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At the time, I was planning out how to incorporate the novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Aristotle and Dante Discover the Secrets of the Universe,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Benjamin Alire Saenz, into my 9th grade curriculum and inspiration struck. After reading the novel, my students would tackle interpretive essay writing for the first time, and blog writing would be the perfect introduction to the basic skills they would need for essay writing.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1pfTXHiWoexbEx4ruHSt83961uXcMM7llfNqMJ9m-8-A/edit?usp=sharing\">\u003ci>\u003cspan style=\"font-weight: 400\">Aristotle and Dante Discover the Secrets of the Universe \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Blogging Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was first published on KQED Teach and was completed by my four classes this first semester. 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They learned cooperative skills of working together to brainstorm the questions, while still maintaining independence in the question selection, research and writing phases. Students then researched and answered their question, and created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KlWNdWrq9-ZAp1OAwre5fCmBSkH7HJQRSilJAQHCoWI/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">two rough drafts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which were peer edited according to the rubric—the same way that an interpretive essay would be peer edited. I was also able to meet with my students individually to discuss voice, audience and suggest changes to their drafts. As a teacher, I found myself having conversations about their blog writing much in the same vein as I would about their essay writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final step of the project asked students to hyperlink media that would enhance the information included in their blog. Students could hyperlink to websites, audio or video in their blog post of their own choosing, which they found in the research process. I was able to have valuable conversations with my students about media choices, and I also heard similar conversations occurring among peers. These types of conversations about media will turn into equivalent conversations about quote selection and analysis when we are working on essay writing.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all individual blog-post writing was completed, student groups created a website to host their blog posts. Each group could choose their own platform to host their blog posts, from \u003ca href=\"https://sites.google.com\">Google Sites\u003c/a> to \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a>, depending on their knowledge and experience. Because I teach four sections of “Literature and Writing I,” we held a contest to see which groups’ blog sites would be hyperlinked in this article. Students in all four of my class sections voted for their favorite blog in each category—the winner in each category is hyperlinked above.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/genderidentityblogsmvhs/home\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530975 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/Screenshot_Blog.png\" width=\"1325\" height=\"771\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog.png 1325w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-800x466.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-1020x594.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-1200x698.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-1180x687.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-960x559.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-520x303.png 520w\" sizes=\"(max-width: 1325px) 100vw, 1325px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overwhelmingly, my students told me they were more excited to do this project than other writing projects because they were able to choose a topic that interested them and write in a format that they were familiar with. By taking the word, “essay” out of the assignment, and by incorporating multimedia into the project, I saw more joy and excitement in the process of writing. I firmly believe that when I start to teach essay writing in the next weeks that my students will be more confident because we have completed this blogging project: facing my fear of blog writing helped me lessen my students’ fear of formal writing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to 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\">I love teaching digital multimedia skills in my English high school classroom but must admit that blog writing scares me. As I slowly but surely incorporated infographics, Google maps, Edpuzzle and iMovie into my “Literature and Writing I” curriculum at Monta Vista High School in Cupertino, CA, I still stayed away from blogs. But recently I reminded myself that I tell my students to face their fears everyday. With the idea that you have to live what you teach, I signed up this past summer for a \u003c/span>\u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Bootcamp focusing on Developing and Assessing Digital Writers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this two week online course, I not only learned about different types of blogs, but also blog formats and how to assess blog writing itself. Blog writing, once the metaphorical equivalent of climbing Mt. Kilimanjaro, simply became a fascinating world of writing possibilities. Every participant, at the end of bootcamp, was asked to create a lesson plan focusing on incorporating blog writing in the classroom. At the time, I was planning out how to incorporate the novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Aristotle and Dante Discover the Secrets of the Universe,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Benjamin Alire Saenz, into my 9th grade curriculum and inspiration struck. After reading the novel, my students would tackle interpretive essay writing for the first time, and blog writing would be the perfect introduction to the basic skills they would need for essay writing.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1pfTXHiWoexbEx4ruHSt83961uXcMM7llfNqMJ9m-8-A/edit?usp=sharing\">\u003ci>\u003cspan style=\"font-weight: 400\">Aristotle and Dante Discover the Secrets of the Universe \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Blogging Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was first published on KQED Teach and was completed by my four classes this first semester. Students were divided into three groups:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://sites.google.com/student.fuhsd.org/genderidentityblogsmvhs/home\">\u003cspan style=\"font-weight: 400\">Gender Identity\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://sites.google.com/student.fuhsd.org/culturalidentityperiod4\">\u003cspan style=\"font-weight: 400\">Cultural Identity\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://sites.google.com/student.fuhsd.org/responsetotraumaperiod4/home\">\u003cspan style=\"font-weight: 400\">Response to Trauma\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In each group, students generated questions under this larger umbrella topic that they would answer individually in a blog post. They learned cooperative skills of working together to brainstorm the questions, while still maintaining independence in the question selection, research and writing phases. Students then researched and answered their question, and created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KlWNdWrq9-ZAp1OAwre5fCmBSkH7HJQRSilJAQHCoWI/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">two rough drafts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which were peer edited according to the rubric—the same way that an interpretive essay would be peer edited. I was also able to meet with my students individually to discuss voice, audience and suggest changes to their drafts. As a teacher, I found myself having conversations about their blog writing much in the same vein as I would about their essay writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final step of the project asked students to hyperlink media that would enhance the information included in their blog. Students could hyperlink to websites, audio or video in their blog post of their own choosing, which they found in the research process. I was able to have valuable conversations with my students about media choices, and I also heard similar conversations occurring among peers. These types of conversations about media will turn into equivalent conversations about quote selection and analysis when we are working on essay writing.\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\">When all individual blog-post writing was completed, student groups created a website to host their blog posts. Each group could choose their own platform to host their blog posts, from \u003ca href=\"https://sites.google.com\">Google Sites\u003c/a> to \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a>, depending on their knowledge and experience. Because I teach four sections of “Literature and Writing I,” we held a contest to see which groups’ blog sites would be hyperlinked in this article. Students in all four of my class sections voted for their favorite blog in each category—the winner in each category is hyperlinked above.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/genderidentityblogsmvhs/home\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530975 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/Screenshot_Blog.png\" width=\"1325\" height=\"771\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog.png 1325w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-800x466.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-1020x594.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-1200x698.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-1180x687.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-960x559.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Screenshot_Blog-520x303.png 520w\" sizes=\"(max-width: 1325px) 100vw, 1325px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overwhelmingly, my students told me they were more excited to do this project than other writing projects because they were able to choose a topic that interested them and write in a format that they were familiar with. By taking the word, “essay” out of the assignment, and by incorporating multimedia into the project, I saw more joy and excitement in the process of writing. I firmly believe that when I start to teach essay writing in the next weeks that my students will be more confident because we have completed this blogging project: facing my fear of blog writing helped me lessen my students’ fear of formal writing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to 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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"title": "Should We Get Free Money From The Government?",
