, “I only follow newsworthy feeds… about human rights, international news or politics.” Perhaps the best thing about helping students build their network is that the learning continues every time they open their social media apps. A number of my students continue to check the international news list from our class two years after the course.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Producing Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Locating and consuming quality content is just the beginning of creating and joining a personal learning network. We also need to empower our students to produce quality content to inform these networks. For example, I hosted a class\u003c/span>\u003ca href=\"https://aspmassmedia.wordpress.com/\">\u003cspan style=\"font-weight: 400\"> blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.youtube.com/user/ASPmassmedia2010\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.instagram.com/aspmassmedia/\">\u003cspan style=\"font-weight: 400\">Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://twitter.com/aspmassmedia\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://soundcloud.com/asp-mass-media\">\u003cspan style=\"font-weight: 400\">Soundcloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> account where students share articles, podcasts and videos. Producing content for these shared accounts can be a jumping off point for contributing to students’ own personal networks. For instance, here’s an\u003c/span>\u003ca href=\"https://www.kaylasteinberg.com/\"> \u003cspan style=\"font-weight: 400\">example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a student who chose to repost her work onto her own digital portfolio. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When assigning media creation, I embrace student choice. In my social media elective, I ask students to demonstrate progression through a \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/PBLtSM-Skills-Progression.pdf\">course skills chart\u003c/a>. They can do so in any medium. A student can write (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://tremongo.blogspot.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wrote well-researched social justice posts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); record a podcast (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like these \u003c/span>\u003c/i>\u003ca href=\"https://soundcloud.com/asp-mass-media/climate-change-explained\">\u003ci>\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wanted to help their peers understand climate change\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); or even create a model (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://www.tinkercad.com/things/6Ibtmj4dtJZ\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wants to be an architect\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). When evaluating, I look for argument, evidence and some fluency (and creativity!) in the medium they choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://tremongo.blogspot.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531191 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/blog.png\" width=\"1511\" height=\"888\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog.png 1511w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-800x470.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-768x451.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1020x599.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1200x705.png 1200w\" sizes=\"(max-width: 1511px) 100vw, 1511px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way that consuming quality content becomes self-sustaining, this effort to create also becomes self-sustaining. As a teacher, I work to help students create and share their first piece of original, informative media. Over time, I can step aside and let them develop proficiency in their mediums as they work to improve their networks, which is essential. Because it’s not enough to learn online, one has to be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">understood as such\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and the only way to do this is to contribute thoughtfully. Ideally, each student’s network will act as an authentic audience that gives feedback. At the least, the professionals and organizations in the student’s network can serve as role models to emulate when it comes learning and sharing online. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to graduate media literate students, let’s allow them to follow their interests online. That way they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">experience\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> online spaces with the interest, critical eye and collaborative mentality of a responsible digital citizen. Savvy media consumers build large networks of professionals and organizations that deliver quality content. Skilled media producers contribute meaningfully to that network, emulating professionals and creatively including their voice. We can mentor our students through this growth and watch them as their participation in networks launch academic, civic and professional opportunities delivering fulfillment to their lives.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, Wes signed up for my Mass Media course, hoping to learn about journalism, broadcasting, graphic design and film. He discovered a passion for film and graphic design and he quickly rebuilt his \u003c/span>\u003ca href=\"https://twitter.com/wesleyclapp_\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to follow writers, directors, producers and filmmakers. This feed provided more films to watch, more critics to read and more directors to emulate, which in turn inspired him to start experimenting with iMovie and Photoshop, and later Premier and After Effects, in order to create and share his own \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/film-portfolio\">\u003cspan style=\"font-weight: 400\">films\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/graphic-design-portfolio\">\u003cspan style=\"font-weight: 400\">designs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the end of the course, I asked students to upload their favorite projects to a digital portfolio. To this day, Wes still updates his \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cspan style=\"font-weight: 400\">digital portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531188 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/wesley.png\" width=\"1053\" height=\"809\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley.png 1053w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-800x615.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-768x590.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-1020x784.png 1020w\" sizes=\"(max-width: 1053px) 100vw, 1053px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In talking to Wes recently, he mentioned how important reforming his social media feeds was in helping him realize and pursue his passions. On many of his accounts, he stopped following “friends” and began learning, critiquing, emulating and collaborating. At first, he blogged about horror films on Tumblr, then he produced his own film reviews on YouTube, and now he’s analyzing and critiquing films on \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/\">\u003cspan style=\"font-weight: 400\">Letterboxd\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with other film buffs. Wes said he felt fulfilment when he applied for a job and the interviewer had seen his \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/films/reviews/\">\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like me, you get frustrated that despite our best efforts, students continue to encounter and share misinformation, use poor sources on assignments and post inappropriately on social media. Over many conversations with students, I realized I’m struggling with this because I’m trying to teach media literacy skills in a “lab” environment with artificial conditions. There’s a big difference in showing something to a student and saying \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Is this a good source?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Should you post this?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and actually having students regularly ask those kinds of questions in the course of their own social media networks. To address this, I decided to build instruction around student interests so that students can interact with media in a network that matters to them. I thought that if students started from a place of genuine interest, they would be more likely to consume and create media intentionally and skillfully. And this learning will have “real-world” impact for them. I’ve been experimenting with this instruction for several years in my my history classes, my media classes, and now in my social media elective. Here’s how I did it.