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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When I originally started teaching five years ago, I had one ipad for 20 students to share. Five years later and we are not only 1:1 with tablets, but we also have a station of chromebooks for students to use. Students are even starting to take their very own chromebooks home to continue to have access even when they are not in our classrooms. Having this access to technology has been transformative. However, it wasn’t the access \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">alone \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">that was transformative–like anything else, technology is simply a tool. How we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">use \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">this tool makes it transformative, increasing student engagement and allowing me to connect with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As technology became more present in my classroom, I was encouraged by a friend on Twitter to start using an app called \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Seesaw is a student digital portfolio platform that allows students to creatively demonstrate their learning and helps parents connect to their child’s portfolio and communicate with the teacher. Using Seesaw, you can even create a classroom blog to connect with other classrooms in a way that is safe for elementary students. I decided to try it out, since students need to not only have access to technology, but also understand how to use it to innovate, create and solve problems to really prepare them for careers and help them become active classroom participants. Once I started using Seesaw, I saw students more engaged with the material and willing to try new things. I also saw parents connecting to their child’s learning in new ways. Furthermore, I heard students who were timid and afraid to share in class actively sharing their thoughts and ideas in a way they never could before. I was so excited I listened to my friend and tried out a tool that could help me transform my classroom from one that simply had access to technology to one that used technology to increase student choice and to further family connection to student learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Increases Student Choice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A digital portfolio like Seesaw can help students showcase their learning. Seesaw has multiple tools built into the platform that students can use to demonstrate what they’ve learned. Students can take pictures, record live videos or upload videos from other sources, draw and record at the same time, add files from their devices or Google Drive, type onto a digital notebook, or add a link from any website or platform.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how does this relate to student choice? Say, for example, that you are teaching students to retell key details in a text. They need to introduce the text and use transitional words to write a beginning, middle and end. With Seesaw, they have multiple choices for how to do this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can write in their writing journal. Then they can take a picture and record themselves reading it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2O1Lzcu\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531084 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students can use the drawing tool to draw their writing retell, label the parts of their picture and then use the caption tool to write a paragraph.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531083\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students can complete their writing in a Google Doc and upload it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Or what about math? Students also have multiple choices in how they can demonstrate their learning and understanding in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can make it interactive with manipulatives. Here the students use place value blocks to build a robot.Then they took a picture of it on Seesaw and used the label tool to annotate their block robot and write out the number.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531087\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students use the drawing tool to draw out their mathematical thinking and then record an explanation.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.a4154da6-909c-4974-8201-3446bd2d3d0f&share_token=EO06ys5ASeqxI5DOE7V47A&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531082 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students draw and record at the same time while solving simple subtraction problems. The final product is a video.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6d42541d-1296-477c-ad2a-4ecedcc05d5b&share_token=C62Al6H8Q5SsEXJz7e1RXA&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531081 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can even give them more choices by using outside sources. Within Seesaw you can “App-Smash”–students can literally demonstrate their knowledge anywhere and upload it to Seesaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.doink.com/\">DoInk Green Screen\u003c/a>: Students chose to retell important information about Martin Luther King Jr. using DoInk and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.d0360f73-f502-45a6-9fcf-6ed4fd8ef262&share_token=076mXzlITqeU6tw5kg-9Yw&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531094 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/MLK.png\" width=\"802\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK.png 802w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-800x439.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-768x421.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-375x206.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-520x285.png 520w\" sizes=\"(max-width: 802px) 100vw, 802px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a>: Students made a video on Adobe Spark instead of a traditional book report and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.e5ee034b-f877-407f-899f-a0a8be5a1db0&share_token=ou7KaXAfRMqEjEJM2BhG_Q&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531093 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/soup.png\" width=\"798\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup.png 798w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-240x131.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-375x204.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-520x283.png 520w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\">Chatterpix\u003c/a>: Students described a president and used Chatterpix to animate it and then added it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6cb1fe81-5f4d-4355-9d9c-3bb35c529a36&share_token=3dL3obUGTDKu1sgnP1ZIdQ&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531092 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png\" width=\"646\" height=\"432\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png 646w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-240x160.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-375x251.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-520x348.png 520w\" sizes=\"(max-width: 646px) 100vw, 646px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The possibilities for student creativity are really endless. If your students can think it, they can do it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is also another major benefit of Seesaw that I’ve seen in my classroom: connecting parents to their student’s learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connecting With Parents\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The relationship between teacher, student and parent(s) is absolutely essential to the success of every single student. Using a digital portfolio tool like Seesaw is a great way to not only build those relationships, but also have an open door for parents to see exactly what their child is doing in the classroom. Anytime a student uploads an artifact to their portfolio, and the teacher approves it, the parents can get notifications and see what artifact their child uploaded. Additionally, each child can have up to ten family members connected to his/her portfolio. This is probably the biggest area of transformation in my classroom. When we have parent-teacher conferences, the parents now know exactly what to expect because they are seeing their child’s reading, writing and math progression in real time. When we have children from multiple family homes, I am able to communicate effectively with each parent because they are both connected and seeing the same things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can parents see what their child is working on, but they also are actually able to “like” and comment on their child’s work. As a teacher, I can also see exactly which family members have seen which artifacts. I can comment back to them or have the kids comment back. The ability to interact directly with the work builds those relationships and makes a HUGE difference everyday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is an example of comments from both parents on their child’s work below.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531088\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“I love love love it! Dad and I are super grateful for you too! Love you to the moon and back.”\u003c/p>\n\u003cp>“Nice work. I love it!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another example where a parent even gives some advice on how to continue to improve.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531089\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“Great job. Don’t forget to use capitals when you start a new sentence! Love you!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously I love this part of using Seesaw in the classroom, and so do the kids. They love seeing when their parents have interacted with something they worked hard on. Of course, parents love it too and tell me all the time how much they appreciate the ability to connect with their students’ learning. Some comments I have gotten include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“As a working parent, I often do not get in the classroom as much as I would like to. This app really allows me to see what my child is doing and I feel like I am part of the classroom”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I wish all teachers would use this app. I love hearing my child reading or seeing what he is learning about throughout the day.”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It really helps me at home because I know what she is learning about and I can talk to her more about it.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can be incredibly transformative in the classroom when you have the right tools and know how to use them to further your students growth! Seesaw has allowed my students to have more choice, voice and chances to create. It is a tool that helps me see my students’ thinking processes, their level of understanding and how they learn best. And it is a tool that helps connect family members to my students’ learning on a daily basis.