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"content": "\u003cp>When the robots come to take our jobs, what are we all going to do to keep a roof over our heads and food on the table? That’s the question that the universal basic income (UBI) hopes to answer. The government gives everyone JUST enough money to afford the basics so that no one falls into total, abject poverty. Supporters think a universal income is essential to fight financial inequality and help the millions of people who could lose their jobs to artificial intelligence. But opponents think it would be WAY too expensive and could hurt the economy by stripping away the incentive to work. Where do you stand? Is the universal basic income a good idea or bad idea?\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>How much money would the universal basic income give you?\u003c/strong>\u003c/p>\n\u003cp>It depends. In the U.S., most experts think that $1,000 a month would be the ideal target amount. It’s just enough (maybe) to prevent total financial devastation, but not enough that it would dissuade people from keeping their job or looking for a job if they don’t have one.\u003c/p>\n\u003cp>\u003cstrong>Who would get the universal basic income?\u003c/strong>\u003c/p>\n\u003cp>A true universal basic income would be universal, meaning everyone would get it. Even the wealthy like Bill Gates, although he would owe WAY more in taxes than than he’d get from the government.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments FOR a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some liberals think that a universal basic income is an effective method to fight financial inequality, which is big and growing. The wealthiest 1% own half of all the world’s wealth, and by 2030, it’s estimated to increase to two-thirds! Some conservatives think a universal basic income could shrink current welfare programs, and would put more choice in the hands of the individual.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments AGAINST a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some conservatives think that giving everyone a universal basic income would be so massively expensive that it would be totally impractical to implement, and would almost certainly require people to pay more in taxes. Liberals worry that in order to afford the universal basic income, government welfare programs like food stamps and housing assistance would need to be significantly cut or eliminated.\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want 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>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://news.stanford.edu/2018/08/08/stanford-scholar-explores-pros-cons-basic-income/\">Stanford scholar explores pros, cons of ‘basic income’\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wired.com/story/the-paradox-of-universal-basic-income/\">THE PARADOX OF UNIVERSAL BASIC INCOME\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/business/2018/apr/07/global-inequality-tipping-point-2030\">Richest 1% on target to own two-thirds of all wealth by 2030\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/04/04/what-does-the-federal-government-spend-your-tax-dollars-on-social-insurance-programs-mostly/\">What does the federal government spend your tax dollars on?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sacramento.cbslocal.com/2018/08/20/stockton-seed-universal-basic-income/\">Stockton Preparing Rollout Of Universal Basic Income Plan\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/world/2018/apr/23/finland-to-end-basic-income-trial-after-two-years\">Finland to end basic income trial after two years\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2017/3/6/14007230/kenya-basic-income-givedirectly-experiment-village\">This Kenyan village is a laboratory for the biggest basic income experiment ever\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the robots come to take our jobs, what are we all going to do to keep a roof over our heads and food on the table? That’s the question that the universal basic income (UBI) hopes to answer. The government gives everyone JUST enough money to afford the basics so that no one falls into total, abject poverty. Supporters think a universal income is essential to fight financial inequality and help the millions of people who could lose their jobs to artificial intelligence. But opponents think it would be WAY too expensive and could hurt the economy by stripping away the incentive to work. Where do you stand? Is the universal basic income a good idea or bad idea?\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>How much money would the universal basic income give you?\u003c/strong>\u003c/p>\n\u003cp>It depends. In the U.S., most experts think that $1,000 a month would be the ideal target amount. It’s just enough (maybe) to prevent total financial devastation, but not enough that it would dissuade people from keeping their job or looking for a job if they don’t have one.\u003c/p>\n\u003cp>\u003cstrong>Who would get the universal basic income?\u003c/strong>\u003c/p>\n\u003cp>A true universal basic income would be universal, meaning everyone would get it. Even the wealthy like Bill Gates, although he would owe WAY more in taxes than than he’d get from the government.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments FOR a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some liberals think that a universal basic income is an effective method to fight financial inequality, which is big and growing. The wealthiest 1% own half of all the world’s wealth, and by 2030, it’s estimated to increase to two-thirds! Some conservatives think a universal basic income could shrink current welfare programs, and would put more choice in the hands of the individual.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments AGAINST a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some conservatives think that giving everyone a universal basic income would be so massively expensive that it would be totally impractical to implement, and would almost certainly require people to pay more in taxes. Liberals worry that in order to afford the universal basic income, government welfare programs like food stamps and housing assistance would need to be significantly cut or eliminated.\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want 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>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://news.stanford.edu/2018/08/08/stanford-scholar-explores-pros-cons-basic-income/\">Stanford scholar explores pros, cons of ‘basic income’\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wired.com/story/the-paradox-of-universal-basic-income/\">THE PARADOX OF UNIVERSAL BASIC INCOME\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/business/2018/apr/07/global-inequality-tipping-point-2030\">Richest 1% on target to own two-thirds of all wealth by 2030\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/04/04/what-does-the-federal-government-spend-your-tax-dollars-on-social-insurance-programs-mostly/\">What does the federal government spend your tax dollars on?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sacramento.cbslocal.com/2018/08/20/stockton-seed-universal-basic-income/\">Stockton Preparing Rollout Of Universal Basic Income Plan\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/world/2018/apr/23/finland-to-end-basic-income-trial-after-two-years\">Finland to end basic income trial after two years\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2017/3/6/14007230/kenya-basic-income-givedirectly-experiment-village\">This Kenyan village is a laboratory for the biggest basic income experiment ever\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Can We Get More Young People to Vote?",
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"content": "\u003cp>Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations who have historically had very low voter turnout rates in the U.S. This is kind of a big deal because younger people have a lot at stake in most elections. By 2020, there will be an estimated 22 million teens who are eligible to vote in their first elections, making it so that people under the age of 29 will represent the largest voting bloc in America. So, why don’t young people vote as much as older people?\u003c/p>\n\u003cp>There are many reasons young people don’t vote, but that doesn’t mean they aren’t politically active in other ways. Young people are engaging with the political process by protesting, boycotting, and posting to social media. While these actions are all great, the question still stands as to why young people are willing to take certain actions but not necessarily head to the polls.\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>Are millennials the first young generation have low voter turnout?\u003c/strong>\u003c/p>\n\u003cp>No, far from it! Younger generations have always had low voter turnout rates. When the baby boomers were in their 20s, they also didn’t vote at the rates they do today. Some headlines will suggest that low voter turnout among millennials and generation z is a new thing, but this is definitely not the case.\u003c/p>\n\u003cp>\u003cstrong>What keeps young people from voting?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a complicated question with many answers that are all related to each other (watch the video to find out!), but the simple answer is that campaigns tend not to focus on issues that affect younger people because they don’t think they will vote. This, in turn, gives younger people less incentive to actually vote. It’s a bit of a self-fulfilling prophecy.\u003c/p>\n\u003cp>\u003cstrong>Where can someone register to vote?\u003c/strong>\u003c/p>\n\u003cp>It’s easy! You can go \u003ca href=\"https://vote.gov/\">here\u003c/a>: https://vote.gov/\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want 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>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/the-economist-explains/2014/10/29/why-young-people-dont-vote\">Why young people don’t vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2017/05/voting_in_america.html\">Voting in America: A Look at the 2016 Presidential Election\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015.pdf\">The American Freshman: National Norms 2015\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://iop.harvard.edu/spring-2018-poll\">Institute of Politics Spring 2018 Youth Poll\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2014pubs/p20-573.pdf\">Young-Adult Voting: An Analysis of Presidential Elections, 1964–2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2018/02/21/446857/state-civics-education/\">The State of Civics Education\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/04/03/millennials-approach-baby-boomers-as-largest-generation-in-u-s-electorate/\">Millennials approach Baby Boomers as America’s largest generation in the electorate\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/ruined-entire-generation-of-young-voters-gen-z-politics-democracy-140d9ead1fa2\">The Most Powerful New Voting Bloc in America Doesn’t Vote\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations who have historically had very low voter turnout rates in the U.S. This is kind of a big deal because younger people have a lot at stake in most elections. By 2020, there will be an estimated 22 million teens who are eligible to vote in their first elections, making it so that people under the age of 29 will represent the largest voting bloc in America. So, why don’t young people vote as much as older people?\u003c/p>\n\u003cp>There are many reasons young people don’t vote, but that doesn’t mean they aren’t politically active in other ways. Young people are engaging with the political process by protesting, boycotting, and posting to social media. While these actions are all great, the question still stands as to why young people are willing to take certain actions but not necessarily head to the polls.\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>Are millennials the first young generation have low voter turnout?\u003c/strong>\u003c/p>\n\u003cp>No, far from it! Younger generations have always had low voter turnout rates. When the baby boomers were in their 20s, they also didn’t vote at the rates they do today. Some headlines will suggest that low voter turnout among millennials and generation z is a new thing, but this is definitely not the case.