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Consuming Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a personal learning network starts with social media. First, I work to pique students’ interest in a topic, then help them connect with professionals and organizations that are producing quality content about that topic on social media. One tool I use repeatedly is the “list” function on Twitter, which allows me to curate a collection of public figures and organizations that my students can follow. \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/mass-media\">\u003cspan style=\"font-weight: 400\">Here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a list focused on journalism and current events for students in my Mass Media class, and \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cspan style=\"font-weight: 400\">here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for my Contemporary World History students to keep up with global news and developments. I built \u003c/span>\u003ca href=\"https://www.socialmediamarketplace.org/\">\u003cspan style=\"font-weight: 400\">a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students to build their own personalized learning networks for interests that span beyond the content of my course.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531187 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/twitter-list-02.png\" width=\"901\" height=\"701\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02.png 901w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-160x124.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-800x622.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-768x598.png 768w\" sizes=\"(max-width: 901px) 100vw, 901px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to following these lists, students work to build their own. One student emailed me after class to tell me that on her school account, “I only follow newsworthy feeds… about human rights, international news or politics.” Perhaps the best thing about helping students build their network is that the learning continues every time they open their social media apps. A number of my students continue to check the international news list from our class two years after the course.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Producing Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Locating and consuming quality content is just the beginning of creating and joining a personal learning network. We also need to empower our students to produce quality content to inform these networks. For example, I hosted a class\u003c/span>\u003ca href=\"https://aspmassmedia.wordpress.com/\">\u003cspan style=\"font-weight: 400\"> blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.youtube.com/user/ASPmassmedia2010\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.instagram.com/aspmassmedia/\">\u003cspan style=\"font-weight: 400\">Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://twitter.com/aspmassmedia\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://soundcloud.com/asp-mass-media\">\u003cspan style=\"font-weight: 400\">Soundcloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> account where students share articles, podcasts and videos. Producing content for these shared accounts can be a jumping off point for contributing to students’ own personal networks. For instance, here’s an\u003c/span>\u003ca href=\"https://www.kaylasteinberg.com/\"> \u003cspan style=\"font-weight: 400\">example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a student who chose to repost her work onto her own digital portfolio. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When assigning media creation, I embrace student choice. In my social media elective, I ask students to demonstrate progression through a \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/PBLtSM-Skills-Progression.pdf\">course skills chart\u003c/a>. They can do so in any medium. A student can write (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://tremongo.blogspot.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wrote well-researched social justice posts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); record a podcast (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like these \u003c/span>\u003c/i>\u003ca href=\"https://soundcloud.com/asp-mass-media/climate-change-explained\">\u003ci>\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wanted to help their peers understand climate change\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); or even create a model (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://www.tinkercad.com/things/6Ibtmj4dtJZ\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wants to be an architect\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). When evaluating, I look for argument, evidence and some fluency (and creativity!) in the medium they choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://tremongo.blogspot.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531191 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/blog.png\" width=\"1511\" height=\"888\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog.png 1511w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-800x470.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-768x451.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1020x599.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1200x705.png 1200w\" sizes=\"(max-width: 1511px) 100vw, 1511px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way that consuming quality content becomes self-sustaining, this effort to create also becomes self-sustaining. As a teacher, I work to help students create and share their first piece of original, informative media. Over time, I can step aside and let them develop proficiency in their mediums as they work to improve their networks, which is essential. Because it’s not enough to learn online, one has to be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">understood as such\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and the only way to do this is to contribute thoughtfully. Ideally, each student’s network will act as an authentic audience that gives feedback. At the least, the professionals and organizations in the student’s network can serve as role models to emulate when it comes learning and sharing online. \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\">In order to graduate media literate students, let’s allow them to follow their interests online. That way they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">experience\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> online spaces with the interest, critical eye and collaborative mentality of a responsible digital citizen. Savvy media consumers build large networks of professionals and organizations that deliver quality content. Skilled media producers contribute meaningfully to that network, emulating professionals and creatively including their voice. We can mentor our students through this growth and watch them as their participation in networks launch academic, civic and professional opportunities delivering fulfillment to their lives.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When you turn 18, our society generally considers you an adult. You can join the military. You’re eligible for jury duty. And, of course, you gain the right to vote. However, you can get a job, pay taxes, and even be tried as an adult for some crimes at 16. Clearly, laws have an impact on nearly everyone well before they can cast their vote. Maybe we need to rethink the voting age. Should 16-year-olds be allowed to vote?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant your students to discuss this Above the Noise episode with peers from around the country? Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003ca href=\"https://learn.kqed.org/discussions/20?utm_source=kqed-edu&utm_medium=blog&utm_campaign=atn\"> Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>OK, so voting may not SEEM like a big deal, especially since there’s a ton of eligible voters out there that don’t vote.\u003c/p>\n\u003cp>But it’s kinda awesome that in America, voting is a right. I mean, 40% of the world doesn’t even have the option to vote, which means they don’t get a say in their government. HOWEVER, the laws governing who can vote and who can’t have evolved over time. Regarding voting age, Some critics say that 16-year-olds aren’t mature enough or have enough life experience to cast an informed vote. Others argue that 16 year-olds should have a stake in laws that affect them.\u003c/p>\n\u003cp>\u003cstrong>Can you vote anywhere if you’re under 18? \u003c/strong>\u003c/p>\n\u003cp>In some other countries, voting under the age of 18 isn’t controversial. Argentina, Austria, Brazil, Cuba, Ecuador and Nicaragua all allow voting at 16. And, 3 cities in the U.S. allow 16 and 17 year-olds to vote in local elections.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULDN’T be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Some critics say that 16 year-olds aren’t mature enough or have enough life experience. After all, most are high schoolers, legally required to attend school and generally dependent on their family for food, clothing, and shelter.\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULD be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Many argue that 16-year-olds should have a stake in laws that affect them. They go to school, so why not let them vote on school policy? A lot of them also have jobs where they’re taxed on their earnings without having any voting power to affect change in their government.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/newshour/politics/should-16-year-olds-be-allowed-to-vote\">Should 16-year-olds be allowed to vote?