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\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\">When I originally started teaching five years ago, I had one ipad for 20 students to share. Five years later and we are not only 1:1 with tablets, but we also have a station of chromebooks for students to use. Students are even starting to take their very own chromebooks home to continue to have access even when they are not in our classrooms. Having this access to technology has been transformative. However, it wasn’t the access \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">alone \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">that was transformative–like anything else, technology is simply a tool. How we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">use \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">this tool makes it transformative, increasing student engagement and allowing me to connect with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As technology became more present in my classroom, I was encouraged by a friend on Twitter to start using an app called \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Seesaw is a student digital portfolio platform that allows students to creatively demonstrate their learning and helps parents connect to their child’s portfolio and communicate with the teacher. Using Seesaw, you can even create a classroom blog to connect with other classrooms in a way that is safe for elementary students. I decided to try it out, since students need to not only have access to technology, but also understand how to use it to innovate, create and solve problems to really prepare them for careers and help them become active classroom participants. Once I started using Seesaw, I saw students more engaged with the material and willing to try new things. I also saw parents connecting to their child’s learning in new ways. Furthermore, I heard students who were timid and afraid to share in class actively sharing their thoughts and ideas in a way they never could before. I was so excited I listened to my friend and tried out a tool that could help me transform my classroom from one that simply had access to technology to one that used technology to increase student choice and to further family connection to student learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Increases Student Choice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A digital portfolio like Seesaw can help students showcase their learning. Seesaw has multiple tools built into the platform that students can use to demonstrate what they’ve learned. Students can take pictures, record live videos or upload videos from other sources, draw and record at the same time, add files from their devices or Google Drive, type onto a digital notebook, or add a link from any website or platform.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how does this relate to student choice? Say, for example, that you are teaching students to retell key details in a text. They need to introduce the text and use transitional words to write a beginning, middle and end. With Seesaw, they have multiple choices for how to do this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can write in their writing journal. Then they can take a picture and record themselves reading it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2O1Lzcu\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531084 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students can use the drawing tool to draw their writing retell, label the parts of their picture and then use the caption tool to write a paragraph.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531083\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students can complete their writing in a Google Doc and upload it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Or what about math? Students also have multiple choices in how they can demonstrate their learning and understanding in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can make it interactive with manipulatives. Here the students use place value blocks to build a robot.Then they took a picture of it on Seesaw and used the label tool to annotate their block robot and write out the number.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531087\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students use the drawing tool to draw out their mathematical thinking and then record an explanation.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.a4154da6-909c-4974-8201-3446bd2d3d0f&share_token=EO06ys5ASeqxI5DOE7V47A&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531082 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students draw and record at the same time while solving simple subtraction problems. The final product is a video.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6d42541d-1296-477c-ad2a-4ecedcc05d5b&share_token=C62Al6H8Q5SsEXJz7e1RXA&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531081 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can even give them more choices by using outside sources. Within Seesaw you can “App-Smash”–students can literally demonstrate their knowledge anywhere and upload it to Seesaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.doink.com/\">DoInk Green Screen\u003c/a>: Students chose to retell important information about Martin Luther King Jr. using DoInk and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.d0360f73-f502-45a6-9fcf-6ed4fd8ef262&share_token=076mXzlITqeU6tw5kg-9Yw&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531094 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/MLK.png\" width=\"802\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK.png 802w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-800x439.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-768x421.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-375x206.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-520x285.png 520w\" sizes=\"(max-width: 802px) 100vw, 802px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a>: Students made a video on Adobe Spark instead of a traditional book report and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.e5ee034b-f877-407f-899f-a0a8be5a1db0&share_token=ou7KaXAfRMqEjEJM2BhG_Q&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531093 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/soup.png\" width=\"798\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup.png 798w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-240x131.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-375x204.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-520x283.png 520w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\">Chatterpix\u003c/a>: Students described a president and used Chatterpix to animate it and then added it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6cb1fe81-5f4d-4355-9d9c-3bb35c529a36&share_token=3dL3obUGTDKu1sgnP1ZIdQ&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531092 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png\" width=\"646\" height=\"432\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png 646w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-240x160.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-375x251.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-520x348.png 520w\" sizes=\"(max-width: 646px) 100vw, 646px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The possibilities for student creativity are really endless. If your students can think it, they can do it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is also another major benefit of Seesaw that I’ve seen in my classroom: connecting parents to their student’s learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connecting With Parents\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The relationship between teacher, student and parent(s) is absolutely essential to the success of every single student. Using a digital portfolio tool like Seesaw is a great way to not only build those relationships, but also have an open door for parents to see exactly what their child is doing in the classroom. Anytime a student uploads an artifact to their portfolio, and the teacher approves it, the parents can get notifications and see what artifact their child uploaded. Additionally, each child can have up to ten family members connected to his/her portfolio. This is probably the biggest area of transformation in my classroom. When we have parent-teacher conferences, the parents now know exactly what to expect because they are seeing their child’s reading, writing and math progression in real time. When we have children from multiple family homes, I am able to communicate effectively with each parent because they are both connected and seeing the same things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can parents see what their child is working on, but they also are actually able to “like” and comment on their child’s work. As a teacher, I can also see exactly which family members have seen which artifacts. I can comment back to them or have the kids comment back. The ability to interact directly with the work builds those relationships and makes a HUGE difference everyday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is an example of comments from both parents on their child’s work below.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531088\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“I love love love it! Dad and I are super grateful for you too! Love you to the moon and back.”\u003c/p>\n\u003cp>“Nice work. I love it!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another example where a parent even gives some advice on how to continue to improve.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531089\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“Great job. Don’t forget to use capitals when you start a new sentence! Love you!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously I love this part of using Seesaw in the classroom, and so do the kids. They love seeing when their parents have interacted with something they worked hard on. Of course, parents love it too and tell me all the time how much they appreciate the ability to connect with their students’ learning. Some comments I have gotten include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“As a working parent, I often do not get in the classroom as much as I would like to. This app really allows me to see what my child is doing and I feel like I am part of the classroom”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I wish all teachers would use this app. I love hearing my child reading or seeing what he is learning about throughout the day.”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It really helps me at home because I know what she is learning about and I can talk to her more about it.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can be incredibly transformative in the classroom when you have the right tools and know how to use them to further your students growth! Seesaw has allowed my students to have more choice, voice and chances to create. It is a tool that helps me see my students’ thinking processes, their level of understanding and how they learn best. And it is a tool that helps connect family members to my students’ learning on a daily basis.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Project Portfolios Take the Pressure Off Performance",
"headTitle": "How Project Portfolios Take the Pressure Off Performance | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“How long are we going to be doing this?” A student speaks up, his tone and body language at the computer clearly communicate his stance: “I didn’t sign up for web design.” Our high school’s project based Engineering classes are held in an expansive makerspace with 20-foot ceilings, a full woodshop, an enclosed welding lab, massive tool cabinets and heavy work tables with loud metal stools. My efforts as a new teacher to have students create online project portfolios pulled us from the workshop and put us in the neighboring computer lab. Students resisted; they had just finished their first project and were eager to start the next. My novice teacher response was to keep repeating that portfolios were worth 25% of the semester grade and to please write about their results. I landed myself in the uncomfortable position of awarding B’s and C’s to students who would have otherwise received high A’s. Since those early days in my teaching career, I have iterated, improved and learned a lot about portfolio uses, benefits and implementation strategy. \u003c/span>\u003c/p>\n\u003ch2>Day One\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, my new Engineering Design students immediately start working on their first project: making \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=13&v=zkZYKkxEskQ\">\u003cspan style=\"font-weight: 400\">hydraulic robots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are to pick up a tennis ball and to put it into a cup in as little time as possible. I mention nothing of portfolios. Students build their machines in the first two weeks of class, getting familiar with the shop, each other and the flow of a work period. I make sure to include “in as little time as possible” when first describing the challenge so that the following makes sense on evaluation day: “You will have the first half of the period to attempt the challenge. Because I can’t be everywhere with the official stopwatch at once, the no-cell-phone policy is lifted. You are to capture a video of your best result and I’ll evaluate what I see there.” The energy and excitement are project-finale high. Students hustle to capture videos and rush around to watch their peers’ performances. I project a countdown on the big screen and when the buzzer goes off, we leave the shop together. Students are animated in the hall, talking about the project. In the computer lab, I model creating a simple Google Sites web page with an embedded video. They do so and email me the link. Portfolio creation happens just like that, without resistance. Students are excited to share their results.