\u003c/p>\n\u003cp>\u003cstrong>What keeps young people from voting?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a complicated question with many answers that are all related to each other (watch the video to find out!), but the simple answer is that campaigns tend not to focus on issues that affect younger people because they don’t think they will vote. This, in turn, gives younger people less incentive to actually vote. It’s a bit of a self-fulfilling prophecy.\u003c/p>\n\u003cp>\u003cstrong>Where can someone register to vote?\u003c/strong>\u003c/p>\n\u003cp>It’s easy! You can go \u003ca href=\"https://vote.gov/\">here\u003c/a>: https://vote.gov/\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want 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>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/the-economist-explains/2014/10/29/why-young-people-dont-vote\">Why young people don’t vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2017/05/voting_in_america.html\">Voting in America: A Look at the 2016 Presidential Election\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015.pdf\">The American Freshman: National Norms 2015\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://iop.harvard.edu/spring-2018-poll\">Institute of Politics Spring 2018 Youth Poll\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2014pubs/p20-573.pdf\">Young-Adult Voting: An Analysis of Presidential Elections, 1964–2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2018/02/21/446857/state-civics-education/\">The State of Civics Education\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/04/03/millennials-approach-baby-boomers-as-largest-generation-in-u-s-electorate/\">Millennials approach Baby Boomers as America’s largest generation in the electorate\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/ruined-entire-generation-of-young-voters-gen-z-politics-democracy-140d9ead1fa2\">The Most Powerful New Voting Bloc in America Doesn’t Vote\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Colleges Still Require the SATs and ACTs?",
"headTitle": "Should Colleges Still Require the SATs and ACTs? | KQED",
"content": "\u003cp>Taking the SAT or ACT is a rite of passage for high school students applying to college. Millions of juniors and seniors take at least one of the tests every year, albeit reluctantly, and most colleges still require it to be considered for admission. But a growing number of colleges are putting much less emphasis on test scores. Many have made the test entirely optional. The change comes as more schools question the usefulness of standardized tests in predicting college readiness.\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 the main arguments for and against the SAT/ACT?\u003c/strong>\u003c/p>\n\u003cp>Critics of the test say that, as opposed to grades, it is not a particularly good predictor of college success. Some also say it discriminated against lower income students, who don’t have the same test-prep opportunities.\u003c/p>\n\u003cp>Supporters of the test say it offers another important data point among the many academic variables that colleges consider. The test, they say, is always changing to reflect current academic skills and readiness. And there is little hard evidence, they argue, that lower income students face any measurable disadvantage.\u003c/p>\n\u003cp>\u003cstrong>How many colleges have stopped requiring it?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Roughly 1,000 schools, mostly liberal arts colleges, give the SAT/ACT limited consideration. Some are “test-optional,” which means the applicant can decide whether or not to submit test scores.\u003c/p>\n\u003cp>\u003cstrong>When did colleges start requiring the test?\u003c/strong>\u003c/p>\n\u003cp>It began with Harvard after WWI, which adapted an army intelligence exam to attract and identify qualified applicants outside the East Coast boarding school mold. Other prestigious schools soon followed, and by the late 1940s, most colleges started to require the SAT.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fairtest.org/university/optional\">1. National Center for Fair and Open Testing, Fall 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nacacnet.org/globalassets/documents/publications/research/defining-access-report-2018.pdf\">2. National Association for College Admissions Counseling: Defining Access: How Test-Optional Works, 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/26/604875394/study-colleges-that-ditch-the-sat-and-act-can-enhance-diversity\">3. NPR: Colleges That Ditch the SAT and ACT Can Enhance Diversity, April 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://research.collegeboard.org/programs/sat/data\">4. The College Board: SAT Program Participation and Performance Statistics, 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.insidehighered.com/\">5. Inside Higher Ed: Renewed Debate on SAT and Wealth, September 2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.princetonreview.com/college/sat-test-prep\">6. The Princeton Review: SAT Prep\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://collegereadiness.collegeboard.org/sat/register/fees/fee-waivers\">7. College Board SAT Fee Waiver\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "When the robots come to take our jobs, what are we all going to do to keep a roof over our heads and food on the table? That’s the question that the universal basic income (UBI) hopes to answer. Where do you stand? Is the universal basic income a good idea or bad idea?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Taking the SAT or ACT is a rite of passage for high school students applying to college. Millions of juniors and seniors take at least one of the tests every year, albeit reluctantly, and most colleges still require it to be considered for admission. But a growing number of colleges are putting much less emphasis on test scores. Many have made the test entirely optional. The change comes as more schools question the usefulness of standardized tests in predicting college readiness.\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 the main arguments for and against the SAT/ACT?\u003c/strong>\u003c/p>\n\u003cp>Critics of the test say that, as opposed to grades, it is not a particularly good predictor of college success. Some also say it discriminated against lower income students, who don’t have the same test-prep opportunities.\u003c/p>\n\u003cp>Supporters of the test say it offers another important data point among the many academic variables that colleges consider. The test, they say, is always changing to reflect current academic skills and readiness. And there is little hard evidence, they argue, that lower income students face any measurable disadvantage.\u003c/p>\n\u003cp>\u003cstrong>How many colleges have stopped requiring it?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roughly 1,000 schools, mostly liberal arts colleges, give the SAT/ACT limited consideration. Some are “test-optional,” which means the applicant can decide whether or not to submit test scores.\u003c/p>\n\u003cp>\u003cstrong>When did colleges start requiring the test?\u003c/strong>\u003c/p>\n\u003cp>It began with Harvard after WWI, which adapted an army intelligence exam to attract and identify qualified applicants outside the East Coast boarding school mold. Other prestigious schools soon followed, and by the late 1940s, most colleges started to require the SAT.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fairtest.org/university/optional\">1. National Center for Fair and Open Testing, Fall 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nacacnet.org/globalassets/documents/publications/research/defining-access-report-2018.pdf\">2. National Association for College Admissions Counseling: Defining Access: How Test-Optional Works, 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/26/604875394/study-colleges-that-ditch-the-sat-and-act-can-enhance-diversity\">3. NPR: Colleges That Ditch the SAT and ACT Can Enhance Diversity, April 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://research.collegeboard.org/programs/sat/data\">4. The College Board: SAT Program Participation and Performance Statistics, 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.insidehighered.com/\">5. Inside Higher Ed: Renewed Debate on SAT and Wealth, September 2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.princetonreview.com/college/sat-test-prep\">6. The Princeton Review: SAT Prep\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://collegereadiness.collegeboard.org/sat/register/fees/fee-waivers\">7. College Board SAT Fee Waiver\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "3 Tips for Making Movies With Students",
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"content": "\u003cp>Introducing filmmaking to students for the first time involves a lot of moving parts. There’s conceptualization of the story followed by storyboarding and possibly research to support the writing. There’s a script to read, revise and visualize in order to select A-roll and B-roll footage that coordinates with specific words and phrases.\u003c/p>\n\u003cp>But here’s the good news.\u003c/p>\n\u003ch2>\u003cb>Tip #1: Approach filmmaking from a literacy and storytelling lens. \u003c/b>\u003c/h2>\n\u003cp>Many skills associated with filmmaking are about \u003ci>literacy\u003c/i> and \u003ci>storytelling\u003c/i>–something you’re probably already teaching and which doesn’t have to involve any new technology.\u003c/p>\n\u003cp>View making a film as an exercise in writing a \u003ci>\u003cspan style=\"font-weight: 400\">story\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> first. If it’s a nonfiction story, it’s likely going to be a \u003c/span>\u003ca href=\"https://youtu.be/31zCBVKXqJ8\">\u003cspan style=\"font-weight: 400\">documentary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/kstf0Ut2N-A\">\u003cspan style=\"font-weight: 400\">public service announcement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/WQWdd_dC2zw\">\u003cspan style=\"font-weight: 400\">informational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://youtu.be/UB1Eh6ZAu7Q\">\u003cspan style=\"font-weight: 400\">how-to film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If it’s a fictional story, then it’s more likely to be a \u003c/span>\u003ca href=\"https://www.youtube.com/playlist?list=PLSfYAM-jTq3itfGGbx6bU9oApUS87eyaM\">\u003cspan style=\"font-weight: 400\">creative expression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> type film. \u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cb>Traditional Teaching Skills\u003c/b>\u003c/td>\n\u003ctd>\u003cb>Connection to Filmmaking\u003c/b>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Reading Skills\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Reading fluently; comprehending text;\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Writing Skills\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Writing informative, persuasive, narrative genres; using correct conventions, grammar, language skills, text structure, transitional words and phrases when script-writing; citing sources; revising text; \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Storytelling\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Establishing a plot; developing a tone; selecting imagery to match the script; developing characters\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Digital Literacy Skills\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Storyboarding a film; using video cameras to capture well-composed imagery; using video and audio editing software to construct a film; Identifying copyright of music, images or video found on the internet; researching a topic on the internet, verifying the credibility of information, attributing sources of information \u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s some more good news.