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2016/11/7/13347080/voting-age-election-16\">The case for allowing 16-year-olds to vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2018/02/28/the-surprising-consequence-of-lowering-the-voting-age/?utm_term=.30c160da9e76\">The surprising consequence of lowering the voting age\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/12/06/despite-concerns-about-global-democracy-nearly-six-in-ten-countries-are-now-democratic/\">Nearly six-in-ten countries are now democratic\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://civicyouth.org/young-people-dramatically-increase-their-turnout-31-percent-shape-2018-midterm-elections/\">Young People Dramatically Increase their Turnout to 31%, Shape 2018 Midterm Elections\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you turn 18, our society generally considers you an adult. You can join the military. You’re eligible for jury duty. And, of course, you gain the right to vote. However, you can get a job, pay taxes, and even be tried as an adult for some crimes at 16. Clearly, laws have an impact on nearly everyone well before they can cast their vote. Maybe we need to rethink the voting age. Should 16-year-olds be allowed to vote?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant your students to discuss this Above the Noise episode with peers from around the country? Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003ca href=\"https://learn.kqed.org/discussions/20?utm_source=kqed-edu&utm_medium=blog&utm_campaign=atn\"> Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>OK, so voting may not SEEM like a big deal, especially since there’s a ton of eligible voters out there that don’t vote.\u003c/p>\n\u003cp>But it’s kinda awesome that in America, voting is a right. I mean, 40% of the world doesn’t even have the option to vote, which means they don’t get a say in their government. HOWEVER, the laws governing who can vote and who can’t have evolved over time. Regarding voting age, Some critics say that 16-year-olds aren’t mature enough or have enough life experience to cast an informed vote. Others argue that 16 year-olds should have a stake in laws that affect them.\u003c/p>\n\u003cp>\u003cstrong>Can you vote anywhere if you’re under 18? \u003c/strong>\u003c/p>\n\u003cp>In some other countries, voting under the age of 18 isn’t controversial. Argentina, Austria, Brazil, Cuba, Ecuador and Nicaragua all allow voting at 16. And, 3 cities in the U.S. allow 16 and 17 year-olds to vote in local elections.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULDN’T be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Some critics say that 16 year-olds aren’t mature enough or have enough life experience. After all, most are high schoolers, legally required to attend school and generally dependent on their family for food, clothing, and shelter.\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULD be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Many argue that 16-year-olds should have a stake in laws that affect them. They go to school, so why not let them vote on school policy? A lot of them also have jobs where they’re taxed on their earnings without having any voting power to affect change in their government.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/newshour/politics/should-16-year-olds-be-allowed-to-vote\">Should 16-year-olds be allowed to vote?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2016/11/7/13347080/voting-age-election-16\">The case for allowing 16-year-olds to vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2018/02/28/the-surprising-consequence-of-lowering-the-voting-age/?utm_term=.30c160da9e76\">The surprising consequence of lowering the voting age\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/12/06/despite-concerns-about-global-democracy-nearly-six-in-ten-countries-are-now-democratic/\">Nearly six-in-ten countries are now democratic\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://civicyouth.org/young-people-dramatically-increase-their-turnout-31-percent-shape-2018-midterm-elections/\">Young People Dramatically Increase their Turnout to 31%, Shape 2018 Midterm Elections\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Do Active Shooter Drills Do More Harm than Good?",
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"content": "\u003cp>As active shooter drills become more common in schools, there’s debate over what type of drill is best. Do hyper realistic drills better prepare students, or are they unnecessarily traumatizing? Join students from PBS NewsHour’s student reporting labs as they investigate which kind of drills are most effective.\u003c/p>\n\u003cp>This is a special collab with PBS Newshour Student Reporting Labs, co-produced with students from Northview High School in Covina, California.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are active shooter drills?\u003c/strong>\u003c/p>\n\u003cp>Active shooter drills are drills where students, teachers, staff and law enforcement practice what to do in case of a shooter on campus.\u003c/p>\n\u003cp>\u003cstrong>What are the different types of active shooter drills?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There isn’t one set national standard for active shooter drills. They can range from very realistic where there’s fake gunshots and fake blood to simple lockdown drills where teachers lock their doors and explain to students what they should do in the event of an active shooter. There’s also the run, hide, fight drill that teaches distraction techniques like throwing things at the shooter if they are unable to run or hide.\u003c/p>\n\u003cp>\u003cstrong>Do active shooter drills affect mental health?\u003c/strong>\u003c/p>\n\u003cp>Drills that are very realistic that trick students and teachers into thinking there’s an actual shooter can be very traumatizing. The Association of School Psychologists and the Association of School Safety Officials have created a list of best practices schools can use when designing active shooter drills as a way to protect students’ mental health.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/graphics/2018/local/school-shootings-database/?noredirect=on&utm_term=.2ed4b7ab8397\">More Than 220,000 Students Have Experienced Gun Violence at School Since Columbine\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.netassets.org/blogs/net-assets/2018/10/04/safety-security-dangers-of-active-shooter-training\">Safety and Security: Dangers of Active Shooter Training Programs\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/the-response-to-school-shootings-may-be-a-misfire-active-shooter-drills-teachers-students-6acb56418062\">How Active Shooter Drills Became a Big (and Possibly Traumatizing) Business\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/best-practice-considerations-for-schools-in-active-shooter-and-other-armed-assailant-drills\">Best Practice Considerations for Schools in Active Shooter and Other Armed Assailant Drills\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As active shooter drills become more common in schools, there’s debate over what type of drill is best. Do hyper realistic drills better prepare students, or are they unnecessarily traumatizing? Join students from PBS NewsHour’s student reporting labs as they investigate which kind of drills are most effective.\u003c/p>\n\u003cp>This is a special collab with PBS Newshour Student Reporting Labs, co-produced with students from Northview High School in Covina, California.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are active shooter drills?\u003c/strong>\u003c/p>\n\u003cp>Active shooter drills are drills where students, teachers, staff and law enforcement practice what to do in case of a shooter on campus.\u003c/p>\n\u003cp>\u003cstrong>What are the different types of active shooter drills?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There isn’t one set national standard for active shooter drills. They can range from very realistic where there’s fake gunshots and fake blood to simple lockdown drills where teachers lock their doors and explain to students what they should do in the event of an active shooter. There’s also the run, hide, fight drill that teaches distraction techniques like throwing things at the shooter if they are unable to run or hide.\u003c/p>\n\u003cp>\u003cstrong>Do active shooter drills affect mental health?\u003c/strong>\u003c/p>\n\u003cp>Drills that are very realistic that trick students and teachers into thinking there’s an actual shooter can be very traumatizing. The Association of School Psychologists and the Association of School Safety Officials have created a list of best practices schools can use when designing active shooter drills as a way to protect students’ mental health.