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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Reinvigorate your teaching practice at the \u003c/span>\u003ca href=\"https://www.stemcalifornia.org/Page/1\">\u003cspan style=\"font-weight: 400\">6th annual California STEAM Symposium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Long Beach Convention Center on October 28th and 29th. The California STEAM Symposium is a place for teachers to be inspired by and to utilize the event’s high-quality science, technology, engineering, art and math instruction resources. In 2017, the Symposium added art to that list of resources, recognizing the importance of encouraging creativity and self-expression in effective student participation in an otherwise purely technical curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Visit KQED at Booth #508\u003c/b>\u003cspan style=\"font-weight: 400\"> and explore the resources we offer that incorporate media literacy into STEAM education, and \u003c/span>\u003cb>come to one of our sessions listed below!\u003c/b>\u003c/p>\n\u003cp>\u003cb>KQED Session Info: \u003c/b>\u003c/p>\n\u003cp>\u003cb>Arguing From Evidence in an Online World \u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session #: 102\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session Type: 60 min\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Date: Sunday, October 28\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Time: 10:20-11:20am\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Room: LBCC 204\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every day, students consume content in a diverse range of media formats. Learn how to help your students analyze information, respond to online claims and argue from evidence with a free online platform for classrooms.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Collaborative Inquiry in the Connected STEAM Classroom\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session #: 207\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session Type: 15-Minute Round Table\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Date: Sunday, October 28\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Time: 11:45am-12:45pm\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Room: Hyatt Beacon Ballroom T6\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore KQED Learn–a free, online space for middle- and high-school students to collaborate with classmates and classrooms across the country as they ask questions, analyze information, and make media to communicate and share their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Professional Learning for Media Literacy Skills Building with PBS and KQE\u003c/b>\u003cspan style=\"font-weight: 400\">D\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session #: 440\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Session Type: 15 Minute Round Table\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Date: Monday, October 29\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Time: 8-9am\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Room: Hyatt Beacon Ballroom T23\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore KQED Teach, a professional learning platform supporting the development of essential media literacy skills. Engage in a skills assessment towards applying for a PBS Media Literacy Educator Certification by KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Media Literacy, Professional Learning + Connected Classrooms with KQED and San Francisco Unified School District \u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session #: 520\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session Type: Nook\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Date: Monday, October 29\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Time: 9:20am\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Room: LBCC Pod 3\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore the impact, challenges, and strategies employed by San Francisco Unified School District as they deepened student media literacy practices by adopting KQED Teach, a professional learning platform for enhancing educator media literacy skills\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Collaborative Inquiry in the Connected STEAM Classroom\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session #: 207\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session Type: 15-Minute Round Table\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Date: Sunday, October 28\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Time: 11:45am-12:45pm\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Room: Hyatt Beacon Ballroom T6\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore KQED Learn–a free, online space for middle- and high-school students to collaborate with classmates and classrooms across the country as they ask questions, analyze information, and make media to communicate and share their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Professional Learning for Media Literacy Skills Building with PBS and KQE\u003c/b>\u003cspan style=\"font-weight: 400\">D\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session #: 440\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Session Type: 15 Minute Round Table\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Date: Monday, October 29\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Time: 8-9am\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Room: Hyatt Beacon Ballroom T23\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore KQED Teach, a professional learning platform supporting the development of essential media literacy skills. Engage in a skills assessment towards applying for a PBS Media Literacy Educator Certification by KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Media Literacy, Professional Learning + Connected Classrooms with KQED and San Francisco Unified School District \u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session #: 520\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Session Type: Nook\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Date: Monday, October 29\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Time: 9:20am\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Room: LBCC Pod 3\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore the impact, challenges, and strategies employed by San Francisco Unified School District as they deepened student media literacy practices by adopting KQED Teach, a professional learning platform for enhancing educator media literacy skills\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Exploring Your Community Using Field Trips & Interactive Maps",
"headTitle": "Exploring Your Community Using Field Trips & Interactive Maps | KQED",
"content": "\u003cp>As a beginning teacher at Gunn High School in Palo Alto, I was only focused on taking care of my students within the walls of my classroom. I didn’t realize the wealth of resources that were just outside our campus at Stanford, and just a little further afield in San Francisco. As I got settled there as a teacher and began to see what was around us, I contacted world class US History professors David Kennedy, Carl Degler and Clayborne Carson. Kennedy and Degler came and talked to my students while Carson allowed me to sit in on his lecture on Malcolm X. I began to take my psychology students to the Exploratorium in San Francisco. I loved it and my students loved it. From these interactions, I got better as a teacher and my classes got better, too. We were able to talk to people and see things that shook up our normal day-to-day classroom routine.\u003c/p>\n\u003cp>My family and I moved to the mountains, and once again, I needed to find a way to break down my new classroom’s walls. Now our resources are Yosemite National Park and the history of the Sierra Nevada foothills. I found a way to highlight the history and culture of our local area and do it in one day! My US History students and I leave before 9am and try to get back for sports practices at 4pm. We are often late, but we always get back by 5pm at the very latest. We travel about 165 miles in over four hours in the car. In between we make a bunch of stops to explore Native, Settler and Gold Rush histories and cultures. We even take time for lunch!