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lot\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of free, high-quality resources on the internet to help grow your filmmaking savvy. Check out the \u003c/span>\u003ca href=\"https://www.secctv.org/seva/\">\u003cspan style=\"font-weight: 400\">Student Educational Video Awards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (SEVA) \u003c/span>\u003ca href=\"https://www.secctv.org/seva/resources/\">\u003cspan style=\"font-weight: 400\">Resource\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page and download their free curriculum. If you can’t attend their annual \u003c/span>\u003ca href=\"https://www.secctv.org/seva/resources/\">\u003cspan style=\"font-weight: 400\">Student Media Day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in person, you can view some of the sessions online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure to check out \u003c/span>\u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and take their \u003c/span>\u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Video Storytelling Essentials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://teach.kqed.org/course/how-to-manage-assess-media-projects?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">How to Manage and Assess Media Projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These free, self-paced courses are excellent opportunities to acquire the necessary skills and knowledge to begin filmmaking with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tip #2: Deconstruct films before you build them. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You likely use strategies with students for analyzing texts that they read in class. So do I. For example, I’m a big fan of Kylene Beers and her \u003c/span>\u003ca href=\"https://www.heinemann.com/noticeandnote/default.aspx\">\u003cspan style=\"font-weight: 400\">Notice and Note Strategies for Close Reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support readers as they interrogate text. What I like most about any good strategy is this: with practice, students use them independently so they don’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">have\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to rely on a teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To develop students’ ability to think cinematically, I show short films or clips of longer films to deconstruct them from a director’s perspective. I built this \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1SfOMyzdSkUCyjx3lhmmi_6j6T5mpfQchVNWiSp1whtA/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Media Analysis Document: Deconstructing Films \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to help. I do this with the whole group the first time: We watch a film clip for 30 seconds to a minute, then, I pass out one analysis document to pairs of students and we rewatch the clip. I pause each time the camera changes, and we note the elapsed time to see how long the shot lasted. We discuss the angle, the type of shot, and what kind of camera movement was used if any. If these terms sound foreign, click the hyperlinks in the document for a written description and images.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530943\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/IMG_0409.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-520x390.jpg 520w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly realize that most camera shots are short: typically 3 to 6 seconds. Sometimes a shot might last longer, but there has got to be something visually appealing to hold the viewer’s attention. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an idea to build even more relevancy for your students as they learn how to become filmmakers: share student-created films that won awards at the \u003c/span>\u003ca href=\"https://www.secctv.org/seva/contest-information/\">\u003cspan style=\"font-weight: 400\">SEVA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or PBS SoCal’s \u003c/span>\u003ca href=\"http://www.mediafestival.org/\">\u003cspan style=\"font-weight: 400\">California Student Media Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, our nation’s oldest student film festival.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tip #3: Skip the tutorial and jump right in! \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">But then there’s editing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing familiar tasks associated with literacy and storytelling through a filmmaking lens may seem doable, but adding in the thought of learning new technology at the same time can feel overwhelming for any teacher! For some teachers, that feeling might be enough to discourage them from pivoting from media consumption to media production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can do this. Here’s how: Separate the tech from the traditional teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year I wanted to introduce my 5th-graders to filmmaking using a 4-shot story. It’s a concept I learned about at a National Geographic Science Storytelling Bootcamp in a room filled with National Geographic Explorers. We generally begin storyboarding with a small whiteboard. Students pitch the idea to get feedback and to allow revision. Then, they move to a paper storyboard. I created this \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lnMh22t3CVwV3jxXko8gbVTrtRgR443lmt--Kq6YZt8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">4-shot storyboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> you can download.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530940\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/IMG_90981.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-520x390.jpg 520w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year my class has struggled with blurting out anytime I ask a rhetorical question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I framed this as a challenge we needed to overcome and asked if they’d be willing to create a 4-shot story to help other classes understand what a rhetorical question was. My students quickly agreed.\u003c/span>\u003c/p>\n\u003cp>We talked about how we could establish a setting, create characters and then show conflict which is overcome. We created a simple storyboard and filmed it in one day. That night I used \u003ca href=\"https://www.wevideo.com/\">WeVideo\u003c/a> to edit the footage. The next day, I told students they were going to edit what they’d shot. Their response: “We don’t know how!”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"852\" height=\"479\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" src=\"https://www.wevideo.com/embed/#1196380189\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I shared with them my version of the film and challenged them to recreate it using their own WeVideo accounts. I’d uploaded all the media we’d shot as well as my version of the finished film into a \u003ca href=\"https://wevideo.zendesk.com/hc/en-us/articles/211373138-Project-Types\">collaborative project\u003c/a>. I showed everyone how to log into their account. And then we quickly (less than 3 minutes) reviewed what the editing dashboard looks like.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, they were on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I positioned myself at a table in the center of the room and announced I was available for coaching or questions. Students would wander over to me, Chromebooks in hand, ask a few questions, then return to wherever they were working to tinker with this new tech tool. Throughout the room, I could hear students getting frustrated, then asking others for help, then loud “Oooohs!” and “Ahhhhhs!” Students were helping each other and feeling empowered, smart and creative. Quick tip: If you’re not 1:1, try rotating students in groups of 2 or 3 to a device in your classroom while the rest of the class works on other tasks. Set an expectation that each student will have equal time operating the device. And here’s a bonus: I’ve found rich discussions emerge when students are forced to share a device and problem solve together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Were the projects polished? No, not all of them. But some students got close, and all had learned how to use many of the editing tools and practiced struggling through a new creative task. Take a look at \u003c/span>\u003ca href=\"https://www.wevideo.com/view/1212385910\">\u003cspan style=\"font-weight: 400\">Devin’s version \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of the film (below) compared to \u003c/span>\u003ca href=\"https://www.wevideo.com/view/1196380189\">\u003cspan style=\"font-weight: 400\">mine\u003c/span>\u003c/a> (above)\u003cspan style=\"font-weight: 400\">. She did all of the editing on her own and asked just a few questions about how to adjust audio and trim clips.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"852\" height=\"479\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" src=\"https://www.wevideo.com/embed/#1212385910\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Filmmaking: It’s storytelling and writing first and foremost. By studying how films are constructed and using analog tools like storyboards or digital tools like WeVideo, it means you don’t need a huge budget for expensive desktops or hard-to-learn software to transform your classroom into a film studio.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Got questions, challenges, successes, or tips? Share them in the comments section! Want to follow my students’ filmmaking adventures in our classroom? Follow us on Twitter or Instagram at \u003ca href=\"https://twitter.com/Curiosity_Films\">@Curiosity_Films\u003c/a>.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Introducing filmmaking to students for the first time involves a lot of moving parts. There’s conceptualization of the story followed by storyboarding and possibly research to support the writing. There’s a script to read, revise and visualize in order to select A-roll and B-roll footage that coordinates with specific words and phrases.\u003c/p>\n\u003cp>But here’s the good news.\u003c/p>\n\u003ch2>\u003cb>Tip #1: Approach filmmaking from a literacy and storytelling lens. \u003c/b>\u003c/h2>\n\u003cp>Many skills associated with filmmaking are about \u003ci>literacy\u003c/i> and \u003ci>storytelling\u003c/i>–something you’re probably already teaching and which doesn’t have to involve any new technology.