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/graphics/2018/local/school-shootings-database/?noredirect=on&utm_term=.2ed4b7ab8397\">More Than 220,000 Students Have Experienced Gun Violence at School Since Columbine\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.netassets.org/blogs/net-assets/2018/10/04/safety-security-dangers-of-active-shooter-training\">Safety and Security: Dangers of Active Shooter Training Programs\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/the-response-to-school-shootings-may-be-a-misfire-active-shooter-drills-teachers-students-6acb56418062\">How Active Shooter Drills Became a Big (and Possibly Traumatizing) Business\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/best-practice-considerations-for-schools-in-active-shooter-and-other-armed-assailant-drills\">Best Practice Considerations for Schools in Active Shooter and Other Armed Assailant Drills\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When my school went one-to-one with iPads five years ago, I was most excited about the opportunities it could open up for my students to create for authentic audiences. At the time, I was teaching senior literature, writing courses, and a speech class. I couldn’t wait to see the possibilities this new technology held for my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience turned out to be more like navigating a wide open road that looks thrilling and inviting, but eventually fizzles out in a dead end. My students wrote and created many different products: websites, digital posters, blogs. These projects were easier with the iPad, to be sure. The authentic audience piece, however, was where I found myself hitting that dead end. Websites were viewed only by me. Blogs were viewed by other students in the class, and maybe an interested parent here or there. Often, it felt like we were creating flashier versions of papers and bulletin boards. My students were learning and creating, but they were not reaching the authentic audience I had envisioned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And so, I worked tirelessly to tackle this issue head on and solve it, devoting all my limited free time to finding a solution… yeah, right. Every teacher reading this knows I’m joking. As much as I wanted to solve the “authentic audience” puzzle, I didn’t devote all my spare time to solving it. I moved on and accepted that this was how it would be. At least my students were getting use out of this tool and the administration seemed happy with my teaching. The authentic audience piece was more of a personal goal, so, like many things in my teaching that were not mandated, it was brushed to the side. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then one day, at a baby shower, I was talking with another teacher friend about teaching, which of course thrilled all of our non-teacher friends who swiftly found other subjects to talk about. Left to our own devices, we soon found ourselves discussing our two very different, but in some ways still similar, situations. She was teaching kindergarten at a school about twenty minutes from mine. I was currently teaching sophomores who were struggling readers. It was my first year working with this population and I was struggling to motivate them. My friend was looking to introduce more positive role models into her kindergartners’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if we introduced our classes?” she suggested. “Wouldn’t that be cool?” We agreed that it would be very cool, but what would be the goal? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had recently finished my masters degree in reading and literacy, and had often researched, discussed and studied the benefits of writing and reading children’s books, even for high school students. Together, my friend and I decided that it would best fit our curriculum if my students wrote children’s books to her students, who were just learning to read.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531160\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_06.png\" alt=\"\" width=\"800\" height=\"425\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-768x408.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We took some time to establish the relationship between the two classes by having the students write letters to each other. Then, my students set to work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point it was March, in Chicago. It was cold. It was dreary. My sophomores had been struggling with motivation since the beginning of fall semester . This should have been the low point of the year. Only… it wasn’t. The idea of writing for a person, a real live person, had breathed new life into the writing process. Here we were, using the iPad again, but this time with a concrete audience in mind. The students were even able to customize how they created the books: some used apps like \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, others used outside websites such as \u003c/span>\u003ca href=\"https://www.mystorybook.com/\">\u003cspan style=\"font-weight: 400\">My Storybook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.storyjumper.com/\">\u003cspan style=\"font-weight: 400\">Story Jumper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://storybird.com/\">\u003cspan style=\"font-weight: 400\">Storybird\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students were using powerful apps and websites to create beautiful books, but more importantly, they were really thinking about who would read their work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do you think my student would like this picture?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Would this make sense to a kindergartner?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t wait for my student to read this part!”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531155\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_03.jpg\" alt=\"\" width=\"750\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03-160x92.jpg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite experience occurred with two students who were native Spanish speakers. My friend told me she had a student who was shy and embarrassed about her lack of fluency in English. My student, in contrast, was very proud of his ability to fluently speak Spanish and to excel in higher-level Spanish classes. However, English was definitely not his favorite subject. He didn’t love writing. But when I asked if he could write in Spanish for this little girl who was still learning English, his face lit up. He carefully crafted a beautiful book, written all in Spanish, which was a fairytale. I had never seen him work so hard on a piece of writing, and actually enjoy it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were thinking critically and carefully considering their audience. As an added bonus, I found that students who pretty much never handed in work worked hard on this assignment and completed it. As it turned out, the image of a heartbroken little kindergartner who didn’t receive a book was much more powerful than the threat of a bad grade. And watching my students act as role models to awestruck kindergartners who were so honored that a cool, older student had written a book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just for them \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">was one million times more powerful than seeing a comment on a blog.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531157\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_01.jpg\" alt=\"\" width=\"750\" height=\"416\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-672x372.jpg 672w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was one that will always stay with me as the moment when I realized that the best way to use digital tools was to remember the human element. The internet seemed to hold limitless possibilities for publication to an authentic audience, but it turned out that using digital media as a tool to connect with a real, live person was much more powerful. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When my school went one-to-one with iPads five years ago, I was most excited about the opportunities it could open up for my students to create for authentic audiences. At the time, I was teaching senior literature, writing courses, and a speech class. I couldn’t wait to see the possibilities this new technology held for my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience turned out to be more like navigating a wide open road that looks thrilling and inviting, but eventually fizzles out in a dead end. My students wrote and created many different products: websites, digital posters, blogs. These projects were easier with the iPad, to be sure. The authentic audience piece, however, was where I found myself hitting that dead end. Websites were viewed only by me. Blogs were viewed by other students in the class, and maybe an interested parent here or there. Often, it felt like we were creating flashier versions of papers and bulletin boards. My students were learning and creating, but they were not reaching the authentic audience I had envisioned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And so, I worked tirelessly to tackle this issue head on and solve it, devoting all my limited free time to finding a solution… yeah, right. Every teacher reading this knows I’m joking. As much as I wanted to solve the “authentic audience” puzzle, I didn’t devote all my spare time to solving it. I moved on and accepted that this was how it would be. At least my students were getting use out of this tool and the administration seemed happy with my teaching. The authentic audience piece was more of a personal goal, so, like many things in my teaching that were not mandated, it was brushed to the side. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then one day, at a baby shower, I was talking with another teacher friend about teaching, which of course thrilled all of our non-teacher friends who swiftly found other subjects to talk about. Left to our own devices, we soon found ourselves discussing our two very different, but in some ways still similar, situations. She was teaching kindergarten at a school about twenty minutes from mine. I was currently teaching sophomores who were struggling readers. It was my first year working with this population and I was struggling to motivate them. My friend was looking to introduce more positive role models into her kindergartners’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if we introduced our classes?” she suggested. “Wouldn’t that be cool?” We agreed that it would be very cool, but what would be the goal? \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\">I had recently finished my masters degree in reading and literacy, and had often researched, discussed and studied the benefits of writing and reading children’s books, even for high school students. Together, my friend and I decided that it would best fit our curriculum if my students wrote children’s books to her students, who were just learning to read.