\u003c/p>\n\u003cp>I made a quick \u003ca href=\"https://goo.gl/maps/E9RCcVcDzkL2\">Google Map of our journey\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530694\" style=\"border: 0px none;padding: 0px;float: none;margin: 0px;text-align: center\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png\" alt=\"\" width=\"800\" height=\"702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-160x140.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-768x673.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-240x210.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-375x329.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-520x456.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01.png 853w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Now I can share our journey with the parents who are accompanying us on the trip, but driving in their own cars. I can give my principal a detailed itinerary. We’re good to go!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>However, what about the kids who can’t go? What about the teachers who live too far away, or don’t have the money or other resources to make one of these types of trips?\u003c/p>\n\u003cp>That’s where \u003ca href=\"https://storymap.knightlab.com/\">StoryMapJS\u003c/a> comes in handy. If you haven’t worked with StoryMapJS, you need to! It’s a really robust platform that allows maps to become truly interactive and multimedia. Visuals can be added for each stop on the map. Links can be added to text descriptions. They are easy for both teachers and students to make and use. Here are links to a quick \u003ca href=\"https://goo.gl/LU1fxP\">video tutorial\u003c/a> and a \u003ca href=\"https://goo.gl/1wEiiD\">text tutorial\u003c/a> from the Gilder Lehrman Institute. The platform is great, the maps are easy to make and the finished map is fun to use!\u003c/p>\n\u003cp>Every year, I have some students who can’t participate in the field trip. I had always talked about creating a resource for our students to be able to get some of the benefits even if they couldn’t go. I also realized that we could have a mobile resource for the students who were on the trip to use as a guide.\u003c/p>\n\u003cp>Here’s a screenshot of \u003ca href=\"https://goo.gl/3j7EUf\">our virtual field trip\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530697\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png\" alt=\"\" width=\"800\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-768x428.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1020x569.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1200x669.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1180x658.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-960x535.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03.png 1629w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>So, now that we have our map, what do we do with it?\u003c/p>\n\u003cp>First off, every stop has a visual and a basic description that explains why we would want to stop there. There are also links for each stop on the map to give our users a broader understanding of the significance of the site.\u003c/p>\n\u003cp>For students on the trip, there are a number of activities I use to help deeply engage them along the way. The easiest is to have them take photos on their phones and then use their Notes App to record what they have learned at each stop. It’s basically a digital log of their impressions. When they get home, they can build their own version of the StoryMap with their own photos and information.\u003c/p>\n\u003cp>We also use the map to have a rolling Socratic discussion. I have had the students read up on the next stop as we are in transit, then develop questions on the issues we will be dealing with before we stop. I ask them about the site’s significance and they use the transit time to discuss their different perspectives on the questions and issues before we get to our destination.\u003c/p>\n\u003cp>I also like the idea of creating interactive virtual field trips for students and teachers who cannot make the trip themselves. They can use our maps as guides to their own projects or their own discussions and activities.\u003c/p>\n\u003cp>For the students back at school, they can use the map to create a presentation to allow them to get a visual and textual sense of what we did on our journey. I have had students create quick Google Slides presentation for the stops at the Mariposa Museum, the Yosemite Museum, the Wawona History Center and the North Fork Mono Museum. I also have them compare the cultural significance of the Wassama Roundhouse and St. Joseph’s Catholic Church. I also have them explain why the Mariposa Courthouse is still in use while the Mariposa Jail is not. Through this project they will be better prepared to join in the discussion when we debrief our experiences back at school. They can be active participants in gaining deeper understandings of what we gained during our day away.\u003c/p>\n\u003cp>Using StoryMaps helps me break down the walls of my classroom, and have fun doing it. Museums, historical sites, parks and universities are all great resources to tap into, and interactive maps can help guide the journey into the local community. I hope our trip and our maps inspire other teachers to take advantage of their local resources!\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make 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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a beginning teacher at Gunn High School in Palo Alto, I was only focused on taking care of my students within the walls of my classroom. I didn’t realize the wealth of resources that were just outside our campus at Stanford, and just a little further afield in San Francisco. As I got settled there as a teacher and began to see what was around us, I contacted world class US History professors David Kennedy, Carl Degler and Clayborne Carson. Kennedy and Degler came and talked to my students while Carson allowed me to sit in on his lecture on Malcolm X. I began to take my psychology students to the Exploratorium in San Francisco. I loved it and my students loved it. From these interactions, I got better as a teacher and my classes got better, too. We were able to talk to people and see things that shook up our normal day-to-day classroom routine.\u003c/p>\n\u003cp>My family and I moved to the mountains, and once again, I needed to find a way to break down my new classroom’s walls. Now our resources are Yosemite National Park and the history of the Sierra Nevada foothills. I found a way to highlight the history and culture of our local area and do it in one day! My US History students and I leave before 9am and try to get back for sports practices at 4pm. We are often late, but we always get back by 5pm at the very latest. We travel about 165 miles in over four hours in the car. In between we make a bunch of stops to explore Native, Settler and Gold Rush histories and cultures. We even take time for lunch!\u003c/p>\n\u003cp>I made a quick \u003ca href=\"https://goo.gl/maps/E9RCcVcDzkL2\">Google Map of our journey\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530694\" style=\"border: 0px none;padding: 0px;float: none;margin: 0px;text-align: center\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png\" alt=\"\" width=\"800\" height=\"702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-160x140.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-768x673.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-240x210.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-375x329.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-520x456.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01.png 853w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Now I can share our journey with the parents who are accompanying us on the trip, but driving in their own cars. I can give my principal a detailed itinerary. We’re good to go!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>However, what about the kids who can’t go? What about the teachers who live too far away, or don’t have the money or other resources to make one of these types of trips?