\u003c/p>\n\u003cp>View making a film as an exercise in writing a \u003ci>\u003cspan style=\"font-weight: 400\">story\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> first. If it’s a nonfiction story, it’s likely going to be a \u003c/span>\u003ca href=\"https://youtu.be/31zCBVKXqJ8\">\u003cspan style=\"font-weight: 400\">documentary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/kstf0Ut2N-A\">\u003cspan style=\"font-weight: 400\">public service announcement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/WQWdd_dC2zw\">\u003cspan style=\"font-weight: 400\">informational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://youtu.be/UB1Eh6ZAu7Q\">\u003cspan style=\"font-weight: 400\">how-to film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If it’s a fictional story, then it’s more likely to be a \u003c/span>\u003ca href=\"https://www.youtube.com/playlist?list=PLSfYAM-jTq3itfGGbx6bU9oApUS87eyaM\">\u003cspan style=\"font-weight: 400\">creative expression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> type film. \u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cb>Traditional Teaching Skills\u003c/b>\u003c/td>\n\u003ctd>\u003cb>Connection to Filmmaking\u003c/b>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Reading Skills\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Reading fluently; comprehending text;\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Writing Skills\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Writing informative, persuasive, narrative genres; using correct conventions, grammar, language skills, text structure, transitional words and phrases when script-writing; citing sources; revising text; \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Storytelling\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Establishing a plot; developing a tone; selecting imagery to match the script; developing characters\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Digital Literacy Skills\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Storyboarding a film; using video cameras to capture well-composed imagery; using video and audio editing software to construct a film; Identifying copyright of music, images or video found on the internet; researching a topic on the internet, verifying the credibility of information, attributing sources of information \u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s some more good news.\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\">There are a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lot\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of free, high-quality resources on the internet to help grow your filmmaking savvy. Check out the \u003c/span>\u003ca href=\"https://www.secctv.org/seva/\">\u003cspan style=\"font-weight: 400\">Student Educational Video Awards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (SEVA) \u003c/span>\u003ca href=\"https://www.secctv.org/seva/resources/\">\u003cspan style=\"font-weight: 400\">Resource\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page and download their free curriculum. If you can’t attend their annual \u003c/span>\u003ca href=\"https://www.secctv.org/seva/resources/\">\u003cspan style=\"font-weight: 400\">Student Media Day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in person, you can view some of the sessions online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure to check out \u003c/span>\u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and take their \u003c/span>\u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Video Storytelling Essentials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://teach.kqed.org/course/how-to-manage-assess-media-projects?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">How to Manage and Assess Media Projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These free, self-paced courses are excellent opportunities to acquire the necessary skills and knowledge to begin filmmaking with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tip #2: Deconstruct films before you build them. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You likely use strategies with students for analyzing texts that they read in class. So do I. For example, I’m a big fan of Kylene Beers and her \u003c/span>\u003ca href=\"https://www.heinemann.com/noticeandnote/default.aspx\">\u003cspan style=\"font-weight: 400\">Notice and Note Strategies for Close Reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support readers as they interrogate text. What I like most about any good strategy is this: with practice, students use them independently so they don’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">have\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to rely on a teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To develop students’ ability to think cinematically, I show short films or clips of longer films to deconstruct them from a director’s perspective. I built this \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1SfOMyzdSkUCyjx3lhmmi_6j6T5mpfQchVNWiSp1whtA/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Media Analysis Document: Deconstructing Films \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to help. I do this with the whole group the first time: We watch a film clip for 30 seconds to a minute, then, I pass out one analysis document to pairs of students and we rewatch the clip. I pause each time the camera changes, and we note the elapsed time to see how long the shot lasted. We discuss the angle, the type of shot, and what kind of camera movement was used if any. If these terms sound foreign, click the hyperlinks in the document for a written description and images.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530943\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/IMG_0409.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_0409-520x390.jpg 520w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly realize that most camera shots are short: typically 3 to 6 seconds. Sometimes a shot might last longer, but there has got to be something visually appealing to hold the viewer’s attention. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an idea to build even more relevancy for your students as they learn how to become filmmakers: share student-created films that won awards at the \u003c/span>\u003ca href=\"https://www.secctv.org/seva/contest-information/\">\u003cspan style=\"font-weight: 400\">SEVA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or PBS SoCal’s \u003c/span>\u003ca href=\"http://www.mediafestival.org/\">\u003cspan style=\"font-weight: 400\">California Student Media Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, our nation’s oldest student film festival.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tip #3: Skip the tutorial and jump right in! \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">But then there’s editing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing familiar tasks associated with literacy and storytelling through a filmmaking lens may seem doable, but adding in the thought of learning new technology at the same time can feel overwhelming for any teacher! For some teachers, that feeling might be enough to discourage them from pivoting from media consumption to media production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can do this. Here’s how: Separate the tech from the traditional teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year I wanted to introduce my 5th-graders to filmmaking using a 4-shot story. It’s a concept I learned about at a National Geographic Science Storytelling Bootcamp in a room filled with National Geographic Explorers. We generally begin storyboarding with a small whiteboard. Students pitch the idea to get feedback and to allow revision. Then, they move to a paper storyboard. I created this \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lnMh22t3CVwV3jxXko8gbVTrtRgR443lmt--Kq6YZt8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">4-shot storyboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> you can download.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530940\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/IMG_90981.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/IMG_90981-520x390.jpg 520w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year my class has struggled with blurting out anytime I ask a rhetorical question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I framed this as a challenge we needed to overcome and asked if they’d be willing to create a 4-shot story to help other classes understand what a rhetorical question was. My students quickly agreed.\u003c/span>\u003c/p>\n\u003cp>We talked about how we could establish a setting, create characters and then show conflict which is overcome. We created a simple storyboard and filmed it in one day. That night I used \u003ca href=\"https://www.wevideo.com/\">WeVideo\u003c/a> to edit the footage. The next day, I told students they were going to edit what they’d shot. Their response: “We don’t know how!”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"852\" height=\"479\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" src=\"https://www.wevideo.com/embed/#1196380189\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I shared with them my version of the film and challenged them to recreate it using their own WeVideo accounts. I’d uploaded all the media we’d shot as well as my version of the finished film into a \u003ca href=\"https://wevideo.zendesk.com/hc/en-us/articles/211373138-Project-Types\">collaborative project\u003c/a>. I showed everyone how to log into their account. And then we quickly (less than 3 minutes) reviewed what the editing dashboard looks like.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, they were on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I positioned myself at a table in the center of the room and announced I was available for coaching or questions. Students would wander over to me, Chromebooks in hand, ask a few questions, then return to wherever they were working to tinker with this new tech tool. Throughout the room, I could hear students getting frustrated, then asking others for help, then loud “Oooohs!” and “Ahhhhhs!” Students were helping each other and feeling empowered, smart and creative. Quick tip: If you’re not 1:1, try rotating students in groups of 2 or 3 to a device in your classroom while the rest of the class works on other tasks. Set an expectation that each student will have equal time operating the device. And here’s a bonus: I’ve found rich discussions emerge when students are forced to share a device and problem solve together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Were the projects polished? No, not all of them. But some students got close, and all had learned how to use many of the editing tools and practiced struggling through a new creative task. Take a look at \u003c/span>\u003ca href=\"https://www.wevideo.com/view/1212385910\">\u003cspan style=\"font-weight: 400\">Devin’s version \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of the film (below) compared to \u003c/span>\u003ca href=\"https://www.wevideo.com/view/1196380189\">\u003cspan style=\"font-weight: 400\">mine\u003c/span>\u003c/a> (above)\u003cspan style=\"font-weight: 400\">. She did all of the editing on her own and asked just a few questions about how to adjust audio and trim clips.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"852\" height=\"479\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" src=\"https://www.wevideo.com/embed/#1212385910\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Filmmaking: It’s storytelling and writing first and foremost. By studying how films are constructed and using analog tools like storyboards or digital tools like WeVideo, it means you don’t need a huge budget for expensive desktops or hard-to-learn software to transform your classroom into a film studio.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Got questions, challenges, successes, or tips? Share them in the comments section! Want to follow my students’ filmmaking adventures in our classroom? Follow us on Twitter or Instagram at \u003ca href=\"https://twitter.com/Curiosity_Films\">@Curiosity_Films\u003c/a>.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is Video Game Addiction Real?",