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Afterwards, I explain the importance of portfolios. I explain how every job, scholarship and college application now has a space for a portfolio link. I describe a simple portfolio structure: a main “Landing Page” with a picture they captured, a blurb about themselves and a list of their projects, where each project name links to a page containing project pictures, videos and reflections. One page per project, that’s it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an \u003c/span>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cspan style=\"font-weight: 400\">example student portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531069 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png\" width=\"1069\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png 1069w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-800x445.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-768x427.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-1020x568.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-960x534.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-520x289.png 520w\" sizes=\"(max-width: 1069px) 100vw, 1069px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I finish my portfolio instruction by explaining that each project documentation page will include responses to the \u003c/span>\u003ca href=\"https://sites.google.com/site/mrvphysics/project-documentation-expectations\">\u003cspan style=\"font-weight: 400\">same 5 reflection prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that we’re going to do the portfolio work a little at a time–it should never feel like a big deal. I’ve found it helpful on project kickoff days to model finding the project reflection prompts, creating a new project link and to then assign students to do the same and to post a few sentences in response to prompt number two:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">What are the goals of the project? Make it clear what learning we are trying to accomplish and how we’ll know we’ve succeeded.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is easy to then go through each student’s interpretation of the project expectations, catching misconceptions and areas needing further clarification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the first introductory project where students post a video of their device’s best performance and the second, more substantial project requiring a full portfolio entry, the portfolio process becomes automatic. There are snags and struggles along the way, but this implementation strategy has yielded the most success. \u003c/span>\u003c/p>\n\u003ch2>The Big Day\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project based education always entails students preparing for and performing on some “Big Day” that boasts an authentic audience of parents, friends and peers. The experience is wonderful, but typically brings high anxiety to both student and teacher, and let’s not forget the hopelessness for groups struggling to succeed. I remember hollering all period in my early career, “Team seven! You are up next! Team eight! Go ahead and get ready!” By shifting the evaluation away from the Big Day, and towards the portfolio entry documenting and discussing the results, stress is dramatically reduced in several ways. First, I get to be on everybody’s team. No longer am I the evaluator scribbling behind a clipboard. I am relaxed, engaged with classroom visitors, cheering for my students’ success and reminding them about data to capture for the portfolio entry. Second, all of the hollering and spotlight directing goes away. I set up multiple evaluation locations in the room and encourage groups to record results as soon as they are ready. Parents, visitors and peers interested in seeing a group perform will watch. Third, when students post results, they reflect and retain more of the project lesson. Finally, expecting documentation of a project rather than the project itself enables calming conversations like this one: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s too bad that your project didn’t do as well as we had hoped. Post and review what you saw, then write about what you think went wrong and what changes you would make if you had more time. Remember, the goal is the learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I post it working later, will I get full credit?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Absolutely.”\u003c/span>\u003c/p>\n\u003ch2>The Days Ahead\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portfolios have a larger, future-oriented purpose. A former student emailed,\u003c/span> \u003cspan style=\"font-weight: 400\">“I’ve been linking the website you had us create to a lot of job applications I send out. It’s really helpful to show what I’ve done. … I hated doing it, but was well worth [sic]. I’m considering updating it with current projects.” Portfolios also have a softer purpose. Another former student email, \u003c/span>\u003cspan style=\"font-weight: 400\">“… something about that footage has captured the fascination of the huddled masses. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=70mvw2d8bN4\">\u003cspan style=\"font-weight: 400\">The video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has gathe\u003c/span>\u003cspan style=\"font-weight: 400\">red thousands of views and multiple requests to obtain the source code for our device.” Emailing a former teacher about a project posted for class feels like evidence of pride and further reminds me why portfolio work is worth the effort. \u003c/span>\u003cspan style=\"font-weight: 400\">Any skill—be it creative writing, data analysis, scientific method, historical research or engineering design—can be documented using skill-capturing portfolio entries. From the first day of class, to the final Big Day of the semester, to a future where students translate their skills into opportunities, portfolios facilitate deeper learning and enable better teaching.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\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\">“How long are we going to be doing this?” A student speaks up, his tone and body language at the computer clearly communicate his stance: “I didn’t sign up for web design.” Our high school’s project based Engineering classes are held in an expansive makerspace with 20-foot ceilings, a full woodshop, an enclosed welding lab, massive tool cabinets and heavy work tables with loud metal stools. My efforts as a new teacher to have students create online project portfolios pulled us from the workshop and put us in the neighboring computer lab. Students resisted; they had just finished their first project and were eager to start the next. My novice teacher response was to keep repeating that portfolios were worth 25% of the semester grade and to please write about their results. I landed myself in the uncomfortable position of awarding B’s and C’s to students who would have otherwise received high A’s. Since those early days in my teaching career, I have iterated, improved and learned a lot about portfolio uses, benefits and implementation strategy. \u003c/span>\u003c/p>\n\u003ch2>Day One\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, my new Engineering Design students immediately start working on their first project: making \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=13&v=zkZYKkxEskQ\">\u003cspan style=\"font-weight: 400\">hydraulic robots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are to pick up a tennis ball and to put it into a cup in as little time as possible. I mention nothing of portfolios. Students build their machines in the first two weeks of class, getting familiar with the shop, each other and the flow of a work period. I make sure to include “in as little time as possible” when first describing the challenge so that the following makes sense on evaluation day: “You will have the first half of the period to attempt the challenge. Because I can’t be everywhere with the official stopwatch at once, the no-cell-phone policy is lifted. You are to capture a video of your best result and I’ll evaluate what I see there.” The energy and excitement are project-finale high. Students hustle to capture videos and rush around to watch their peers’ performances. I project a countdown on the big screen and when the buzzer goes off, we leave the shop together. Students are animated in the hall, talking about the project. In the computer lab, I model creating a simple Google Sites web page with an embedded video. They do so and email me the link. Portfolio creation happens just like that, without resistance. Students are excited to share their results.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Afterwards, I explain the importance of portfolios. I explain how every job, scholarship and college application now has a space for a portfolio link. I describe a simple portfolio structure: a main “Landing Page” with a picture they captured, a blurb about themselves and a list of their projects, where each project name links to a page containing project pictures, videos and reflections. One page per project, that’s it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an \u003c/span>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cspan style=\"font-weight: 400\">example student portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531069 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png\" width=\"1069\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png 1069w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-800x445.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-768x427.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-1020x568.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-960x534.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-520x289.png 520w\" sizes=\"(max-width: 1069px) 100vw, 1069px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I finish my portfolio instruction by explaining that each project documentation page will include responses to the \u003c/span>\u003ca href=\"https://sites.google.com/site/mrvphysics/project-documentation-expectations\">\u003cspan style=\"font-weight: 400\">same 5 reflection prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that we’re going to do the portfolio work a little at a time–it should never feel like a big deal. I’ve found it helpful on project kickoff days to model finding the project reflection prompts, creating a new project link and to then assign students to do the same and to post a few sentences in response to prompt number two:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">What are the goals of the project? Make it clear what learning we are trying to accomplish and how we’ll know we’ve succeeded.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is easy to then go through each student’s interpretation of the project expectations, catching misconceptions and areas needing further clarification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the first introductory project where students post a video of their device’s best performance and the second, more substantial project requiring a full portfolio entry, the portfolio process becomes automatic. There are snags and struggles along the way, but this implementation strategy has yielded the most success. \u003c/span>\u003c/p>\n\u003ch2>The Big Day\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project based education always entails students preparing for and performing on some “Big Day” that boasts an authentic audience of parents, friends and peers. The experience is wonderful, but typically brings high anxiety to both student and teacher, and let’s not forget the hopelessness for groups struggling to succeed. I remember hollering all period in my early career, “Team seven! You are up next! Team eight! Go ahead and get ready!” By shifting the evaluation away from the Big Day, and towards the portfolio entry documenting and discussing the results, stress is dramatically reduced in several ways. First, I get to be on everybody’s team. No longer am I the evaluator scribbling behind a clipboard. I am relaxed, engaged with classroom visitors, cheering for my students’ success and reminding them about data to capture for the portfolio entry. Second, all of the hollering and spotlight directing goes away. I set up multiple evaluation locations in the room and encourage groups to record results as soon as they are ready. Parents, visitors and peers interested in seeing a group perform will watch. Third, when students post results, they reflect and retain more of the project lesson. Finally, expecting documentation of a project rather than the project itself enables calming conversations like this one: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s too bad that your project didn’t do as well as we had hoped. Post and review what you saw, then write about what you think went wrong and what changes you would make if you had more time. Remember, the goal is the learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I post it working later, will I get full credit?