\u003c/p>\n\u003cp>That’s where \u003ca href=\"https://storymap.knightlab.com/\">StoryMapJS\u003c/a> comes in handy. If you haven’t worked with StoryMapJS, you need to! It’s a really robust platform that allows maps to become truly interactive and multimedia. Visuals can be added for each stop on the map. Links can be added to text descriptions. They are easy for both teachers and students to make and use. Here are links to a quick \u003ca href=\"https://goo.gl/LU1fxP\">video tutorial\u003c/a> and a \u003ca href=\"https://goo.gl/1wEiiD\">text tutorial\u003c/a> from the Gilder Lehrman Institute. The platform is great, the maps are easy to make and the finished map is fun to use!\u003c/p>\n\u003cp>Every year, I have some students who can’t participate in the field trip. I had always talked about creating a resource for our students to be able to get some of the benefits even if they couldn’t go. I also realized that we could have a mobile resource for the students who were on the trip to use as a guide.\u003c/p>\n\u003cp>Here’s a screenshot of \u003ca href=\"https://goo.gl/3j7EUf\">our virtual field trip\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530697\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png\" alt=\"\" width=\"800\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-768x428.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1020x569.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1200x669.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1180x658.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-960x535.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03.png 1629w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>So, now that we have our map, what do we do with it?\u003c/p>\n\u003cp>First off, every stop has a visual and a basic description that explains why we would want to stop there. There are also links for each stop on the map to give our users a broader understanding of the significance of the site.\u003c/p>\n\u003cp>For students on the trip, there are a number of activities I use to help deeply engage them along the way. The easiest is to have them take photos on their phones and then use their Notes App to record what they have learned at each stop. It’s basically a digital log of their impressions. When they get home, they can build their own version of the StoryMap with their own photos and information.\u003c/p>\n\u003cp>We also use the map to have a rolling Socratic discussion. I have had the students read up on the next stop as we are in transit, then develop questions on the issues we will be dealing with before we stop. I ask them about the site’s significance and they use the transit time to discuss their different perspectives on the questions and issues before we get to our destination.\u003c/p>\n\u003cp>I also like the idea of creating interactive virtual field trips for students and teachers who cannot make the trip themselves. They can use our maps as guides to their own projects or their own discussions and activities.\u003c/p>\n\u003cp>For the students back at school, they can use the map to create a presentation to allow them to get a visual and textual sense of what we did on our journey. I have had students create quick Google Slides presentation for the stops at the Mariposa Museum, the Yosemite Museum, the Wawona History Center and the North Fork Mono Museum. I also have them compare the cultural significance of the Wassama Roundhouse and St. Joseph’s Catholic Church. I also have them explain why the Mariposa Courthouse is still in use while the Mariposa Jail is not. Through this project they will be better prepared to join in the discussion when we debrief our experiences back at school. They can be active participants in gaining deeper understandings of what we gained during our day away.\u003c/p>\n\u003cp>Using StoryMaps helps me break down the walls of my classroom, and have fun doing it. Museums, historical sites, parks and universities are all great resources to tap into, and interactive maps can help guide the journey into the local community. I hope our trip and our maps inspire other teachers to take advantage of their local resources!\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make 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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"headTitle": "Cell Phones in Class: Yes, it Can Work | KQED",
"content": "\u003cp>Ask teachers what they think of cell phones in school and you are likely to get all sorts of verbal responses and facial contortions. Some teachers appreciate the global reach that cell phones provide, and the ability to have information at your fingertips. Phones can be used to share exciting \u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">classroom experiments through Snapchat\u003c/a>, as a means to \u003ca href=\"https://ww2.kqed.org/education/2018/03/20/instagram-as-a-means-to-create-and-implement-chemistry-class-portfolios/\">create portfolios in Chemistry class\u003c/a> or to access a list of Albert Einstein’s all-time favorite books just because.\u003c/p>\n\u003cp>But there are students who are constantly on their phones, virtually unable to put them away. They hide them under their legs, text under their desks or use the bathroom pass to finish posting their thoughts to social media. They are not using their phones for “educational purposes,” but are texting their friends, surfing pictures online or looking up the scores of the ball game. This inability to live without phones has become a frustration for teachers and a distraction for our students.\u003c/p>\n\u003cp>Without a doubt, it is a balancing act for teachers and students. Most secondary students have six or seven classes a day; that means there could be six or seven different cell phone policies based on the discretion of the teachers. While all school districts have a cell phone policy, how that policy is “enforced” or not is what makes this balance so challenging.\u003c/p>\n\u003cp>Cell phone policies vary widely. According to the \u003ca href=\"https://www.sandiegounified.org/student-cell-phone-use\">San Diego school district\u003c/a>, students can use their phones before school, after school and during the lunch period. However, “These devices must be kept out of sight and turned off during the instructional program.” In \u003ca href=\"http://mps.milwaukee.k12.wi.us/MPS-English/SUPT/Family--Student-Services/rights-responsibiltiies-english-handbook.pdf.\">Milwaukee Public Schools\u003c/a>, “While on premises…students are not allowed to activate, use, or display electronic communication devices, including but not limited to mobile phones, tablets, portable music players, or any device capable of accessing social media.” And the \u003ca href=\"http://www.thegardenisland.com/2018/04/02/news/cellphones-gaining-acceptance-inside-us-schools/\">Department of Education in New York\u003c/a> has “broad [cell phone] guidelines, including that they not be turned on or used during quizzes or tests, or during fire or other emergency drills. Use in bathrooms and locker rooms is also off limits.”\u003c/p>\n\u003cp>Teachers have designed clever \u003ca href=\"https://www.weareteachers.com/managing-cell-phones-in-class/\">ways to “seize” the phone\u003c/a> from students: the pocket chart, cassette holder and playful phone “hotel” are just a few ways to help manage the phone crisis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But, the question remains: how do we balance information-at-our-fingertips with can’t-live-without-it dependence?\u003c/p>\n\u003cp>What might happen if we decide to empower students to utilize self-management – to actually allow students to use their phone for discretionary purposes, but under a watchful eye and within a structured time?\u003c/p>\n\u003ch4>The “30 4 30” Plan\u003c/h4>\n\u003cp>Over the summer, I shared my question with some of my colleagues. We teach in a block style with 80 minute periods. What would happen, we wondered, if we decided to give our students a digital break every 30 minutes? Would students actually stay off the phone during class and focus on learning if they knew they could have unfettered access to their phones at regular intervals?