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"content": "\u003cp>As the video game Fortnite is taking over the world, there’s a rising panic that some gamers are getting full-on addicted, with headlines like “Parenting the Fortnite Addict” and “I almost lost my sons to Fortnite” popping up all over the place. Even the World Health Organization is worried about video games — just recently, it officially recognized “Gaming Disorder” as a mental health condition. But it’s not that simple. The American Psychiatric Association isn’t convinced, and says there’s not enough research showing that video game addiction is its own disorder. So what’s going on? Is video game addiction REALLY a thing?\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 is addiction?\u003c/strong>\u003c/p>\n\u003cp>There is no universal definition of addiction that everyone agrees on, but in general, addiction is when someone uses a substance or engages in a behavior repeatedly and compulsively, and continues to do so even if other areas of their life suffer.\u003c/p>\n\u003cp>\u003cstrong>What does the research say about video game addiction? \u003c/strong>\u003c/p>\n\u003cp>Whether you can be truly “addicted” to video games in the same way that you can be addicted to heroin or alcohol is up for debate — the research is kind of all over the place. But, when researchers look at the brains of some people who have problems with gaming, the reward pathways activate in the same way as people addicted to drugs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>So when I can’t put my controller down because I’m REALLY into a video game, does that mean I’m addicted?\u003c/strong>\u003c/p>\n\u003cp>Games are meticulously designed to challenge and reward you at JUST the right moments to keep you playing. So when you can’t put down your controller, it COULD be that you’re just really motivated to keep playing. Which brings us to the concept of “Self Determination Theory” — one of the most widely accepted theories to explain what motivates people. Basically, there are three key characteristics of motivation — autonomy, mastery and purpose — and video games like Fortnite offer all three in abundance.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5410811/pdf/pnas.201705077.pdf\">Is video game addiction really an addiction?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/nrn3135\">Brains on video games\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/nn1579\">The biology of addiction\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/how-the-brain-gets-addicted-to-gambling/\">How the Brain Gets Addicted to Gambling\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0960982212001303\">Learning, Attentional Control, and Action Video Games\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pnas.org/content/pnas/111/47/16961.full.pdf\">Action video games and perception\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.apa.org/pubs/journals/releases/amp-a0034857.pdf\">Social benefits of video games\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "As the video game Fortnite is taking over the world, there's a rising panic that some gamers are getting full-on addicted, with headlines like “Parenting the Fortnite Addict” and “I almost lost my sons to Fortnite” popping up all over the place. Even the World Health Organization is worried about video games. So what’s going on? Is video game addiction REALLY a thing?",
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"description": "As the video game Fortnite is taking over the world, there's a rising panic that some gamers are getting full-on addicted, with headlines like “Parenting the Fortnite Addict” and “I almost lost my sons to Fortnite” popping up all over the place. Even the World Health Organization is worried about video games. So what’s going on? Is video game addiction REALLY a thing?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the video game Fortnite is taking over the world, there’s a rising panic that some gamers are getting full-on addicted, with headlines like “Parenting the Fortnite Addict” and “I almost lost my sons to Fortnite” popping up all over the place. Even the World Health Organization is worried about video games — just recently, it officially recognized “Gaming Disorder” as a mental health condition. But it’s not that simple. The American Psychiatric Association isn’t convinced, and says there’s not enough research showing that video game addiction is its own disorder. So what’s going on? Is video game addiction REALLY a thing?\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 is addiction?\u003c/strong>\u003c/p>\n\u003cp>There is no universal definition of addiction that everyone agrees on, but in general, addiction is when someone uses a substance or engages in a behavior repeatedly and compulsively, and continues to do so even if other areas of their life suffer.\u003c/p>\n\u003cp>\u003cstrong>What does the research say about video game addiction? \u003c/strong>\u003c/p>\n\u003cp>Whether you can be truly “addicted” to video games in the same way that you can be addicted to heroin or alcohol is up for debate — the research is kind of all over the place. But, when researchers look at the brains of some people who have problems with gaming, the reward pathways activate in the same way as people addicted to drugs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>So when I can’t put my controller down because I’m REALLY into a video game, does that mean I’m addicted?\u003c/strong>\u003c/p>\n\u003cp>Games are meticulously designed to challenge and reward you at JUST the right moments to keep you playing. So when you can’t put down your controller, it COULD be that you’re just really motivated to keep playing. Which brings us to the concept of “Self Determination Theory” — one of the most widely accepted theories to explain what motivates people. Basically, there are three key characteristics of motivation — autonomy, mastery and purpose — and video games like Fortnite offer all three in abundance.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5410811/pdf/pnas.201705077.pdf\">Is video game addiction really an addiction?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/nrn3135\">Brains on video games\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/nn1579\">The biology of addiction\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/how-the-brain-gets-addicted-to-gambling/\">How the Brain Gets Addicted to Gambling\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0960982212001303\">Learning, Attentional Control, and Action Video Games\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pnas.org/content/pnas/111/47/16961.full.pdf\">Action video games and perception\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.apa.org/pubs/journals/releases/amp-a0034857.pdf\">Social benefits of video games\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>With the rise of social media and smartphone use, something else is happening. We are all reading fewer books than we once did. Some people are worried about what this means for the future of literature and, well, our brains. But is it true that we are really reading less?\u003c/p>\n\u003cp>Reading has been an important part of the human experience for thousands of years, but believe it or not, that’s not a long time on the evolutionary time scale. Before the internet, it made sense to read long texts in a linear fashion, but that’s now changing as people are adapting to skimming shorter texts on their computers or phones. But what does this mean for the future of books?\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 is literary reading?\u003c/strong>\u003c/p>\n\u003cp>Literary reading is, quite simply, the reading of any literature. This includes novels, short stories, poetry, and plays.\u003c/p>\n\u003cp>\u003cstrong>Are we reading less?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The rate at which Americans are reading literature for fun is down around 14% from the early 1980s. This doesn’t necessarily mean we are reading less, however. Many people still have to read for school or work. Then there are all the words, sentences, and messages we read on the internet from emails to texts to tweets. Some people believe that this means we are possibly reading more individual words than ever. It’s just being done in a different way.\u003c/p>\n\u003cp>\u003cstrong>And this is changing our brains?\u003c/strong>\u003c/p>\n\u003cp>Some neuroscientists believe that scanning shorter texts the way we do on the internet, often jumping from hyperlink to hyperlink, is actually changing the wiring in our brains. We are becoming better at searching for key terms and scanning for information, but this means it can become more difficult to read a longer text all the way through without missing major points.\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Join the conversation in your classroom with KQED Learn:\u003cbr>\nhttps://learn.kqed.org/\u003c/p>\n\u003cp>Want to bring Above the Noise into the classroom? Check out our lesson plan other support materials:\u003cbr>\nhttps://wp.me/p681tQ-7mU\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/research/children-teens-and-reading\">Children, Teens, and Reading \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2016/09/07/the-long-steady-decline-of-literary-reading/?noredirect=on&utm_term=.f5a49d0244e7\">The long, steady decline of literary reading\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/03/23/who-doesnt-read-books-in-america/\">Who doesn’t read books in America?\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html?utm_term=.64c7a5c6ebef\">Serious reading takes a hit from online scanning and skimming, researchers say\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With the rise of social media and smartphone use, something else is happening. We are all reading fewer books than we once did. Some people are worried about what this means for the future of literature and, well, our brains. But is it true that we are really reading less?\u003c/p>\n\u003cp>Reading has been an important part of the human experience for thousands of years, but believe it or not, that’s not a long time on the evolutionary time scale. Before the internet, it made sense to read long texts in a linear fashion, but that’s now changing as people are adapting to skimming shorter texts on their computers or phones. But what does this mean for the future of books?\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 is literary reading?\u003c/strong>\u003c/p>\n\u003cp>Literary reading is, quite simply, the reading of any literature. This includes novels, short stories, poetry, and plays.\u003c/p>\n\u003cp>\u003cstrong>Are we reading less?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The rate at which Americans are reading literature for fun is down around 14% from the early 1980s. This doesn’t necessarily mean we are reading less, however. Many people still have to read for school or work. Then there are all the words, sentences, and messages we read on the internet from emails to texts to tweets. Some people believe that this means we are possibly reading more individual words than ever. It’s just being done in a different way.\u003c/p>\n\u003cp>\u003cstrong>And this is changing our brains?\u003c/strong>\u003c/p>\n\u003cp>Some neuroscientists believe that scanning shorter texts the way we do on the internet, often jumping from hyperlink to hyperlink, is actually changing the wiring in our brains. We are becoming better at searching for key terms and scanning for information, but this means it can become more difficult to read a longer text all the way through without missing major points.\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Join the conversation in your classroom with KQED Learn:\u003cbr>\nhttps://learn.kqed.org/\u003c/p>\n\u003cp>Want to bring Above the Noise into the classroom? Check out our lesson plan other support materials:\u003cbr>\nhttps://wp.me/p681tQ-7mU\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/research/children-teens-and-reading\">Children, Teens, and Reading \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2016/09/07/the-long-steady-decline-of-literary-reading/?noredirect=on&utm_term=.f5a49d0244e7\">The long, steady decline of literary reading\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/03/23/who-doesnt-read-books-in-america/\">Who doesn’t read books in America?\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html?utm_term=.64c7a5c6ebef\">Serious reading takes a hit from online scanning and skimming, researchers say\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Video Production to Understand Climate Change",