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Absolutely.”\u003c/span>\u003c/p>\n\u003ch2>The Days Ahead\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portfolios have a larger, future-oriented purpose. A former student emailed,\u003c/span> \u003cspan style=\"font-weight: 400\">“I’ve been linking the website you had us create to a lot of job applications I send out. It’s really helpful to show what I’ve done. … I hated doing it, but was well worth [sic]. I’m considering updating it with current projects.” Portfolios also have a softer purpose. Another former student email, \u003c/span>\u003cspan style=\"font-weight: 400\">“… something about that footage has captured the fascination of the huddled masses. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=70mvw2d8bN4\">\u003cspan style=\"font-weight: 400\">The video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has gathe\u003c/span>\u003cspan style=\"font-weight: 400\">red thousands of views and multiple requests to obtain the source code for our device.” Emailing a former teacher about a project posted for class feels like evidence of pride and further reminds me why portfolio work is worth the effort. \u003c/span>\u003cspan style=\"font-weight: 400\">Any skill—be it creative writing, data analysis, scientific method, historical research or engineering design—can be documented using skill-capturing portfolio entries. From the first day of class, to the final Big Day of the semester, to a future where students translate their skills into opportunities, portfolios facilitate deeper learning and enable better teaching.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\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>[youtube https://www.youtube.com/watch?v=bdvxie3VL7k&w=560&h=315]\u003c/p>\n\u003cp>In November, KQED Education partnered with YBCA to host \u003ca href=\"https://ybca.org/whats-on/ybca-100-2018-youth\">Calling Youth to Power\u003c/a>, it’s first youth convening associated with the annual YBCA 100 Summit. The event created a safe space for Bay Area youth to discuss local issues and brainstorm ways to take action in their communities.\u003c/p>\n\u003cp>YBCA 100 honoree, Jamarrria Hall, who was one of five Detroit students to file a lawsuit against their school district for failing to properly educate students, sparked discussion about how take action on local issues. Youth leaders then led a town-hall style discussion about power and community activism.\u003c/p>\n\u003cp>\u003ca href=\"https://www.22x20.org/fellows/\">22×20 Youth Fellow\u003c/a>, Sophia Aeby, and \u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\">KQED Youth Advisory Board\u003c/a> member, Edward Huang, filmed the event and spoke with youth participants about their role as community changemakers.\u003c/p>\n\u003cp>Sophia Aeby is a junior at Convent of the Sacred Heart High School in San Francisco, and Edward Huang is sophomore at San Mateo High School.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cp>A United Nations report from 2018 shows that climate change is happening a lot faster than scientists originally predicted. As a result, there’s a renewed interest in carbon taxes as a way to slow the effects of climate change. The problem is, it’s not always a popular solution as opponents argue it would unfairly hurt the poor- as we’ve seen play out in France lately with the Yellow Vest protests.\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 a carbon tax?\u003c/strong>\u003c/p>\n\u003cp>Simply put, it’s a tax on greenhouse gas emissions. When we use energy from fossil fuels– like coal, oil and natural gas, we release carbon dioxide and methane into the air. These gases are “greenhouse gases” that trap heat in the atmosphere and contribute to global warming. They are also known as carbon emissions because they contain the element carbon. With a carbon tax, people and business would have to pay a fee for their carbon emissions.\u003c/p>\n\u003cp>\u003cstrong>How would a carbon tax fight climate change?\u003c/strong>\u003c/p>\n\u003cp>The idea with a carbon tax is to make energy from fossil fuels super expensive, so people won’t use it as much. Examples of this would be really high taxes on gasoline, jet fuel, your monthly electricity bill. If fossil fuel use become expensive, businesses would be more likely to invest in cleaner energy sources like wind, solar, hydro, etc.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the pros of carbon taxes?\u003c/strong>\u003c/p>\n\u003cp>It’s one if the easiest ways to decrease carbon in the atmosphere. In some places where a carbon tax has been implemented– like Sweden and British Columbia, it’s led to a decrease in greenhouse gas emissions.\u003c/p>\n\u003cp>\u003cstrong>What are the arguments against carbon taxes?\u003c/strong>\u003c/p>\n\u003cp>One of the main arguments against carbon tax is that it will unfairly hurt the poor. It’s a tax on things that are pretty essential for daily life, like heat for your home, or transportation. So, if you tax these things, it could really be bad for those that are already struggling with their bills.\u003c/p>\n\u003cp>\u003cstrong>How is a carbon tax different from cap and trade?\u003c/strong>\u003c/p>\n\u003cp>Like the carbon tax, cap-and-trade policies aim to reduce greenhouse gas pollution by making it more expensive. But instead of a tax, cap-and-trade rules put a limit on how much carbon big industries like oil refineries, power plants and factories can release into the air. The government makes businesses buy permits, called allowances, for each ton of carbon they emit. And, there’s a financial incentive to be clean: if a business has any allowances leftover, it can sell them to another business that may be going over its limit, and make some extra money.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/10/07/climate/ipcc-climate-report-2040.html\">The New York Times: Major Climate Report Describes a Strong Risk of Crisis as Early as 2040, October 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://science.howstuffworks.com/environmental/green-science/carbon-tax.htm\">How Stuff Works: How Carbon Tax Works, August, 2007\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.worldbank.org/en/news/feature/2016/05/16/when-it-comes-to-emissions-sweden-has-its-cake-and-eats-it-too\">The World Bank: When It Comes to Emissions, Sweden Has Its Cake and Eats It Too, May 2016\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2016/03/02/business/does-a-carbon-tax-work-ask-british-columbia.html\">The New York Times: Does a Carbon Tax Work? Ask British Columbia, March 2016\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www2.gov.bc.ca/gov/content/taxes/income-taxes/personal/credits/climate-action\">Government of British Columbia: Climate Action Tax Credit\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://davidsuzuki.org/what-you-can-do/carbon-tax-cap-trade/\">David Suzuki Foundation: Carbon tax or cap-and-trade?, October 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.seattletimes.com/seattle-news/politics/voters-rejecting-carbon-fee-in-first-day-returns/\">The Seattle Times: Washington state voters reject carbon-fee initiative, November 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sacbee.com/news/local/environment/article162517213.html\">The Sacramento Bee: California’s cap-and-trade program is costly, controversial. But how does it work?, July 2017\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/blogs/all-opinions-are-local/wp/2018/06/25/the-carbon-tax-fallacy/?noredirect=on&utm_term=.07ff1e9b09ff\">The Washington Post: The carbon tax fallacy, June 2018\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A United Nations report from 2018 shows that climate change is happening a lot faster than scientists originally predicted. As a result, there’s a renewed interest in carbon taxes as a way to slow the effects of climate change. The problem is, it’s not always a popular solution as opponents argue it would unfairly hurt the poor- as we’ve seen play out in France lately with the Yellow Vest protests.\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 a carbon tax?\u003c/strong>\u003c/p>\n\u003cp>Simply put, it’s a tax on greenhouse gas emissions. When we use energy from fossil fuels– like coal, oil and natural gas, we release carbon dioxide and methane into the air. These gases are “greenhouse gases” that trap heat in the atmosphere and contribute to global warming. They are also known as carbon emissions because they contain the element carbon. With a carbon tax, people and business would have to pay a fee for their carbon emissions.\u003c/p>\n\u003cp>\u003cstrong>How would a carbon tax fight climate change?\u003c/strong>\u003c/p>\n\u003cp>The idea with a carbon tax is to make energy from fossil fuels super expensive, so people won’t use it as much. Examples of this would be really high taxes on gasoline, jet fuel, your monthly electricity bill. If fossil fuel use become expensive, businesses would be more likely to invest in cleaner energy sources like wind, solar, hydro, etc.\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 pros of carbon taxes?\u003c/strong>\u003c/p>\n\u003cp>It’s one if the easiest ways to decrease carbon in the atmosphere. In some places where a carbon tax has been implemented– like Sweden and British Columbia, it’s led to a decrease in greenhouse gas emissions.\u003c/p>\n\u003cp>\u003cstrong>What are the arguments against carbon taxes?\u003c/strong>\u003c/p>\n\u003cp>One of the main arguments against carbon tax is that it will unfairly hurt the poor. It’s a tax on things that are pretty essential for daily life, like heat for your home, or transportation. So, if you tax these things, it could really be bad for those that are already struggling with their bills.\u003c/p>\n\u003cp>\u003cstrong>How is a carbon tax different from cap and trade?\u003c/strong>\u003c/p>\n\u003cp>Like the carbon tax, cap-and-trade policies aim to reduce greenhouse gas pollution by making it more expensive. But instead of a tax, cap-and-trade rules put a limit on how much carbon big industries like oil refineries, power plants and factories can release into the air. The government makes businesses buy permits, called allowances, for each ton of carbon they emit. And, there’s a financial incentive to be clean: if a business has any allowances leftover, it can sell them to another business that may be going over its limit, and make some extra money.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/10/07/climate/ipcc-climate-report-2040.html\">The New York Times: Major Climate Report Describes a Strong Risk of Crisis as Early as 2040, October 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://science.howstuffworks.com/environmental/green-science/carbon-tax.htm\">How Stuff Works: How Carbon Tax Works, August, 2007\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.worldbank.org/en/news/feature/2016/05/16/when-it-comes-to-emissions-sweden-has-its-cake-and-eats-it-too\">The World Bank: When It Comes to Emissions, Sweden Has Its Cake and Eats It Too, May 2016\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2016/03/02/business/does-a-carbon-tax-work-ask-british-columbia.html\">The New York Times: Does a Carbon Tax Work? Ask British Columbia, March 2016\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www2.gov.bc.ca/gov/content/taxes/income-taxes/personal/credits/climate-action\">Government of British Columbia: Climate Action Tax Credit\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://davidsuzuki.org/what-you-can-do/carbon-tax-cap-trade/\">David Suzuki Foundation: Carbon tax or cap-and-trade?, October 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.seattletimes.com/seattle-news/politics/voters-rejecting-carbon-fee-in-first-day-returns/\">The Seattle Times: Washington state voters reject carbon-fee initiative, November 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sacbee.com/news/local/environment/article162517213.html\">The Sacramento Bee: California’s cap-and-trade program is costly, controversial. But how does it work?, July 2017\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/blogs/all-opinions-are-local/wp/2018/06/25/the-carbon-tax-fallacy/?noredirect=on&utm_term=.07ff1e9b09ff\">The Washington Post: The carbon tax fallacy, June 2018\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Affirmative action is back in the news, and so is the debate over whether universities should consider an applicant’s race when deciding who gets in. Harvard is being sued for that very reason–the plaintiffs essentially argue that Harvard’s affirmative action policies discriminate against Asian Americans in an effort to limit their numbers in order to ensure a racial diverse campus.