\u003c/p>\n\u003cp>Then we did the math: perhaps 30 seconds per 30 minutes would work. Students have four classes per day. The total is 6 minutes for the entire day. If all teachers were to invest in this idea, students would be allowed on their phones for a total of 30 minutes per week.\u003c/p>\n\u003cp>We began referring to it as “30 4 30 Plan” and communicated our idea to other staff members. Some teachers thought it was a great idea, while others wanted to continue to utilize the pocket chart and phone cassette.\u003cbr>\nWe also created a brief list of rules:\u003c/p>\n\u003col>\n\u003cli>As you use your phone for 30 seconds, the room must be quiet.\u003c/li>\n\u003cli>You cannot hide your phone from me or any other teacher or administrator (this makes me uncomfortable and I will assume you are doing something bad!) as I/we walk around the room.\u003c/li>\n\u003cli>You cannot call anyone on your phone and you cannot verbally answer your phone.\u003c/li>\n\u003cli>After 30 seconds is up, the cellphone is physically put away (in the pocket, purse, backpack). Putting the cellphone on the desk, screen down with books on top of it is not considered “put away.”\u003c/li>\n\u003c/ol>\n\u003cp>However, like any new idea, there are questions and concerns: if implemented, are we going against district policy? How can one teacher monitor 30-35 students on their phones? Should an administrator be present during this activity? Should certain websites be off limits? Would students be able to send photos? What does “unfettered access” really mean?\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>Empowering students to self-manage, knowing that they will be able to use the phone eventually, offers students the opportunity to demonstrate trust and focus in the classroom. Using the cell phone for educational purposes means that cell phones do have a place in the classroom, but using phones outside class activities for non-educational purposes is not okay. Instead of banning phones outright, which can send mixed signals when we also use phones as educational tools, the 30 4 30 plan offers a clear delineation between what is acceptable use and what is not. Allowing students access to their phone during regular intervals highlights the value of the phone, but limits the potential distraction, keeping it within a structured time and under a watchful eye.\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 effectively incorporate technology in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/how-to-manage-assess-media-projects?utm_source=ITC&utm_medium=blog\">How to Manage & Assess Media Projects\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>Ask teachers what they think of cell phones in school and you are likely to get all sorts of verbal responses and facial contortions. Some teachers appreciate the global reach that cell phones provide, and the ability to have information at your fingertips. Phones can be used to share exciting \u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">classroom experiments through Snapchat\u003c/a>, as a means to \u003ca href=\"https://ww2.kqed.org/education/2018/03/20/instagram-as-a-means-to-create-and-implement-chemistry-class-portfolios/\">create portfolios in Chemistry class\u003c/a> or to access a list of Albert Einstein’s all-time favorite books just because.\u003c/p>\n\u003cp>But there are students who are constantly on their phones, virtually unable to put them away. They hide them under their legs, text under their desks or use the bathroom pass to finish posting their thoughts to social media. They are not using their phones for “educational purposes,” but are texting their friends, surfing pictures online or looking up the scores of the ball game. This inability to live without phones has become a frustration for teachers and a distraction for our students.\u003c/p>\n\u003cp>Without a doubt, it is a balancing act for teachers and students. Most secondary students have six or seven classes a day; that means there could be six or seven different cell phone policies based on the discretion of the teachers. While all school districts have a cell phone policy, how that policy is “enforced” or not is what makes this balance so challenging.\u003c/p>\n\u003cp>Cell phone policies vary widely. According to the \u003ca href=\"https://www.sandiegounified.org/student-cell-phone-use\">San Diego school district\u003c/a>, students can use their phones before school, after school and during the lunch period. However, “These devices must be kept out of sight and turned off during the instructional program.” In \u003ca href=\"http://mps.milwaukee.k12.wi.us/MPS-English/SUPT/Family--Student-Services/rights-responsibiltiies-english-handbook.pdf.\">Milwaukee Public Schools\u003c/a>, “While on premises…students are not allowed to activate, use, or display electronic communication devices, including but not limited to mobile phones, tablets, portable music players, or any device capable of accessing social media.” And the \u003ca href=\"http://www.thegardenisland.com/2018/04/02/news/cellphones-gaining-acceptance-inside-us-schools/\">Department of Education in New York\u003c/a> has “broad [cell phone] guidelines, including that they not be turned on or used during quizzes or tests, or during fire or other emergency drills. Use in bathrooms and locker rooms is also off limits.”\u003c/p>\n\u003cp>Teachers have designed clever \u003ca href=\"https://www.weareteachers.com/managing-cell-phones-in-class/\">ways to “seize” the phone\u003c/a> from students: the pocket chart, cassette holder and playful phone “hotel” are just a few ways to help manage the phone crisis.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But, the question remains: how do we balance information-at-our-fingertips with can’t-live-without-it dependence?\u003c/p>\n\u003cp>What might happen if we decide to empower students to utilize self-management – to actually allow students to use their phone for discretionary purposes, but under a watchful eye and within a structured time?\u003c/p>\n\u003ch4>The “30 4 30” Plan\u003c/h4>\n\u003cp>Over the summer, I shared my question with some of my colleagues. We teach in a block style with 80 minute periods. What would happen, we wondered, if we decided to give our students a digital break every 30 minutes? Would students actually stay off the phone during class and focus on learning if they knew they could have unfettered access to their phones at regular intervals?\u003c/p>\n\u003cp>Then we did the math: perhaps 30 seconds per 30 minutes would work. Students have four classes per day. The total is 6 minutes for the entire day. If all teachers were to invest in this idea, students would be allowed on their phones for a total of 30 minutes per week.\u003c/p>\n\u003cp>We began referring to it as “30 4 30 Plan” and communicated our idea to other staff members. Some teachers thought it was a great idea, while others wanted to continue to utilize the pocket chart and phone cassette.\u003cbr>\nWe also created a brief list of rules:\u003c/p>\n\u003col>\n\u003cli>As you use your phone for 30 seconds, the room must be quiet.\u003c/li>\n\u003cli>You cannot hide your phone from me or any other teacher or administrator (this makes me uncomfortable and I will assume you are doing something bad!) as I/we walk around the room.\u003c/li>\n\u003cli>You cannot call anyone on your phone and you cannot verbally answer your phone.\u003c/li>\n\u003cli>After 30 seconds is up, the cellphone is physically put away (in the pocket, purse, backpack). Putting the cellphone on the desk, screen down with books on top of it is not considered “put away.”\u003c/li>\n\u003c/ol>\n\u003cp>However, like any new idea, there are questions and concerns: if implemented, are we going against district policy? How can one teacher monitor 30-35 students on their phones? Should an administrator be present during this activity? Should certain websites be off limits? Would students be able to send photos? What does “unfettered access” really mean?