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531160\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_06.png\" alt=\"\" width=\"800\" height=\"425\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-768x408.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We took some time to establish the relationship between the two classes by having the students write letters to each other. Then, my students set to work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point it was March, in Chicago. It was cold. It was dreary. My sophomores had been struggling with motivation since the beginning of fall semester . This should have been the low point of the year. Only… it wasn’t. The idea of writing for a person, a real live person, had breathed new life into the writing process. Here we were, using the iPad again, but this time with a concrete audience in mind. The students were even able to customize how they created the books: some used apps like \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, others used outside websites such as \u003c/span>\u003ca href=\"https://www.mystorybook.com/\">\u003cspan style=\"font-weight: 400\">My Storybook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.storyjumper.com/\">\u003cspan style=\"font-weight: 400\">Story Jumper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://storybird.com/\">\u003cspan style=\"font-weight: 400\">Storybird\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students were using powerful apps and websites to create beautiful books, but more importantly, they were really thinking about who would read their work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do you think my student would like this picture?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Would this make sense to a kindergartner?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t wait for my student to read this part!”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531155\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_03.jpg\" alt=\"\" width=\"750\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03-160x92.jpg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite experience occurred with two students who were native Spanish speakers. My friend told me she had a student who was shy and embarrassed about her lack of fluency in English. My student, in contrast, was very proud of his ability to fluently speak Spanish and to excel in higher-level Spanish classes. However, English was definitely not his favorite subject. He didn’t love writing. But when I asked if he could write in Spanish for this little girl who was still learning English, his face lit up. He carefully crafted a beautiful book, written all in Spanish, which was a fairytale. I had never seen him work so hard on a piece of writing, and actually enjoy it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were thinking critically and carefully considering their audience. As an added bonus, I found that students who pretty much never handed in work worked hard on this assignment and completed it. As it turned out, the image of a heartbroken little kindergartner who didn’t receive a book was much more powerful than the threat of a bad grade. And watching my students act as role models to awestruck kindergartners who were so honored that a cool, older student had written a book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just for them \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">was one million times more powerful than seeing a comment on a blog.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531157\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_01.jpg\" alt=\"\" width=\"750\" height=\"416\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-672x372.jpg 672w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was one that will always stay with me as the moment when I realized that the best way to use digital tools was to remember the human element. The internet seemed to hold limitless possibilities for publication to an authentic audience, but it turned out that using digital media as a tool to connect with a real, live person was much more powerful. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Want to strengthen your media literacy skills? Join KQED and The Secondary Literacy Partnership, a partnership of organizations dedicated to\u003c/span>\u003cspan style=\"font-weight: 400\"> building the capacity of secondary educators to implement effective literacy instruction across content areas,\u003c/span>\u003cspan style=\"font-weight: 400\"> on February 13 and February 27 for our two-part webinar series. The webinars are designed to showcase our resources and strategies for including a media literacy lens in secondary classrooms.We will feature discussions by classroom teachers on how they are using KQED resources to support their secondary students with learning media literacy across the disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our first webinar on\u003cstrong> February 13\u003c/strong> will go from\u003cstrong> 3:30 to 4:45pm PST\u003c/strong>. We will go over media literacy across the standards, utilizing KQED Learn. KQED Learn puts media literacy front and center for middle and high school students by providing a platform for students to engaging in collaborative inquiry like discussing classroom-ready topics covered in KQED’s video series “Above the Noise.” Register at \u003c/span>\u003ca href=\"http://bit.ly/SLP-02-13-19\">\u003cspan style=\"font-weight: 400\">http://bit.ly/SLP-02-13-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our second webinar on \u003cstrong>February 27\u003c/strong> will go from \u003cstrong>3:30 to 4:45pm PST\u003c/strong>. We will go over online professional learning for media literacy across the standards, utilizing KQED Teach. KQED Teach offers a collection of free, hands-on professional learning opportunities focused on Digital Media. Educators can build skills in digital storytelling, data visualization, and critical media use to support all curriculum areas. These skills allow teachers to facilitate learning environments where their students can create digital content, develop their communications and technology skills, and engage in deeper learning that encourages critical thinking. Register at \u003c/span>\u003ca href=\"http://bit.ly/SLP-02-27-19\">\u003cspan style=\"font-weight: 400\">http://bit.ly/SLP-02-27-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"title": "3 Lessons I Learned from Collaborating with Video Production",
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"content": "\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Mr. Chang, who stole your bathroom pass?!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under normal circumstances, when you hear a comment like that from high school students who you have not had in your class, it may be an indication of poor classroom management. However, when you deliberately misplace your classroom pass and redesign a chemistry lab so that your students can apply scientific principles to solve the mystery, and when you collaborate with the video production teacher to have the mystery broadcast to the whole school, what you have in this case is an engaged, authentic audience of high schoolers badgering you about your bathroom pass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea above started with a simple question: How do I make reaction matrices and identifying unknowns in a chemical reaction fun for my students? In my students’ terms, how do I make my assignment more “lit”? I started with a scenario that any student at Workman High School would be familiar with: a missing bathroom pass. Students had to develop a claim, design their own reaction matrix and construct an explanation of their results in the form of an \u003c/span>\u003ca href=\"http://3.bp.blogspot.com/-_742qo3JDoY/UlsKTIQYwtI/AAAAAAAABCk/KtgnfQesl1c/s1600/argument.jpg\">\u003cspan style=\"font-weight: 400\">NSTA Argumentation Chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first time I ran this lab using the “missing bathroom pass” as our example, students met the lesson objectives (that fit with the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=6\">\u003cspan style=\"font-weight: 400\">constructing explanations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), completed their argumentation chart and were able to solve the mystery. However, it missed a “so what” component, a payoff that students who solved the mystery could share with their peers who hadn’t taken chemistry class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next semester, I ran the same lab again, but this time our video production instructor allowed me to collaborate with him to develop a segment for “Lobovision,” the weekly broadcast all students watch during homeroom. I selected four students who were in my chemistry class and were also in video production, gave them a loose script to follow and let them create two videos. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKWL7jqv2w&list=UURmzmuI5zqCqSQqO_7nJByg&index=15\">\u003cspan style=\"font-weight: 400\">The first video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted the missing bathroom pass, which was shown at the beginning of the week when we begin our lab. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=g0Adbj3QSPQ&index=12&list=UURmzmuI5zqCqSQqO_7nJByg\">\u003cspan style=\"font-weight: 400\">The second video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted how we identified who “stole the bathroom pass,” which was shown the following Monday after completing the lab in class. Through this activity the students who participated not only met the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=8\">\u003cspan style=\"font-weight: 400\">communicating their scientific findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they were also able to do so to an authentic audience, some of whom were so engaged that they came to offer me their ideas as to who stole my bathroom pass even though they weren’t part of my class!\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/9FKWL7jqv2w?start=136\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The first video segment produced by Mr. Chang’s students. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\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/g0Adbj3QSPQ?start=367\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The second video segment: the solution to the mystery. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest takeaway from this project was realizing the video media resources I have access to to help share what we learn in class with the rest of the student body. As a chemistry teacher, media is not my forte, but it is for many of the students in our classrooms. I have student athletes who create their own highlight videos via Hudl, students who create their own music and share it on Soundcloud, and students who live-stream themselves playing video games via Twitch. By engaging students in something that they enjoy and asking them to do so through the lens of what we learn in chemistry class, media has not only provided an opportunity to have an authentic audience, but also a new form of assessment that is relevant to the world students are part of outside the classroom. Although using video media is something I’ve only begun experimenting with, here are some quick tips I learned through this project.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Provide potential collaborators with reasons to collaborate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to collaborating with peers, I was lucky to have a willing and inviting peer to work with. But, if you happen to have a reluctant teacher that you’re hoping to collaborate with, it is best to make it as easy as possible for them and provide them with a reason to collaborate that meets their needs as well. For instance, I developed a script, set the time for students to film during my prep period, and provided an opportunity for students to create a final product which could be used in the weekly production that Mr. Jimenez is ultimately responsible for.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Try your best to make sure that all students have access to media production and an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my first trial of this assignment, I only had students of mine who were currently enrolled in video production create the video segments. In the next iteration of this assignment, I will have all my chemistry students participate in making media, whether it be in the form of video, a blog post or podcast. Additionally, I want to look beyond just video production and identify additional outlets for students to share their work. Options include the school’s website or the school’s Instagram account.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Pursue fun ideas and collaborate more with your students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it seems ridiculous that any student would care about a missing bathroom pass, we all know that sometimes it’s the silly things that capture our students’ attention. In addition to our video production, I also made a \u003c/span>\u003ca href=\"https://twitter.com/workman_chang\">\u003cspan style=\"font-weight: 400\">Twitter account\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">to add additional hype. But, like any social media novice, I gave up before any momentum took place. Perhaps I need to ask my students for some help on that end!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to prepare our students for the 21st century, I know I must provide opportunities for students to incorporate and create media while teaching chemistry content. But I’ve learned that fellow teachers and my own students can be great collaborators in creating those opportunities and making them a success.\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 videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom?utm_source=ITC&utm_medium=blog\">Video Production for the Classroom\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Mr. Chang, who stole your bathroom pass?!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under normal circumstances, when you hear a comment like that from high school students who you have not had in your class, it may be an indication of poor classroom management. However, when you deliberately misplace your classroom pass and redesign a chemistry lab so that your students can apply scientific principles to solve the mystery, and when you collaborate with the video production teacher to have the mystery broadcast to the whole school, what you have in this case is an engaged, authentic audience of high schoolers badgering you about your bathroom pass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea above started with a simple question: How do I make reaction matrices and identifying unknowns in a chemical reaction fun for my students? In my students’ terms, how do I make my assignment more “lit”? I started with a scenario that any student at Workman High School would be familiar with: a missing bathroom pass. Students had to develop a claim, design their own reaction matrix and construct an explanation of their results in the form of an \u003c/span>\u003ca href=\"http://3.bp.blogspot.com/-_742qo3JDoY/UlsKTIQYwtI/AAAAAAAABCk/KtgnfQesl1c/s1600/argument.jpg\">\u003cspan style=\"font-weight: 400\">NSTA Argumentation Chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first time I ran this lab using the “missing bathroom pass” as our example, students met the lesson objectives (that fit with the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=6\">\u003cspan style=\"font-weight: 400\">constructing explanations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), completed their argumentation chart and were able to solve the mystery. However, it missed a “so what” component, a payoff that students who solved the mystery could share with their peers who hadn’t taken chemistry class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next semester, I ran the same lab again, but this time our video production instructor allowed me to collaborate with him to develop a segment for “Lobovision,” the weekly broadcast all students watch during homeroom. I selected four students who were in my chemistry class and were also in video production, gave them a loose script to follow and let them create two videos. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKWL7jqv2w&list=UURmzmuI5zqCqSQqO_7nJByg&index=15\">\u003cspan style=\"font-weight: 400\">The first video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted the missing bathroom pass, which was shown at the beginning of the week when we begin our lab. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=g0Adbj3QSPQ&index=12&list=UURmzmuI5zqCqSQqO_7nJByg\">\u003cspan style=\"font-weight: 400\">The second video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted how we identified who “stole the bathroom pass,” which was shown the following Monday after completing the lab in class. Through this activity the students who participated not only met the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=8\">\u003cspan style=\"font-weight: 400\">communicating their scientific findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they were also able to do so to an authentic audience, some of whom were so engaged that they came to offer me their ideas as to who stole my bathroom pass even though they weren’t part of my class!\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/9FKWL7jqv2w?start=136\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The first video segment produced by Mr. Chang’s students. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/g0Adbj3QSPQ?start=367\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The second video segment: the solution to the mystery. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest takeaway from this project was realizing the video media resources I have access to to help share what we learn in class with the rest of the student body. As a chemistry teacher, media is not my forte, but it is for many of the students in our classrooms. I have student athletes who create their own highlight videos via Hudl, students who create their own music and share it on Soundcloud, and students who live-stream themselves playing video games via Twitch. By engaging students in something that they enjoy and asking them to do so through the lens of what we learn in chemistry class, media has not only provided an opportunity to have an authentic audience, but also a new form of assessment that is relevant to the world students are part of outside the classroom. Although using video media is something I’ve only begun experimenting with, here are some quick tips I learned through this project.