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nBring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1xNAqXunxRDdn8jSdau3WegwuN0ddw7ynBOgpbwwtPeY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1eShkxQA-9cISrVR2uO0BPFBy7K9RLc0q4cCoM7ZgmQk/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/102QNwtiF1wZaZPgqUQfbHNo9-mJeWakiUfUW-5u_UTY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1zbGv07Ch8uST8eHLwMJ8aDHkoF2d0o_YE0eOBtugHyM/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is affirmative action?\u003c/strong>\u003c/p>\n\u003cp>When it comes to colleges and universities, “affirmative action” refers to policies where race and sex are considered in the application process. They’re not the only things colleges look at; they’re still looking at your grades, SAT scores, extracurricular activities, but they also take into account your race and gender in an effort to help ensure women and minorities are getting equal access to higher education.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments for affirmative action?\u003c/strong>\u003c/p>\n\u003cp>Many people in favor of affirmative action say that because of historical and institutional sexism and racism, it is necessary to make sure that women and minorities with good academic standing receive equal access to college. Another argument in favor of affirmative action is that racially diverse campuses and universities benefit all students. They are places where you learn to interact with and respect people who are different from you, skills that are essential to living and working in a diverse world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments against affirmative action?\u003c/strong>\u003c/p>\n\u003cp>Many people that oppose affirmative action believe it’s not fair. They argue that these policies hurt whites and Asian-Americans if “less qualified” minority students are admitted over them. Some argue these policies end up hurting race relations if people assume the only reason a student is at a school is because of their race, even if they would have gotten in without affirmative action. Many opponents believe that college admissions should be based on merit alone, and not on things that you can’t change– like race. Others argue that a more fair way to help those that are at a disadvantage would be to consider parental income or class, instead of race– that way admissions policies don’t hurt poor whites and Asian-Americans.\u003c/p>\n\u003cp>\u003cstrong>SOURCES/ ADDITIONAL READINGS:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.ncsl.org/research/education/affirmative-action-overview.aspx\">National Conference of State Legislature: Affirmative Action Overview\u003c/a>\u003cbr>\n\u003ca href=\"https://aclu.procon.org/view.answers.php?questionID=000697\">ProCon.org: Does the US Need Affirmative Action?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclu.org/files/images/asset_upload_file670_37287.pdf\">ACLU: Who Supports Affirmative Action?\u003c/a>\u003cbr>\n\u003ca href=\"https://archive.nytimes.com/www.nytimes.com/interactive/2013/06/24/us/affirmative-action-bans.html\">New York Times: How Minorities Have Faired In States With Affirmative Action Bans\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://nwlc.org/issue/affirmative-action-in-education/\">National Women’s Law Center: Affirmative Action and What it Means for Women\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w20962\">National Bureau of Economic Research\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2014/04/22/public-strongly-backs-affirmative-action-programs-on-campus/\">Pew Research Group: Public Strongly Backs Affirmative Action Programs on Campus\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://news.gallup.com/poll/193508/oppose-colleges-considering-race-admissions.aspx\">Gallop Poll: Oppose Colleges Considering Race Admissions\u003c/a>\u003cbr>\n\u003ca href=\"https://www.nytimes.com/interactive/2017/08/24/us/affirmative-action.html?emc=edit_ta_20170824&nl=top-stories&nlid=39699735\">New York Times: Even With Affirmative Action, Blacks and Hispanics are More Underrepresented at Top Colleges Than 35 Years Ago\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.teenvogue.com/story/what-you-need-to-know-about-race-and-college-admissions\">Teen Vogue: What you need to know about race and college admissions\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/blog/social-mobility-memos/2015/02/03/black-students-at-top-colleges-exceptions-not-the-rule/\">Brookings Institute: Black Students at Top Colleges Exceptions not the Rule\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Affirmative action is back in the news, and so is the debate over whether universities should consider an applicant’s race when deciding who gets in. Harvard is being sued for that very reason–the plaintiffs essentially argue that Harvard’s affirmative action policies discriminate against Asian Americans in an effort to limit their numbers in order to ensure a racial diverse campus.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nBring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1xNAqXunxRDdn8jSdau3WegwuN0ddw7ynBOgpbwwtPeY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1eShkxQA-9cISrVR2uO0BPFBy7K9RLc0q4cCoM7ZgmQk/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/102QNwtiF1wZaZPgqUQfbHNo9-mJeWakiUfUW-5u_UTY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1zbGv07Ch8uST8eHLwMJ8aDHkoF2d0o_YE0eOBtugHyM/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is affirmative action?\u003c/strong>\u003c/p>\n\u003cp>When it comes to colleges and universities, “affirmative action” refers to policies where race and sex are considered in the application process. They’re not the only things colleges look at; they’re still looking at your grades, SAT scores, extracurricular activities, but they also take into account your race and gender in an effort to help ensure women and minorities are getting equal access to higher education.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments for affirmative action?\u003c/strong>\u003c/p>\n\u003cp>Many people in favor of affirmative action say that because of historical and institutional sexism and racism, it is necessary to make sure that women and minorities with good academic standing receive equal access to college. Another argument in favor of affirmative action is that racially diverse campuses and universities benefit all students. They are places where you learn to interact with and respect people who are different from you, skills that are essential to living and working in a diverse world.\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 against affirmative action?\u003c/strong>\u003c/p>\n\u003cp>Many people that oppose affirmative action believe it’s not fair. They argue that these policies hurt whites and Asian-Americans if “less qualified” minority students are admitted over them. Some argue these policies end up hurting race relations if people assume the only reason a student is at a school is because of their race, even if they would have gotten in without affirmative action. Many opponents believe that college admissions should be based on merit alone, and not on things that you can’t change– like race. Others argue that a more fair way to help those that are at a disadvantage would be to consider parental income or class, instead of race– that way admissions policies don’t hurt poor whites and Asian-Americans.\u003c/p>\n\u003cp>\u003cstrong>SOURCES/ ADDITIONAL READINGS:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.ncsl.org/research/education/affirmative-action-overview.aspx\">National Conference of State Legislature: Affirmative Action Overview\u003c/a>\u003cbr>\n\u003ca href=\"https://aclu.procon.org/view.answers.php?questionID=000697\">ProCon.org: Does the US Need Affirmative Action?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclu.org/files/images/asset_upload_file670_37287.pdf\">ACLU: Who Supports Affirmative Action?\u003c/a>\u003cbr>\n\u003ca href=\"https://archive.nytimes.com/www.nytimes.com/interactive/2013/06/24/us/affirmative-action-bans.html\">New York Times: How Minorities Have Faired In States With Affirmative Action Bans\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://nwlc.org/issue/affirmative-action-in-education/\">National Women’s Law Center: Affirmative Action and What it Means for Women\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w20962\">National Bureau of Economic Research\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2014/04/22/public-strongly-backs-affirmative-action-programs-on-campus/\">Pew Research Group: Public Strongly Backs Affirmative Action Programs on Campus\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://news.gallup.com/poll/193508/oppose-colleges-considering-race-admissions.aspx\">Gallop Poll: Oppose Colleges Considering Race Admissions\u003c/a>\u003cbr>\n\u003ca href=\"https://www.nytimes.com/interactive/2017/08/24/us/affirmative-action.html?emc=edit_ta_20170824&nl=top-stories&nlid=39699735\">New York Times: Even With Affirmative Action, Blacks and Hispanics are More Underrepresented at Top Colleges Than 35 Years Ago\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.teenvogue.com/story/what-you-need-to-know-about-race-and-college-admissions\">Teen Vogue: What you need to know about race and college admissions\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/blog/social-mobility-memos/2015/02/03/black-students-at-top-colleges-exceptions-not-the-rule/\">Brookings Institute: Black Students at Top Colleges Exceptions not the Rule\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Using Listenwise to Meet Content Standards | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a tenth grade World History teacher in California, I know from experience that many social science educators feel like we are slogging through a sea of standards. Our content standards started off too big and they tend to grow each year. A number of bills have recently been approved by the California state legislature, all of which will likely add to content standards instead of reducing the amount of content social studies teachers sprint through between September and June. These bills include \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB895\">\u003cspan style=\"font-weight: 400\">SB-895\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB830\">\u003cspan style=\"font-weight: 400\">SB830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and several others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the advent of College Readiness and Common Core, which added speaking, listening, reading and writing standards to all disciplines, a \u003c/span>\u003ca href=\"https://cksraiders.org/UserFiles/Servers/Server_610718/File/Academics/Curriculum/5982IR_AwashInASea.pdf\">\u003cspan style=\"font-weight: 400\">McREL study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found it would take educators 22 years to adequately cover all of our content. Thankfully, we have help in the form of tools like \u003c/span>\u003ca href=\"https://listenwise.com/teach/lessons/social_studies\">\u003cspan style=\"font-weight: 400\">Listenwise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which curates 3-5 minute audio stories from National Public Radio that align with content standards. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531010 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/listening-stats.png\" width=\"986\" height=\"369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats.png 986w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-160x60.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-800x299.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-768x287.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-960x359.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-240x90.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-375x140.