\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>Empowering students to self-manage, knowing that they will be able to use the phone eventually, offers students the opportunity to demonstrate trust and focus in the classroom. Using the cell phone for educational purposes means that cell phones do have a place in the classroom, but using phones outside class activities for non-educational purposes is not okay. Instead of banning phones outright, which can send mixed signals when we also use phones as educational tools, the 30 4 30 plan offers a clear delineation between what is acceptable use and what is not. Allowing students access to their phone during regular intervals highlights the value of the phone, but limits the potential distraction, keeping it within a structured time and under a watchful eye.\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 effectively incorporate technology in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/how-to-manage-assess-media-projects?utm_source=ITC&utm_medium=blog\">How to Manage & Assess Media Projects\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>As large numbers of migrants from Central America have fled to the U.S. in recent years, there’s been a lot of talk about the asylum process and how it works in the U.S.\u003c/p>\n\u003cp>Asylum grants are just a tiny part of America’s vast and complicated immigration system, but the process is widely misunderstood and mischaracterized, even by the government leaders responsible for managing it.\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/19HHNpXiBeXovYnXbee-M8zjXu8mKkB-AgeBTcJQ_v34/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/16KU2y83xKm1wsjUkldXZdEc5IJSCIJk7WIRtxus8uK8/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 does it mean to seek asylum in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>That’s when people from other countries come to the U.S. and ask to remain permanently because they fear being persecuted if returned home. Asylum seekers are similar to refugees. The main difference is that refugees apply for immigration status before they arrive in the U.S., while those seeking asylum usually just show up at a point of entry or enter with a temporary visa and apply for protected status. And although there’s a cap on the number of refugees admitted each year, the number of asylum grants is left open-ended.\u003c/p>\n\u003cp>\u003cstrong>How does someone qualify for asylum?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Asylum seekers must first prove that they have a “credible fear” of being persecuted if sent back home. In a pre-screening with an asylum officer, they have to prove they have a well-founded fear of being harmed or detained because of their race, religion, nationality, political opinion or membership in a particular social group. Those who pass this first step then make their case before an immigration judge, who either grants or denies asylum. Applicants who are denied asylum typically get deported. But those granted asylum can live and work legally in the U.S., and apply for a green card after a year.\u003c/p>\n\u003cp>\u003cstrong>Why is asylum being talked about so much now?\u003c/strong>\u003c/p>\n\u003cp>Since 2014, a major surge of immigrants, including many unaccompanied children, from Honduras, El Salvador and Guatemala–among the most dangerous countries in the world–have shown up at the U.S.-Mexico border to request asylum. Many are fleeing rampant gang violence and crippling poverty. But the Trump administration has aggressively tried to crackdown on the number of undocumented immigrants entering the country. Administration officials claim that many asylum-seekers are gaming the system by making up stories to find an easy way in.\u003c/p>\n\u003cp>In an effort to make the asylum process more difficult, the administration has instructed immigration officials to reject more claims. They also briefly ordered immigration agents to detain adult applicants and separate them from their children while awaiting asylum hearings. This controversial policy was abruptly ended after a massive public outcry, but many children still remain separated from their parents.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>http://www.unhcr.org/en-us/1951-refugee-convention.htm\u003c/p>\n\u003cp>https://www.uscis.gov/news/news-releases/uscis-take-action-address-asylum-backlog\u003c/p>\n\u003cp>https://www.dhs.gov/immigration-statistics/yearbook/2016\u003c/p>\n\u003cp>https://www.migrationpolicy.org/article/refugees-and-asylees-united-states\u003c/p>\n\u003cp>https://www.americanimmigrationcouncil.org/research/asylum-united-states\u003c/p>\n\u003cp>http://trac.syr.edu/immigration/reports/448/\u003c/p>\n\u003cp>https://www.washingtonpost.com/local/immigration/sessions-signals-that-victims-of-domestic-abuse-and-gang-violence-generally-will-not-qualify-for-asylum/2018/06/11/45e54602-6d9e-11e8-bd50-b80389a4e569_story.html?noredirect=on&utm_term=.3813a9b975a0\u003c/p>\n\u003cp>https://www.reuters.com/investigates/special-report/usa-immigration-asylum/\u003c/p>\n\u003cp>https://www.politifact.com/truth-o-meter/statements/2018/jun/21/donald-trump/1700-percent-increase-asylum-claims/\u003c/p>\n\u003cp>https://www.cnn.com/2018/05/01/world/asylum-process-refugee-migrant-immigration-trnd/index.html\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.theguardian.com/global-development-professionals-network/2017/jun/29/organised-violence-is-ravaging-central-america-and-displacing-thousands\u003c/p>\n\n",
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"excerpt": "As large numbers of migrants from Central America have fled to the U.S. in recent years, there’s been a lot of talk about the asylum process and how it works in the U.S. In this video, host Myles Bess explains where the law originated and how it's shifted recently.",
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"title": "How Does the U.S. Asylum Process Work? | KQED",
"description": "As large numbers of migrants from Central America have fled to the U.S. in recent years, there’s been a lot of talk about the asylum process and how it works in the U.S. In this video, host Myles Bess explains where the law originated and how it's shifted recently.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As large numbers of migrants from Central America have fled to the U.S. in recent years, there’s been a lot of talk about the asylum process and how it works in the U.S.\u003c/p>\n\u003cp>Asylum grants are just a tiny part of America’s vast and complicated immigration system, but the process is widely misunderstood and mischaracterized, even by the government leaders responsible for managing it.\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/19HHNpXiBeXovYnXbee-M8zjXu8mKkB-AgeBTcJQ_v34/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/16KU2y83xKm1wsjUkldXZdEc5IJSCIJk7WIRtxus8uK8/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 does it mean to seek asylum in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>That’s when people from other countries come to the U.S. and ask to remain permanently because they fear being persecuted if returned home. Asylum seekers are similar to refugees. The main difference is that refugees apply for immigration status before they arrive in the U.S., while those seeking asylum usually just show up at a point of entry or enter with a temporary visa and apply for protected status. And although there’s a cap on the number of refugees admitted each year, the number of asylum grants is left open-ended.\u003c/p>\n\u003cp>\u003cstrong>How does someone qualify for asylum?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Asylum seekers must first prove that they have a “credible fear” of being persecuted if sent back home. In a pre-screening with an asylum officer, they have to prove they have a well-founded fear of being harmed or detained because of their race, religion, nationality, political opinion or membership in a particular social group. Those who pass this first step then make their case before an immigration judge, who either grants or denies asylum. Applicants who are denied asylum typically get deported. But those granted asylum can live and work legally in the U.S., and apply for a green card after a year.\u003c/p>\n\u003cp>\u003cstrong>Why is asylum being talked about so much now?