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Provide potential collaborators with reasons to collaborate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to collaborating with peers, I was lucky to have a willing and inviting peer to work with. But, if you happen to have a reluctant teacher that you’re hoping to collaborate with, it is best to make it as easy as possible for them and provide them with a reason to collaborate that meets their needs as well. For instance, I developed a script, set the time for students to film during my prep period, and provided an opportunity for students to create a final product which could be used in the weekly production that Mr. Jimenez is ultimately responsible for.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Try your best to make sure that all students have access to media production and an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my first trial of this assignment, I only had students of mine who were currently enrolled in video production create the video segments. In the next iteration of this assignment, I will have all my chemistry students participate in making media, whether it be in the form of video, a blog post or podcast. Additionally, I want to look beyond just video production and identify additional outlets for students to share their work. Options include the school’s website or the school’s Instagram account.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Pursue fun ideas and collaborate more with your students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it seems ridiculous that any student would care about a missing bathroom pass, we all know that sometimes it’s the silly things that capture our students’ attention. In addition to our video production, I also made a \u003c/span>\u003ca href=\"https://twitter.com/workman_chang\">\u003cspan style=\"font-weight: 400\">Twitter account\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">to add additional hype. But, like any social media novice, I gave up before any momentum took place. Perhaps I need to ask my students for some help on that end!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to prepare our students for the 21st century, I know I must provide opportunities for students to incorporate and create media while teaching chemistry content. But I’ve learned that fellow teachers and my own students can be great collaborators in creating those opportunities and making them a success.\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 videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom?utm_source=ITC&utm_medium=blog\">Video Production for the Classroom\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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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“Mom, no one blogs anymore.” That’s what my 8th grade daughter said when I told her I was working on a blogging unit for my middle school Journalism and Digital Media classes. Teaching middle school while parenting a middle-schooler creates conditions for feedback to my practice in the most profound of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Gen-Xers like myself, blogs were part of our formative experience with the Web. And as a former journalist, blogs represented for me a seminal way free speech had been democratized by our connected world. I knew I wanted my students to use a digital platform to voice their opinions and—especially for students on the wrong side of the digital divide—I wanted my students to gain fluency with basic web publishing skills. Of course blogs are a natural addition to any media classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, after speaking with my daughter, I did see her point. Blogs—the original “Web Logs” of old—do seem awfully archaic and “Web 1.0” to Generation Z. Young people ARE constantly expressing themselves online via newer platforms, of course. Even established bloggers are abandoning their WordPress accounts in favor of YouTube or Instagram Stories. While adults like myself might have a list of favorite blogs, my daughter is partially right. Kids don’t blog. But should they? And what role do blogs play in the classroom?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first had my students create blogs several years ago, they enjoyed the process of setting up their pages. They customized the themes, played with gadgets and imported photos. But blogging is, in its essence, really just writing but with more bells and whistles. Stuff needs to go INTO a blog, and therein lies the challenge. What should go into a blog? What is the purpose of setting up a blog over writing in, say, a Google Doc which can actually be shared more easily with classmates?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will tell you, the first year I blogged with my students, I had grand visions of students updating their blogs regularly, linking to other blogs and generously commenting on others’ work. But the truth is, after writing a few posts, the blogs ended up going to seed. I had trouble incorporating regular blogging into the routine. I also didn’t know what to assess. What makes a blog post good? I had more questions than answers, and resources on the Internet were no help. In truth, my students would not have the time in class to dedicate to a serialized posting regimen. Good blogs unfold like an epistolary novel over time, and it’s not something students can accomplish in one unit before moving on to another media project. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then it hit me. I was approaching it all wrong. A blog is merely a tool—a tool for publishing work, like a hardcover book, a newspaper or a magazine. But for whom are we publishing? It’s not the teacher; she can read work in any submitted form. It’s not the general public, who are unlikely to stumble upon a student blog. Students can read and critique each other’s work, but mostly, blogs are for parents and the students themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, I incorporate blogs in my classroom, but they serve as a portfolio of edited summative assignments. In my journalism and digital media classes, students publish completed newspaper articles, editorials, photo essays, podcasts, animations and other products. These small corners of cyberspace allow students to keep a detailed account of everything they have completed over the course of a year. Blogs have also become indispensable tools for parent conferences. I simply pull up the student’s blog and I’m able to showcase all of their work. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531124\" class=\"wp-caption alignnone\" style=\"max-width: 1204px\">\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531124 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\" width=\"1204\" height=\"802\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example.png 1204w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-800x533.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-768x512.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1020x679.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1200x799.png 1200w\" sizes=\"(max-width: 1204px) 100vw, 1204px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">In Teresa Wierzbianska’s class, students showcased their finished work in blogs. This is a screenshot of one of the students’ blogs.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is my approach to setting up student blogs.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">At the beginning of the year, I have my students create \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accounts. They are free and easy to set up for anyone with a Google account. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I create a lesson on saving images to their Google Drive and publishing a new post.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have them complete a simple assessment in which they write an introductory post about themselves that includes an imported image. Then I have them visit each others’ pages to comment. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have students email me a link to their blogs, which I copy into an alphabetized Google Doc for easy grading (I would advise against using an RSS feed)\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assessment, I grade them on two standards.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS.ELA-LITERACY.W.7.10\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS-aligned technology standard:\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Use a variety of media to present information for specific purposes (e.g., reports,\u003c/span> \u003cspan style=\"font-weight: 400\">research papers, presentations, newsletters, Web sites, podcasts, blogs) citing sources\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we move on and revisit the blog once we have a finished product to publish. In your class, this could be a completed essay, a jpeg of an art piece or math problem, an infographic that depicts course content or any other creation. All formative work is done offline, but students know that if they want a grade for a summative project assignment, they need to publish it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My takeaway: If you want your students to journal, reflect, answer quick-write prompts or complete other formative or non-graded work, do so offline, on Google Classroom or on a shared class-blog. But a personal blog is a place to share out proudly. Cultivate a sense of pride in students’ work by allowing them time to create work they truly want to share when it is time to publish. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Editor’s Note:\u003c/b>\u003cspan style=\"font-weight: 400\"> Although Teresa wrote this post when she was still a classroom teacher, we are excited to announce that she has since joined the KQED Education team as our Program Manager for Student Media and Classroom Learning! Using her extensive experience with youth media-making, Teresa will be leading our efforts to engage youth on \u003c/span>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and developing our \u003c/span>\u003ca href=\"https://www.kqed.org/news/tag/youth-takeover?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Youth Takeover\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of KQED News. Welcome, Teresa!\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Mom, no one blogs anymore.” That’s what my 8th grade daughter said when I told her I was working on a blogging unit for my middle school Journalism and Digital Media classes. Teaching middle school while parenting a middle-schooler creates conditions for feedback to my practice in the most profound of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Gen-Xers like myself, blogs were part of our formative experience with the Web. And as a former journalist, blogs represented for me a seminal way free speech had been democratized by our connected world. I knew I wanted my students to use a digital platform to voice their opinions and—especially for students on the wrong side of the digital divide—I wanted my students to gain fluency with basic web publishing skills. Of course blogs are a natural addition to any media classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, after speaking with my daughter, I did see her point. Blogs—the original “Web Logs” of old—do seem awfully archaic and “Web 1.0” to Generation Z. Young people ARE constantly expressing themselves online via newer platforms, of course. Even established bloggers are abandoning their WordPress accounts in favor of YouTube or Instagram Stories. While adults like myself might have a list of favorite blogs, my daughter is partially right. Kids don’t blog. But should they? And what role do blogs play in the classroom?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first had my students create blogs several years ago, they enjoyed the process of setting up their pages. They customized the themes, played with gadgets and imported photos. But blogging is, in its essence, really just writing but with more bells and whistles. Stuff needs to go INTO a blog, and therein lies the challenge. What should go into a blog? What is the purpose of setting up a blog over writing in, say, a Google Doc which can actually be shared more easily with classmates?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will tell you, the first year I blogged with my students, I had grand visions of students updating their blogs regularly, linking to other blogs and generously commenting on others’ work. But the truth is, after writing a few posts, the blogs ended up going to seed. I had trouble incorporating regular blogging into the routine. I also didn’t know what to assess. What makes a blog post good? I had more questions than answers, and resources on the Internet were no help. In truth, my students would not have the time in class to dedicate to a serialized posting regimen. Good blogs unfold like an epistolary novel over time, and it’s not something students can accomplish in one unit before moving on to another media project. \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\">Then it hit me. I was approaching it all wrong. A blog is merely a tool—a tool for publishing work, like a hardcover book, a newspaper or a magazine. But for whom are we publishing? It’s not the teacher; she can read work in any submitted form. It’s not the general public, who are unlikely to stumble upon a student blog. Students can read and critique each other’s work, but mostly, blogs are for parents and the students themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, I incorporate blogs in my classroom, but they serve as a portfolio of edited summative assignments. In my journalism and digital media classes, students publish completed newspaper articles, editorials, photo essays, podcasts, animations and other products. These small corners of cyberspace allow students to keep a detailed account of everything they have completed over the course of a year. Blogs have also become indispensable tools for parent conferences. I simply pull up the student’s blog and I’m able to showcase all of their work. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531124\" class=\"wp-caption alignnone\" style=\"max-width: 1204px\">\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531124 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\" width=\"1204\" height=\"802\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example.png 1204w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-800x533.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-768x512.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1020x679.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1200x799.png 1200w\" sizes=\"(max-width: 1204px) 100vw, 1204px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">In Teresa Wierzbianska’s class, students showcased their finished work in blogs. This is a screenshot of one of the students’ blogs.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is my approach to setting up student blogs.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">At the beginning of the year, I have my students create \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accounts. They are free and easy to set up for anyone with a Google account. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I create a lesson on saving images to their Google Drive and publishing a new post.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have them complete a simple assessment in which they write an introductory post about themselves that includes an imported image. Then I have them visit each others’ pages to comment. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have students email me a link to their blogs, which I copy into an alphabetized Google Doc for easy grading (I would advise against using an RSS feed)\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assessment, I grade them on two standards.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS.ELA-LITERACY.W.7.10\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS-aligned technology standard:\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Use a variety of media to present information for specific purposes (e.g., reports,\u003c/span> \u003cspan style=\"font-weight: 400\">research papers, presentations, newsletters, Web sites, podcasts, blogs) citing sources\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we move on and revisit the blog once we have a finished product to publish. In your class, this could be a completed essay, a jpeg of an art piece or math problem, an infographic that depicts course content or any other creation. All formative work is done offline, but students know that if they want a grade for a summative project assignment, they need to publish it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My takeaway: If you want your students to journal, reflect, answer quick-write prompts or complete other formative or non-graded work, do so offline, on Google Classroom or on a shared class-blog. But a personal blog is a place to share out proudly. Cultivate a sense of pride in students’ work by allowing them time to create work they truly want to share when it is time to publish. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Editor’s Note:\u003c/b>\u003cspan style=\"font-weight: 400\"> Although Teresa wrote this post when she was still a classroom teacher, we are excited to announce that she has since joined the KQED Education team as our Program Manager for Student Media and Classroom Learning! Using her extensive experience with youth media-making, Teresa will be leading our efforts to engage youth on \u003c/span>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and developing our \u003c/span>\u003ca href=\"https://www.kqed.org/news/tag/youth-takeover?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Youth Takeover\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of KQED News. Welcome, Teresa!\u003c/span>\u003c/em>\u003c/p>\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 incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\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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"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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"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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"marketplace": {
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"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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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