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-520x195.png 520w\" sizes=\"(max-width: 986px) 100vw, 986px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(See the larger \u003c/span>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cspan style=\"font-weight: 400\">infographic here.\u003c/span>\u003c/a>)\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research is very clear that \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">listening instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> improves reading comprehension, increases reading speed and expands students’ vocabulary. My students clearly enjoy using Listenwise to improve their \u003c/span>\u003ca href=\"https://historyrewriter.com/2017/01/04/using-listening-to-improve-historical-understanding/\">\u003cspan style=\"font-weight: 400\">historical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prior to engaging in historical inquiry. Many stories cover multiple content standards across various grade spans, which enable California Social Studies teachers to spiral, or revisit \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf\">\u003cspan style=\"font-weight: 400\">content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The following \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KwbBl9az6Ws-GSiBE-emsbIgNzvAGXkFoZEdJx_2eBo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> illustrates alignment between Listenwise stories with quizzes and the corresponding California History and Social Studies Standards. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listewise offers a premium service featuring automatically-scored quizzes and a dashboard that tracks student listening skills. So far this year, my students have ten Listenwise reading quizzes. Reports show me which questions I should review with students before moving on to other topics. The data helps me see who is experiencing difficulty with which types of questions and follow up with personalized instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531009\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/class-quiz.png\" alt=\"\" width=\"1014\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz.png 1014w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-800x372.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-768x357.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-960x446.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-240x111.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-375x174.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-520x242.png 520w\" sizes=\"(max-width: 1014px) 100vw, 1014px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also offer discussion questions that open the door to inquiry projects, as recommended in the \u003c/span>\u003ca href=\"https://www.socialstudies.org/c3\">\u003cspan style=\"font-weight: 400\">C3 Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students listened to \u003c/span>\u003ca href=\"https://listenwise.com/lessons/35-greek-influence-in-modern-culture\">\u003cspan style=\"font-weight: 400\">Greek Influence on Modern Culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aligns with CA-HSS standard 10.1: “Students relate the moral and ethical principles in ancient Greek and Roman philosophy.” I paired this story with additional readings and had students conduct a \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/CivilConversationTeacherandDiscussionGuideRevised.pdf\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/AthensvSparta.pdf\">\u003cspan style=\"font-weight: 400\">Athens vs. Sparta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Listenwise discussion questions like,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> how was democracy in Ancient Athens different than democracy in 21st-century America?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, model how to ask big questions that fuel inquiry projects. Teaching students to ask and answer their own questions improves engagement in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have seen my students take deep dives into inquiry projects when they are allowed choice with the topics they research. I had a gifted student spend hundreds of hours authoring a video game based on Greek Mythology. This student did not want to stop learning about the Ancient Greeks. Fortunately, Listenwise provided me with nine other stories on \u003c/span>\u003ca href=\"https://listenwise.com/search?utf8=%E2%9C%93&search%5Bfull_form%5D=true&search%5Bquery%5D=Ancient+Greece&search%5Bsubject%5D%5B%5D=ELA&search%5Bsubject%5D%5B%5D=Social+Studies&search%5Bsubject%5D%5B%5D=Science&search%5Bsubject%5D%5B%5D=&search%5Blanguage_challenge%5D%5B%5D=Low&search%5Blanguage_challenge%5D%5B%5D=Medium&search%5Blanguage_challenge%5D%5B%5D=High&search%5Blanguage_challenge%5D%5B%5D=&search%5Bgrade_level%5D%5B%5D=Middle+School&search%5Bgrade_level%5D%5B%5D=High+School&search%5Bgrade_level%5D%5B%5D=&search%5Bsearchable_type%5D%5B%5D=Lesson&search%5Bsearchable_type%5D%5B%5D=Event&search%5Bsearchable_type%5D%5B%5D=\">\u003cspan style=\"font-weight: 400\">Ancient Greece and Rome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to continue feeding his passion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher moving toward inquiry-based instruction, I wonder, “Should I teach content or turn students loose to figure out things on their own?” Thom Markham clearly articulated this dilemma in a previous \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist\">\u003cspan style=\"font-weight: 400\">KQED story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I believe it’s time for social studies teachers to reduce the amount of time they spend on direct instruction, increase the amount of time they spend on student-led inquiry projects, and use their professional development time to collaboratively evaluate and provide feedback on authentic student projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Markham argues that sooner or later inquiry-standards will take precedence over content-based standards. He recognizes that students need information, facts and specific knowledge for successful learning outcomes, but feels that information should be gathered during the process of creation. This leaves subject teachers like me caught in a gap between the curriculum and reality. Assigning Listenwise stories can help us “cover” content standards, so that we have more time to spend on student-centered, inquiry-based education that engages our students.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a tenth grade World History teacher in California, I know from experience that many social science educators feel like we are slogging through a sea of standards. Our content standards started off too big and they tend to grow each year. A number of bills have recently been approved by the California state legislature, all of which will likely add to content standards instead of reducing the amount of content social studies teachers sprint through between September and June. These bills include \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB895\">\u003cspan style=\"font-weight: 400\">SB-895\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB830\">\u003cspan style=\"font-weight: 400\">SB830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and several others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the advent of College Readiness and Common Core, which added speaking, listening, reading and writing standards to all disciplines, a \u003c/span>\u003ca href=\"https://cksraiders.org/UserFiles/Servers/Server_610718/File/Academics/Curriculum/5982IR_AwashInASea.pdf\">\u003cspan style=\"font-weight: 400\">McREL study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found it would take educators 22 years to adequately cover all of our content. Thankfully, we have help in the form of tools like \u003c/span>\u003ca href=\"https://listenwise.com/teach/lessons/social_studies\">\u003cspan style=\"font-weight: 400\">Listenwise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which curates 3-5 minute audio stories from National Public Radio that align with content standards. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531010 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/listening-stats.png\" width=\"986\" height=\"369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats.png 986w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-160x60.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-800x299.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-768x287.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-960x359.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-240x90.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-375x140.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-520x195.png 520w\" sizes=\"(max-width: 986px) 100vw, 986px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(See the larger \u003c/span>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cspan style=\"font-weight: 400\">infographic here.\u003c/span>\u003c/a>)\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research is very clear that \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">listening instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> improves reading comprehension, increases reading speed and expands students’ vocabulary. My students clearly enjoy using Listenwise to improve their \u003c/span>\u003ca href=\"https://historyrewriter.com/2017/01/04/using-listening-to-improve-historical-understanding/\">\u003cspan style=\"font-weight: 400\">historical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prior to engaging in historical inquiry. Many stories cover multiple content standards across various grade spans, which enable California Social Studies teachers to spiral, or revisit \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf\">\u003cspan style=\"font-weight: 400\">content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The following \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KwbBl9az6Ws-GSiBE-emsbIgNzvAGXkFoZEdJx_2eBo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> illustrates alignment between Listenwise stories with quizzes and the corresponding California History and Social Studies Standards. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listewise offers a premium service featuring automatically-scored quizzes and a dashboard that tracks student listening skills. So far this year, my students have ten Listenwise reading quizzes. Reports show me which questions I should review with students before moving on to other topics. The data helps me see who is experiencing difficulty with which types of questions and follow up with personalized instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531009\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/class-quiz.png\" alt=\"\" width=\"1014\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz.png 1014w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-800x372.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-768x357.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-960x446.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-240x111.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-375x174.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-520x242.png 520w\" sizes=\"(max-width: 1014px) 100vw, 1014px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also offer discussion questions that open the door to inquiry projects, as recommended in the \u003c/span>\u003ca href=\"https://www.socialstudies.org/c3\">\u003cspan style=\"font-weight: 400\">C3 Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students listened to \u003c/span>\u003ca href=\"https://listenwise.com/lessons/35-greek-influence-in-modern-culture\">\u003cspan style=\"font-weight: 400\">Greek Influence on Modern Culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aligns with CA-HSS standard 10.1: “Students relate the moral and ethical principles in ancient Greek and Roman philosophy.” I paired this story with additional readings and had students conduct a \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/CivilConversationTeacherandDiscussionGuideRevised.pdf\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/AthensvSparta.pdf\">\u003cspan style=\"font-weight: 400\">Athens vs. Sparta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Listenwise discussion questions like,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> how was democracy in Ancient Athens different than democracy in 21st-century America?