\u003c/strong>\u003c/p>\n\u003cp>Since 2014, a major surge of immigrants, including many unaccompanied children, from Honduras, El Salvador and Guatemala–among the most dangerous countries in the world–have shown up at the U.S.-Mexico border to request asylum. Many are fleeing rampant gang violence and crippling poverty. But the Trump administration has aggressively tried to crackdown on the number of undocumented immigrants entering the country. Administration officials claim that many asylum-seekers are gaming the system by making up stories to find an easy way in.\u003c/p>\n\u003cp>In an effort to make the asylum process more difficult, the administration has instructed immigration officials to reject more claims. They also briefly ordered immigration agents to detain adult applicants and separate them from their children while awaiting asylum hearings. This controversial policy was abruptly ended after a massive public outcry, but many children still remain separated from their parents.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>http://www.unhcr.org/en-us/1951-refugee-convention.htm\u003c/p>\n\u003cp>https://www.uscis.gov/news/news-releases/uscis-take-action-address-asylum-backlog\u003c/p>\n\u003cp>https://www.dhs.gov/immigration-statistics/yearbook/2016\u003c/p>\n\u003cp>https://www.migrationpolicy.org/article/refugees-and-asylees-united-states\u003c/p>\n\u003cp>https://www.americanimmigrationcouncil.org/research/asylum-united-states\u003c/p>\n\u003cp>http://trac.syr.edu/immigration/reports/448/\u003c/p>\n\u003cp>https://www.washingtonpost.com/local/immigration/sessions-signals-that-victims-of-domestic-abuse-and-gang-violence-generally-will-not-qualify-for-asylum/2018/06/11/45e54602-6d9e-11e8-bd50-b80389a4e569_story.html?noredirect=on&utm_term=.3813a9b975a0\u003c/p>\n\u003cp>https://www.reuters.com/investigates/special-report/usa-immigration-asylum/\u003c/p>\n\u003cp>https://www.politifact.com/truth-o-meter/statements/2018/jun/21/donald-trump/1700-percent-increase-asylum-claims/\u003c/p>\n\u003cp>https://www.cnn.com/2018/05/01/world/asylum-process-refugee-migrant-immigration-trnd/index.html\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.theguardian.com/global-development-professionals-network/2017/jun/29/organised-violence-is-ravaging-central-america-and-displacing-thousands\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Flipping the Back-to-School-Night Presentation",
"headTitle": "Flipping the Back-to-School-Night Presentation | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It’s September and that means it’s time for most teachers to give the oft dreaded back-to-school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next week, that’s certainly what I’ll be doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this year, I’m looking forward to it. In previous years, not so much. Why the positive outlook now? Before answering, let me give you some background.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school-social studies teacher with more than thirty years of classroom experience, I’ve given over 150 back-to-school-night presentations. And as a parent of two, I’ve sat through another 100.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other words, I have personally experienced 250 back-to-school-night presentations and from this overall experience have concluded that most are nothing more than a rushed, boring, colossal waste of time.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a parent, I often found myself complaining in the car on the ride home from my own children’s back-to-school-night presentations that all I heard from their teachers was already written in the course syllabus. No Q&A or get-to-know-you activities. Just a boring read of what I could have read for myself. Yawn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, as a teacher over the years, I didn’t break the mold. I did what everyone else did. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is, until last year, when my friend \u003c/span>\u003ca href=\"http://www.jonbergmann.com\">\u003cspan style=\"font-weight: 400\">Jon Bergmann\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (the Flipped Learning pioneer) encouraged me to “flip” my back to school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What is Flipped Learning?\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/\">\u003cspan style=\"font-weight: 400\">Flipped learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a term that is often heard these days in the world of K-12 education. \u003c/span>\u003ca href=\"https://flippedlearning.org\">\u003cspan style=\"font-weight: 400\">The Flipped Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has defined the term as follows: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I define it this way: The use of modern technology to provide students with the ability to learn, while away from class, the very content that students were typically taught while in class. This provides the teacher with more and more freed-up class time which they can use to employ strategies that maximize engagement and increase students’ depth of knowledge.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530624\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530624 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png\" width=\"640\" height=\"477\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-960x716.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram.png 1053w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Source: https://katatrepsis.com/2014/02/06/flipping-the-classroom-how-to-make-lectures-engaging-and-interactive/\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>\u003cbr>\nTwo Ways to Flip Your Back-to-School-Night Presentation\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When flipped learning is applied to the back-to-school-night presentation, there are essentially two ways to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way is to send a letter or email home to parents in the days leading up to the back-to-school-night gathering. This letter can provide a copy of your course syllabus and your hopes and expectations for back-to school-night. Then, open up your back-to-school night presentation by simply asking if there are any questions\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the approach I took recently. You can read my letter below, or \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wJBXdih10xyzBAc_nZiYCid6Z5xf75IfgOSBAEZycVc/edit\">\u003cspan style=\"font-weight: 400\">view it as a Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">For all of you planning to come to room (404) this coming Wednesday to hear my 2018-2019 back-to-school-presentation, I want to try something different this year.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Rather than simply do as I’ve done for the past thirty years, and that is to provide you with a copy of my course syllabus as you walk through the door and then to spend whatever time we have together reading to you from that syllabus, I’d going to provide you now with a copy of my course syllabus. (Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1G7iVcKPZJsqbPd4HX5tYD12jXJtLcA5fBn9SyxYU8vg/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view.)\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">My hope and expectation is two-fold. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">1. That you will thoroughly review the course \u003c/span>\u003cspan style=\"font-weight: 400\">syllabus\u003c/span>\u003cspan style=\"font-weight: 400\"> before entering my room on Wednesday and thus spare me from having to bore you with a read through of that which you can read for yourself.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">2. That you will enter the room with a few questions about the course and/or my educational philosophy.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">All in all, I want you on Wednesday to leave Room 404 saying to yourself that your time there proved not only informative but also interesting and engaging. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Interaction, not just a one-way presentation with you passively sitting there listening to me drone on about the course expectations, that’s what I’m hoping for and hence this attempt to try something different.