"headTitle": "Using Video Production to Understand Climate Change | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The Next Generation Science Standards and the California Blueprint for Environmental Literacy emphasize the need to educate students on 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century environmental issues. And, while the importance of such education cannot be underestimated, a challenge remains: How can I support students in constructing meaningful understanding of environmental issues that are large and politicized, such as climate change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I redesigned much of my curriculum to reflect project-based learning. As a part of this, I challenged my students to create a public service announcement to increase the public’s understanding of the science behind climate change using the graphic design software \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Set-Up\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I presented my students with this driving question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">How can we use our understanding of climate science to create a PSA that raises awareness about the causes and consequences of climate change?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I placed students in skilled-based heterogeneous grouping and tasked students with developing a group contract and assigning themselves to one of \u003ca href=\"https://docs.google.com/document/d/1bKL3jkaSGkuHiJwZvk_zjzuZ_MfK6c27e_5wSa2IMWo/edit?usp=sharing\">four production project roles\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1bKL3jkaSGkuHiJwZvk_zjzuZ_MfK6c27e_5wSa2IMWo/edit?usp=sharing\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530905 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs.png\" width=\"968\" height=\"430\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs.png 968w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-800x355.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-768x341.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-960x426.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-240x107.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-375x167.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-520x231.png 520w\" sizes=\"(max-width: 968px) 100vw, 968px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Pre-Production\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To promote literacy skills, all student groups were required to contribute towards the development of a draft script. To ensure students participated in developing their scripts, I had my students create and share a Google Doc amongst themselves. This Google Doc was then shared with me to oversee and assess students’ progress. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I must emphasize how important it is to have student groups create a draft script because it allows you to assess their science literacy and application of climate science concepts. You can also assist students with practicing their collaborative digital citizenship and discourse. I find the the process facilitates students’ ability to share their understandings and clarify their misunderstandings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aftering receiving draft scripts and providing feedback, I advised the screenwriter to review the feedback and refine their script for final submission. Additionally, I introduced the storyboard. Students do not often understand the purpose of a storyboard, which is a series of graphical representations of the script. Therefore, I have found it best to show students examples of storyboards (example: \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fmhr-9eRk3U\">\u003cspan style=\"font-weight: 400\">Zootopia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Then, I provided student groups with a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/16ORTH32jU_ECjumlv51Xzo7JF81Mhdw2Rd9vISt5sJ8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the storyboard artist used to illustrate the scenes that will be filmed in conjunction with the script. Student groups were required to turn in the storyboard before they were allowed to film. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Production\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students always want to jump to the production stage\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">they love to film! Remind and reinforce the value and need for a polished script and storyboard; this will ensure you get quality products from students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were ready to film, I advised students to use a personal electronic device or our school’s Chromebooks. The Chromebook proved to be cumbersome to use with filming, so students primarily used a group member’s personal electronic device. The cameraperson was in charge of filming the segments, and in some cases all students became “on-camera” persons. I advised students to shoot multiple versions of the same scene and to record stock footage, so that they had enough film to edit in the post-production phase. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Post Production\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video editing was where my students really found their element. As I had mentioned, I tasked students with creating a PSA using \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free graphic design software. However, several groups of students wished to use iMovie. It was hard for me to dissuade students from using a resource that they were comfortable with using, so I was in full support of them using any editing software. This group worked with iMovie:\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=iqbK9DEcXM0&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students that worked with Adobe Spark found it easy to navigate. Student groups uploaded their video files to their Google Drives, and were able to upload their video files from the drive to Adobe Spark. Adobe Spark allowed students to cut their video files down to desired segments and merge video files to create their public service announcement. This group worked with Adobe Spark:\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=6dETM57WLy0&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adobe Spark has audio files which students can add to their film, and students can add voice over. I’d recommend Adobe Spark as an effective tool for video production because it’s free, versatile and accessible across a variety of devices. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>So why film?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were thrilled with the opportunity to film. In fact, the hardest part was to get them to slow down and develop their storyline. When I present this project next year, I’d like to improve scaffolds for script writing, as many students’ literacy skills would benefit from considering the details involved in script writing. I’d also like to find software for students to create digital storyboards to better reflect industry standards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But back to this question: why film? With Snapchat, Youtube and all the other social media outlets that feature video, students find meaning in digital media. Filming gave students a creative outlet, a platform for communicating to others and opportunities to apply different learning modalities. More importantly, the project allowed students to practice their science literacy through failure, reflection and revision. \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-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The Next Generation Science Standards and the California Blueprint for Environmental Literacy emphasize the need to educate students on 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century environmental issues. And, while the importance of such education cannot be underestimated, a challenge remains: How can I support students in constructing meaningful understanding of environmental issues that are large and politicized, such as climate change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I redesigned much of my curriculum to reflect project-based learning. As a part of this, I challenged my students to create a public service announcement to increase the public’s understanding of the science behind climate change using the graphic design software \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Set-Up\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I presented my students with this driving question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">How can we use our understanding of climate science to create a PSA that raises awareness about the causes and consequences of climate change?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I placed students in skilled-based heterogeneous grouping and tasked students with developing a group contract and assigning themselves to one of \u003ca href=\"https://docs.google.com/document/d/1bKL3jkaSGkuHiJwZvk_zjzuZ_MfK6c27e_5wSa2IMWo/edit?usp=sharing\">four production project roles\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1bKL3jkaSGkuHiJwZvk_zjzuZ_MfK6c27e_5wSa2IMWo/edit?usp=sharing\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530905 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs.png\" width=\"968\" height=\"430\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs.png 968w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-800x355.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-768x341.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-960x426.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-240x107.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-375x167.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/ClimateChangePSAs-520x231.png 520w\" sizes=\"(max-width: 968px) 100vw, 968px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Pre-Production\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To promote literacy skills, all student groups were required to contribute towards the development of a draft script. To ensure students participated in developing their scripts, I had my students create and share a Google Doc amongst themselves. This Google Doc was then shared with me to oversee and assess students’ progress. \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 must emphasize how important it is to have student groups create a draft script because it allows you to assess their science literacy and application of climate science concepts. You can also assist students with practicing their collaborative digital citizenship and discourse. I find the the process facilitates students’ ability to share their understandings and clarify their misunderstandings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aftering receiving draft scripts and providing feedback, I advised the screenwriter to review the feedback and refine their script for final submission. Additionally, I introduced the storyboard. Students do not often understand the purpose of a storyboard, which is a series of graphical representations of the script. Therefore, I have found it best to show students examples of storyboards (example: \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fmhr-9eRk3U\">\u003cspan style=\"font-weight: 400\">Zootopia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Then, I provided student groups with a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/16ORTH32jU_ECjumlv51Xzo7JF81Mhdw2Rd9vISt5sJ8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the storyboard artist used to illustrate the scenes that will be filmed in conjunction with the script. Student groups were required to turn in the storyboard before they were allowed to film. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Production\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students always want to jump to the production stage\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">they love to film! Remind and reinforce the value and need for a polished script and storyboard; this will ensure you get quality products from students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were ready to film, I advised students to use a personal electronic device or our school’s Chromebooks. The Chromebook proved to be cumbersome to use with filming, so students primarily used a group member’s personal electronic device. The cameraperson was in charge of filming the segments, and in some cases all students became “on-camera” persons. I advised students to shoot multiple versions of the same scene and to record stock footage, so that they had enough film to edit in the post-production phase. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Post Production\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video editing was where my students really found their element. As I had mentioned, I tasked students with creating a PSA using \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free graphic design software. However, several groups of students wished to use iMovie. It was hard for me to dissuade students from using a resource that they were comfortable with using, so I was in full support of them using any editing software. This group worked with iMovie:\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/iqbK9DEcXM0'\n title='//www.youtube.com/embed/iqbK9DEcXM0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The students that worked with Adobe Spark found it easy to navigate. Student groups uploaded their video files to their Google Drives, and were able to upload their video files from the drive to Adobe Spark. Adobe Spark allowed students to cut their video files down to desired segments and merge video files to create their public service announcement. This group worked with Adobe Spark:\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/6dETM57WLy0'\n title='//www.youtube.com/embed/6dETM57WLy0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Adobe Spark has audio files which students can add to their film, and students can add voice over. I’d recommend Adobe Spark as an effective tool for video production because it’s free, versatile and accessible across a variety of devices. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>So why film?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were thrilled with the opportunity to film. In fact, the hardest part was to get them to slow down and develop their storyline. When I present this project next year, I’d like to improve scaffolds for script writing, as many students’ literacy skills would benefit from considering the details involved in script writing. I’d also like to find software for students to create digital storyboards to better reflect industry standards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But back to this question: why film? With Snapchat, Youtube and all the other social media outlets that feature video, students find meaning in digital media. Filming gave students a creative outlet, a platform for communicating to others and opportunities to apply different learning modalities. More importantly, the project allowed students to practice their science literacy through failure, reflection and revision. \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-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Learn how to use the latest free resources from KQED Education to boost collaborative inquiry and media literacy in the classroom. Join us at the \u003c/span>\u003ca href=\"http://www.cvent.com/events/2018-csdc-conference/custom-125-bd428d4ef87b4f049f100c2e96124459.aspx\">\u003cspan style=\"font-weight: 400\">California Charter Schools Leadership Update Conference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on December 10-11, 2018 at the San Francisco Marriott Marquis. \u003c/span>\u003cspan style=\"font-weight: 400\">This conference is where over a thousand charter school directors, CFOs, COOs, board members, lead teachers, developers and service providers gather to receive and discuss timely updates regarding critical issues relating to charter school policies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Visit KQED at table #40 and attend our session “Collaborative Inquiry in Connected Classrooms” to learn about our free resources for inquiry learning. Find out more below! \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/?utm_source=CSDC&utm_medium=email_MS-HS\">\u003cb>KQED Learn\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is our\u003c/span>\u003cb> free online space for student inquiry. \u003c/b>\u003cspan style=\"font-weight: 400\">On this site, middle and high school students begin their inquiry process with our award-winning video series Above the Noise. Then, they discuss current issues and research topics that matter to them by creating media pieces to showcase their learning. KQED Learn offers an engaging alternative to the traditional research assignment, allowing students to practice both academic and media literacy skills.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/?utm_source=CSDC&utm_medium=email_admin\">\u003cb>KQED Teach\u003c/b> \u003c/a>\u003cspan style=\"font-weight: 400\">is our hands-on professional learning platform where teachers can take\u003c/span>\u003cb> free, online courses\u003c/b>\u003cspan style=\"font-weight: 400\"> on media literacy and production. Teachers learn by doing, practicing media-making skills alongside other educators, and come away knowing how to apply their new skills to the classroom with lesson plans and other supports. Teachers can learn how to podcast, make infographics, develop a classroom blog and more!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Breakout Session: Collaborative Inquiry in Connected Classrooms \u003c/b>\u003cspan style=\"font-weight: 400\">Date: Tuesday, December 11\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Time: 3:20-4:35pm\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Location: Salon 15, San Francisco Marriott Marquis\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning grows from asking questions and defining problems. Whether we call it the research and writing process, the scientific process, or the engineering design process, all disciplines share a cycle of inquiry and investigation that culminates in students sharing what they have learned. Now, using tools that connect classrooms across communities and regions, students can collaborate, interact, and respond to each other’s work in a way that’s relevant and inspiring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Going beyond the traditional research paper, science investigation, or literary essay may seem like a lot to ask, given the demands on classroom time. But by creating space for students to ask their own questions, investigate the answers, and go a step further to create shareable multimedia responses, students build both the necessary academic and media literacy skills needed to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this breakout, attendees will analyze the power of student-driven inquiry and take a closer look at inquiry projects in science, English, and social studies classes. Attendees will examine ways to use multimedia tools to make inquiry projects more engaging. Finally, attendees will explore interdisciplinary online tools and resources designed for inquiry-focused classrooms, where students can share their questions and investigations with peers throughout the country in authentic and meaningful ways. Attendees will also explore opportunities to engage in free online and self-paced professional learning to support multimedia in inquiry learning.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Learn how to use the latest free resources from KQED Education to boost collaborative inquiry and media literacy in the classroom. Join us at the \u003c/span>\u003ca href=\"http://www.cvent.com/events/2018-csdc-conference/custom-125-bd428d4ef87b4f049f100c2e96124459.aspx\">\u003cspan style=\"font-weight: 400\">California Charter Schools Leadership Update Conference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on December 10-11, 2018 at the San Francisco Marriott Marquis. \u003c/span>\u003cspan style=\"font-weight: 400\">This conference is where over a thousand charter school directors, CFOs, COOs, board members, lead teachers, developers and service providers gather to receive and discuss timely updates regarding critical issues relating to charter school policies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Visit KQED at table #40 and attend our session “Collaborative Inquiry in Connected Classrooms” to learn about our free resources for inquiry learning. Find out more below! \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/?utm_source=CSDC&utm_medium=email_MS-HS\">\u003cb>KQED Learn\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is our\u003c/span>\u003cb> free online space for student inquiry. \u003c/b>\u003cspan style=\"font-weight: 400\">On this site, middle and high school students begin their inquiry process with our award-winning video series Above the Noise. Then, they discuss current issues and research topics that matter to them by creating media pieces to showcase their learning. KQED Learn offers an engaging alternative to the traditional research assignment, allowing students to practice both academic and media literacy skills.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/?utm_source=CSDC&utm_medium=email_admin\">\u003cb>KQED Teach\u003c/b> \u003c/a>\u003cspan style=\"font-weight: 400\">is our hands-on professional learning platform where teachers can take\u003c/span>\u003cb> free, online courses\u003c/b>\u003cspan style=\"font-weight: 400\"> on media literacy and production. Teachers learn by doing, practicing media-making skills alongside other educators, and come away knowing how to apply their new skills to the classroom with lesson plans and other supports. Teachers can learn how to podcast, make infographics, develop a classroom blog and more!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Breakout Session: Collaborative Inquiry in Connected Classrooms \u003c/b>\u003cspan style=\"font-weight: 400\">Date: Tuesday, December 11\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Time: 3:20-4:35pm\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Location: Salon 15, San Francisco Marriott Marquis\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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