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, model how to ask big questions that fuel inquiry projects. Teaching students to ask and answer their own questions improves engagement in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have seen my students take deep dives into inquiry projects when they are allowed choice with the topics they research. I had a gifted student spend hundreds of hours authoring a video game based on Greek Mythology. This student did not want to stop learning about the Ancient Greeks. Fortunately, Listenwise provided me with nine other stories on \u003c/span>\u003ca href=\"https://listenwise.com/search?utf8=%E2%9C%93&search%5Bfull_form%5D=true&search%5Bquery%5D=Ancient+Greece&search%5Bsubject%5D%5B%5D=ELA&search%5Bsubject%5D%5B%5D=Social+Studies&search%5Bsubject%5D%5B%5D=Science&search%5Bsubject%5D%5B%5D=&search%5Blanguage_challenge%5D%5B%5D=Low&search%5Blanguage_challenge%5D%5B%5D=Medium&search%5Blanguage_challenge%5D%5B%5D=High&search%5Blanguage_challenge%5D%5B%5D=&search%5Bgrade_level%5D%5B%5D=Middle+School&search%5Bgrade_level%5D%5B%5D=High+School&search%5Bgrade_level%5D%5B%5D=&search%5Bsearchable_type%5D%5B%5D=Lesson&search%5Bsearchable_type%5D%5B%5D=Event&search%5Bsearchable_type%5D%5B%5D=\">\u003cspan style=\"font-weight: 400\">Ancient Greece and Rome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to continue feeding his passion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher moving toward inquiry-based instruction, I wonder, “Should I teach content or turn students loose to figure out things on their own?” Thom Markham clearly articulated this dilemma in a previous \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist\">\u003cspan style=\"font-weight: 400\">KQED story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I believe it’s time for social studies teachers to reduce the amount of time they spend on direct instruction, increase the amount of time they spend on student-led inquiry projects, and use their professional development time to collaboratively evaluate and provide feedback on authentic student projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Markham argues that sooner or later inquiry-standards will take precedence over content-based standards. He recognizes that students need information, facts and specific knowledge for successful learning outcomes, but feels that information should be gathered during the process of creation. This leaves subject teachers like me caught in a gap between the curriculum and reality. Assigning Listenwise stories can help us “cover” content standards, so that we have more time to spend on student-centered, inquiry-based education that engages our students.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Interactive Maps in the Science Classroom",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For the last several years I’ve been showing Annie Leonard’s “\u003c/span>\u003ca href=\"https://storyofstuff.org/movies/story-of-stuff/\">\u003cspan style=\"font-weight: 400\">The Story of Stuff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” whenever I teach climate science to my students. I find it is interesting for them to think about where our “stuff” comes from and what happens to it. This unit usually takes place for us close to the holiday season, when we run an interdisciplinary project entitled \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/charity-fair-project\">\u003cspan style=\"font-weight: 400\">Charity Fair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is an incredibly busy time of year at our school since Charity Fair requires that students complete different components of this project in each of their content areas. However, Science, the class I teach, does not always fit well with the scope of the project, which mainly covers issues addressed in the social studies classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, as I was wrapping up the climate science unit and heading into Charity Fair, I thought about having students figure out the transportation carbon footprint for the products they were creating for Charity Fair. For the first time it fit relatively nicely and I hoped that this would become our science Charity Fair staple so I would not have to continue to figure it out from scratch each year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We ran the project that year, and while the science component was better than the previous year, we had a lot of hiccups as the students tried to gather their data to calculate the \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eHe8JlYIK6xRDGjKnR_nkvA5jd4AtqZRXmy_QInIqbo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">carbon footprint of their products\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This component created so much frustration that I scrapped it last year and we created \u003c/span>\u003ca href=\"https://www.instructables.com/\">\u003cspan style=\"font-weight: 400\">instructables\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their products instead. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I took the \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course on \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\">. As I was learning about creating interactive maps, I was not really thinking about their use in science. I just thought it was cool to learn about, and perhaps share with my social studies and ELA counterparts so they could then use maps to track immigration or characters in a story. The final step of the course was to create a lesson plan. As I thought about creating a lesson plan on something completely unrelated to my content area, I remembered those carbon footprint calculations that we had done two years ago. I decided that I could use all those in and outs of Google Maps that I had learned, teach them to the students, and have them develop “carbon footprint maps,” which would eliminate the biggest hurdle we had faced\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">figuring out the mileage for each component. So I wrote and posted the \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson-plans/the-journey-of-stuff?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Journey of Stuff lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for KQED Teach, tweaking it to make it a little more generic than what I would eventually use for Charity Fair.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Creating their own Google Maps\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThe students at AdVENTURE spend four years in cohorts, and as I mentioned before, we had tried a different version of the carbon footprint assignment, so rather than tell my current 7th and 8th graders that we were going to implement it again and have them become disengaged as they remembered the frustration from our first attempt, I decided to introduce the idea by sharing with them the \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1qY4-7qnMn4FZiwwzr4X4oR1Yx98&usp=sharing\">\u003cspan style=\"font-weight: 400\">map I created\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for KQED Teach. I gave them a couple of minutes to explore the map, inviting them to click on the location pins, hoping that someone would click on the map description. My patience was rewarded when a student called me over and stated the obvious, “Didn’t we do something like this for Charity Fair two years ago?” As her comment spread through the classroom, I knew I had at least some of them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I explained that yes, we would be doing something similar, but this time we would be creating interactive Google maps, which of course was much more interesting. The inevitable statement \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“This looks complicated…”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was easily addressed as I showed them the \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1qY4-7qnMn4FZiwwzr4X4oR1Yx98&usp=sharing\">\u003cspan style=\"font-weight: 400\">supporting materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I had created for them, including a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1eParGX2IlqsX453dw4XG1Hdf03s2l2R_OCVwL8lV3s8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with detailed instructions that I posted for them on Edmodo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I answered some clarifying questions and sent students home with the task of figuring out the brand and place of manufacture of their “raw materials.” This was actually the hardest part of the assignment this time around, and we had to make some concessions\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">If they could not find the specific place of manufacture, we settled for the company’s headquarters. If they could not find the company’s headquarters because they were reusing materials, they could substitute it with the global sourcing companies included in their handout. This part of the assignment had the added benefit of placing the students in the role of environmental detectives as they recognized that most manufactured goods come to the U.S. from far away and are simply repackaged here.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once they had their sourcing data, it was really a matter of inputting the data to Google Maps, and using it to find the mileage of their journey. As with all Google products, Google Maps allows for collaborative editing, so the process went incredibly smoothly.The students were engaged in the conversations I was hoping for when I created the original assignment, mainly: “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The transportation of goods is an environmental nightmare\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I invite you to take a look at some of my students’ work, which includes not only their maps but the all-important connection to Science and Engineering Practices and Cross-Cutting Concepts:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ar2026.blogspot.com/2017/12/adventure-science-8th-grade-unit.html\">\u003cspan style=\"font-weight: 400\">Christmas Jars\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://nreed1005.blogspot.com/2017/12/blog-post.html\">\u003cspan style=\"font-weight: 400\">Christmas Cards for Creatures\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://sp2026.blogspot.com/2017/12/carbon-footprint-12317.html\">\u003cspan style=\"font-weight: 400\">Fortune Cookies\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.google.com/maps/d/embed?mid=1jLPmeqPz894P_fO-MmN_sWbqWxJtPy6z\" width=\"640\" height=\"480\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">More Google Maps Science Projects\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nNow that this assignment is done, I am thinking of other ways to include Google Maps in science. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tracking ocean currents:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the past, I have had students create hand-drawn maps in response to our \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/oceancurrents/project\">\u003cspan style=\"font-weight: 400\">Ocean Currents project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I am now thinking of having them use Google Maps instead and using the data sheet it creates to provide the story of their journey.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Physics: \u003c/b>\u003cspan style=\"font-weight: 400\">Several of the assignments in my motion unit ask students to calculate distance and displacement. These can easily be modified to make use of Google Maps. \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VJGkindJb0jUpz4Q_oNtExXfmpc0agOoyzeg5o3yfws/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Example\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Biomes: \u003c/b>\u003cspan style=\"font-weight: 400\">Google Maps allows you to insert images and video, so as students create film products for their \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/biomesurvival/what-to-do\">\u003cspan style=\"font-weight: 400\">biomes project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (or any type of project), these can be mapped out on Google Maps and shared with the community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Discovery projects:\u003c/b>\u003cspan style=\"font-weight: 400\"> As a fun collaborative project, students could map out the country/city of discovery of the \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1XGfUXC1qm5JxTU3MfqLwXZ5kuTiqzvYE&usp=sharing\">\u003cspan style=\"font-weight: 400\">elements of the periodic table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and add the year, discoverer or uses of each element to the data table. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wonder what other creative uses you have found for Google Maps. I’d love to hear about them!