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Looking forward to your questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions that I was asked at back-to-school night last year (and would look forward to being asked again this year) included the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the hardest part of this class for most students?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What part of this class do you enjoy teaching the most and the least?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class thematically?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class from present to past?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Can you tell me about how you have the kids use technology and digital media?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_530626\" class=\"wp-caption alignnone\" style=\"max-width: 727px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530626 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/image1.jpg\" width=\"727\" height=\"545\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1.jpg 727w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-520x390.jpg 520w\" sizes=\"(max-width: 727px) 100vw, 727px\">\u003cfigcaption class=\"wp-caption-text\">Two parents turning their attention to another parent about to ask a question. Photo Credit: Peter Paccone\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what was the parent reaction to all of this? All good, with one parent even going so far as to send me an email the very next day that read: “thank you, that was not only informative, it was also \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interesting AND engaging\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to flip the back-to-school night presentation is to provide your parents, in the days leading up to the presentation, with a link to a 3-5 minute video that you have produced which describes the content of your course syllabus. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/HSNSKpdxgqM\">\u003cspan style=\"font-weight: 400\">One great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of this kind of video was produced by middle school-science teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/sarahkesty/\">\u003cspan style=\"font-weight: 400\">Sarah Kesty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/a6UPRHqAGeM\">\u003cspan style=\"font-weight: 400\">Another great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was produced by high school-social studies teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/scottpetri/\">\u003cspan style=\"font-weight: 400\">Scott Petri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[youtube https://www.youtube.com/watch?v=a6UPRHqAGeM]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sending home a video before back-to-school night, rather than sending home a letter, is the more common way to flip the back-to-school night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>One More Reason to Flip Your Back-to-School-Night Presentation\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of how a teacher chooses to flip their back-to-school-night presentation, all teachers should keep this in mind:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not all parents can attend back-to-school-night. Some work at night or need to stay home with their other children. And those with two or more children at school may find themselves having to skip your presentation for the sake of another teacher’s presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents like this, a flipped back-to-school-night presentation would probably allow them to feel included even if they are unable to show up in your classroom during back-to-school-night. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what do you say, teachers? This year, let’s avoid boring ourselves and each other by taking advantage of the flipped model. It’s not just for students—parents can benefit too.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s September and that means it’s time for most teachers to give the oft dreaded back-to-school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next week, that’s certainly what I’ll be doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this year, I’m looking forward to it. In previous years, not so much. Why the positive outlook now? Before answering, let me give you some background.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school-social studies teacher with more than thirty years of classroom experience, I’ve given over 150 back-to-school-night presentations. And as a parent of two, I’ve sat through another 100.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other words, I have personally experienced 250 back-to-school-night presentations and from this overall experience have concluded that most are nothing more than a rushed, boring, colossal waste of time.\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\">As a parent, I often found myself complaining in the car on the ride home from my own children’s back-to-school-night presentations that all I heard from their teachers was already written in the course syllabus. No Q&A or get-to-know-you activities. Just a boring read of what I could have read for myself. Yawn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, as a teacher over the years, I didn’t break the mold. I did what everyone else did. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is, until last year, when my friend \u003c/span>\u003ca href=\"http://www.jonbergmann.com\">\u003cspan style=\"font-weight: 400\">Jon Bergmann\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (the Flipped Learning pioneer) encouraged me to “flip” my back to school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What is Flipped Learning?\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/\">\u003cspan style=\"font-weight: 400\">Flipped learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a term that is often heard these days in the world of K-12 education. \u003c/span>\u003ca href=\"https://flippedlearning.org\">\u003cspan style=\"font-weight: 400\">The Flipped Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has defined the term as follows: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I define it this way: The use of modern technology to provide students with the ability to learn, while away from class, the very content that students were typically taught while in class. This provides the teacher with more and more freed-up class time which they can use to employ strategies that maximize engagement and increase students’ depth of knowledge.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530624\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530624 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png\" width=\"640\" height=\"477\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-960x716.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram.png 1053w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Source: https://katatrepsis.com/2014/02/06/flipping-the-classroom-how-to-make-lectures-engaging-and-interactive/\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>\u003cbr>\nTwo Ways to Flip Your Back-to-School-Night Presentation\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When flipped learning is applied to the back-to-school-night presentation, there are essentially two ways to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way is to send a letter or email home to parents in the days leading up to the back-to-school-night gathering. This letter can provide a copy of your course syllabus and your hopes and expectations for back-to school-night. Then, open up your back-to-school night presentation by simply asking if there are any questions\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the approach I took recently. You can read my letter below, or \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wJBXdih10xyzBAc_nZiYCid6Z5xf75IfgOSBAEZycVc/edit\">\u003cspan style=\"font-weight: 400\">view it as a Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">For all of you planning to come to room (404) this coming Wednesday to hear my 2018-2019 back-to-school-presentation, I want to try something different this year.