\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 interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps?utm_source=ITC&utm_medium=blog\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "For the last several years I’ve been showing Annie Leonard’s “The Story of Stuff” whenever I teach climate science to my students. I find it is interesting for them to think about where our “stuff” comes from and what happens to it. This unit usually takes place for us close to the holiday season, when",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For the last several years I’ve been showing Annie Leonard’s “\u003c/span>\u003ca href=\"https://storyofstuff.org/movies/story-of-stuff/\">\u003cspan style=\"font-weight: 400\">The Story of Stuff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” whenever I teach climate science to my students. I find it is interesting for them to think about where our “stuff” comes from and what happens to it. This unit usually takes place for us close to the holiday season, when we run an interdisciplinary project entitled \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/charity-fair-project\">\u003cspan style=\"font-weight: 400\">Charity Fair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is an incredibly busy time of year at our school since Charity Fair requires that students complete different components of this project in each of their content areas. However, Science, the class I teach, does not always fit well with the scope of the project, which mainly covers issues addressed in the social studies classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, as I was wrapping up the climate science unit and heading into Charity Fair, I thought about having students figure out the transportation carbon footprint for the products they were creating for Charity Fair. For the first time it fit relatively nicely and I hoped that this would become our science Charity Fair staple so I would not have to continue to figure it out from scratch each year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We ran the project that year, and while the science component was better than the previous year, we had a lot of hiccups as the students tried to gather their data to calculate the \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eHe8JlYIK6xRDGjKnR_nkvA5jd4AtqZRXmy_QInIqbo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">carbon footprint of their products\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This component created so much frustration that I scrapped it last year and we created \u003c/span>\u003ca href=\"https://www.instructables.com/\">\u003cspan style=\"font-weight: 400\">instructables\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their products instead. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I took the \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course on \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\">. As I was learning about creating interactive maps, I was not really thinking about their use in science. I just thought it was cool to learn about, and perhaps share with my social studies and ELA counterparts so they could then use maps to track immigration or characters in a story. The final step of the course was to create a lesson plan. As I thought about creating a lesson plan on something completely unrelated to my content area, I remembered those carbon footprint calculations that we had done two years ago. I decided that I could use all those in and outs of Google Maps that I had learned, teach them to the students, and have them develop “carbon footprint maps,” which would eliminate the biggest hurdle we had faced\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">figuring out the mileage for each component. So I wrote and posted the \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson-plans/the-journey-of-stuff?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Journey of Stuff lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for KQED Teach, tweaking it to make it a little more generic than what I would eventually use for Charity Fair.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Creating their own Google Maps\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThe students at AdVENTURE spend four years in cohorts, and as I mentioned before, we had tried a different version of the carbon footprint assignment, so rather than tell my current 7th and 8th graders that we were going to implement it again and have them become disengaged as they remembered the frustration from our first attempt, I decided to introduce the idea by sharing with them the \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1qY4-7qnMn4FZiwwzr4X4oR1Yx98&usp=sharing\">\u003cspan style=\"font-weight: 400\">map I created\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for KQED Teach. I gave them a couple of minutes to explore the map, inviting them to click on the location pins, hoping that someone would click on the map description. My patience was rewarded when a student called me over and stated the obvious, “Didn’t we do something like this for Charity Fair two years ago?” As her comment spread through the classroom, I knew I had at least some of them.\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 explained that yes, we would be doing something similar, but this time we would be creating interactive Google maps, which of course was much more interesting. The inevitable statement \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“This looks complicated…”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was easily addressed as I showed them the \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1qY4-7qnMn4FZiwwzr4X4oR1Yx98&usp=sharing\">\u003cspan style=\"font-weight: 400\">supporting materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I had created for them, including a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1eParGX2IlqsX453dw4XG1Hdf03s2l2R_OCVwL8lV3s8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with detailed instructions that I posted for them on Edmodo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I answered some clarifying questions and sent students home with the task of figuring out the brand and place of manufacture of their “raw materials.” This was actually the hardest part of the assignment this time around, and we had to make some concessions\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">If they could not find the specific place of manufacture, we settled for the company’s headquarters. If they could not find the company’s headquarters because they were reusing materials, they could substitute it with the global sourcing companies included in their handout. This part of the assignment had the added benefit of placing the students in the role of environmental detectives as they recognized that most manufactured goods come to the U.S. from far away and are simply repackaged here.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once they had their sourcing data, it was really a matter of inputting the data to Google Maps, and using it to find the mileage of their journey. As with all Google products, Google Maps allows for collaborative editing, so the process went incredibly smoothly.The students were engaged in the conversations I was hoping for when I created the original assignment, mainly: “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The transportation of goods is an environmental nightmare\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I invite you to take a look at some of my students’ work, which includes not only their maps but the all-important connection to Science and Engineering Practices and Cross-Cutting Concepts:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ar2026.blogspot.com/2017/12/adventure-science-8th-grade-unit.html\">\u003cspan style=\"font-weight: 400\">Christmas Jars\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://nreed1005.blogspot.com/2017/12/blog-post.html\">\u003cspan style=\"font-weight: 400\">Christmas Cards for Creatures\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://sp2026.blogspot.com/2017/12/carbon-footprint-12317.html\">\u003cspan style=\"font-weight: 400\">Fortune Cookies\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.google.com/maps/d/embed?mid=1jLPmeqPz894P_fO-MmN_sWbqWxJtPy6z\" width=\"640\" height=\"480\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">More Google Maps Science Projects\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nNow that this assignment is done, I am thinking of other ways to include Google Maps in science. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tracking ocean currents:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the past, I have had students create hand-drawn maps in response to our \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/oceancurrents/project\">\u003cspan style=\"font-weight: 400\">Ocean Currents project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I am now thinking of having them use Google Maps instead and using the data sheet it creates to provide the story of their journey.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Physics: \u003c/b>\u003cspan style=\"font-weight: 400\">Several of the assignments in my motion unit ask students to calculate distance and displacement. These can easily be modified to make use of Google Maps. \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VJGkindJb0jUpz4Q_oNtExXfmpc0agOoyzeg5o3yfws/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Example\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Biomes: \u003c/b>\u003cspan style=\"font-weight: 400\">Google Maps allows you to insert images and video, so as students create film products for their \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/biomesurvival/what-to-do\">\u003cspan style=\"font-weight: 400\">biomes project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (or any type of project), these can be mapped out on Google Maps and shared with the community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Discovery projects:\u003c/b>\u003cspan style=\"font-weight: 400\"> As a fun collaborative project, students could map out the country/city of discovery of the \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1XGfUXC1qm5JxTU3MfqLwXZ5kuTiqzvYE&usp=sharing\">\u003cspan style=\"font-weight: 400\">elements of the periodic table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and add the year, discoverer or uses of each element to the data table. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wonder what other creative uses you have found for Google Maps. I’d love to hear about them!\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 interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps?utm_source=ITC&utm_medium=blog\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\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\">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>[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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
"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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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
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"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",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"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": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"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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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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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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"here-and-now": {
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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.",
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"airtime": "SUN 7:30pm-8pm",
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},
"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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"order": 15
},
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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",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"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"
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},
"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": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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