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Rather than simply do as I’ve done for the past thirty years, and that is to provide you with a copy of my course syllabus as you walk through the door and then to spend whatever time we have together reading to you from that syllabus, I’d going to provide you now with a copy of my course syllabus. (Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1G7iVcKPZJsqbPd4HX5tYD12jXJtLcA5fBn9SyxYU8vg/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view.)\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">My hope and expectation is two-fold. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">1. That you will thoroughly review the course \u003c/span>\u003cspan style=\"font-weight: 400\">syllabus\u003c/span>\u003cspan style=\"font-weight: 400\"> before entering my room on Wednesday and thus spare me from having to bore you with a read through of that which you can read for yourself.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">2. That you will enter the room with a few questions about the course and/or my educational philosophy.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">All in all, I want you on Wednesday to leave Room 404 saying to yourself that your time there proved not only informative but also interesting and engaging. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Interaction, not just a one-way presentation with you passively sitting there listening to me drone on about the course expectations, that’s what I’m hoping for and hence this attempt to try something different.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Looking forward to your questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions that I was asked at back-to-school night last year (and would look forward to being asked again this year) included the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the hardest part of this class for most students?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What part of this class do you enjoy teaching the most and the least?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class thematically?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class from present to past?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Can you tell me about how you have the kids use technology and digital media?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_530626\" class=\"wp-caption alignnone\" style=\"max-width: 727px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530626 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/image1.jpg\" width=\"727\" height=\"545\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1.jpg 727w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-520x390.jpg 520w\" sizes=\"(max-width: 727px) 100vw, 727px\">\u003cfigcaption class=\"wp-caption-text\">Two parents turning their attention to another parent about to ask a question. Photo Credit: Peter Paccone\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what was the parent reaction to all of this? All good, with one parent even going so far as to send me an email the very next day that read: “thank you, that was not only informative, it was also \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interesting AND engaging\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to flip the back-to-school night presentation is to provide your parents, in the days leading up to the presentation, with a link to a 3-5 minute video that you have produced which describes the content of your course syllabus. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/HSNSKpdxgqM\">\u003cspan style=\"font-weight: 400\">One great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of this kind of video was produced by middle school-science teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/sarahkesty/\">\u003cspan style=\"font-weight: 400\">Sarah Kesty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/a6UPRHqAGeM\">\u003cspan style=\"font-weight: 400\">Another great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was produced by high school-social studies teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/scottpetri/\">\u003cspan style=\"font-weight: 400\">Scott Petri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/a6UPRHqAGeM'\n title='//www.youtube.com/embed/a6UPRHqAGeM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sending home a video before back-to-school night, rather than sending home a letter, is the more common way to flip the back-to-school night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>One More Reason to Flip Your Back-to-School-Night Presentation\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of how a teacher chooses to flip their back-to-school-night presentation, all teachers should keep this in mind:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not all parents can attend back-to-school-night. Some work at night or need to stay home with their other children. And those with two or more children at school may find themselves having to skip your presentation for the sake of another teacher’s presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents like this, a flipped back-to-school-night presentation would probably allow them to feel included even if they are unable to show up in your classroom during back-to-school-night. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Teachers: Apply to Join KQED Academy!",
"headTitle": "Teachers: Apply to Join KQED Academy! | KQED",
"content": "\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">We’re looking for Bay Area middle and high school classroom teachers who want to build their media-making skills and learn more about how inquiry-based learning can connect students across classrooms and subject areas. Applications due \u003cstrong>October 10\u003c/strong>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe9vQBjmBvCKWAHoa5XbeFwJfTZzzIMwo_LaamVmEuuA32taQ/viewform?usp=sf_link\">\u003cb>Apply Now! \u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cb>What is KQED Academy?\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">KQED Academy is a year-long professional learning experience for educators that supports media literacy, media production and civic engagement in the classroom. Learn to design inquiry-based media-making projects with students that align with your curriculum and connect students to their peers. Throughout the year, KQED Academy teachers will come together through online work and in-person workshops. Online work will take place on two sites: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – This is the home base for the KQED Academy community. Here, you will complete modules or short courses to build your media-making skills, communicate with other Academy participants through discussions and share your work.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – This is the hub for all of your students’ activities. Here, you will work with your students to develop skills in asking questions, doing research, arguing from evidence and communicating their ideas–all in collaboration with other students across the district and beyond. Students will also publish their media projects on KQED Learn. \u003c/span>\u003ca href=\"https://learn.kqed.org/about-kqed-learn\">\u003cspan style=\"font-weight: 400\">Find out more about KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Who can apply?\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">KQED Academy is open to Bay Area middle and high school classroom teachers (grades 6-12) in science/engineering, math, English, social studies, humanities/social science (ethnic studies, psychology, etc.) and arts. We will accept up to 60 teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When will it take place?\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">October 2018 through May 2019 \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>What are the requirements?\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend the kick-off workshop\u003c/span>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cb>October 20 \u003c/b>\u003cspan style=\"font-weight: 400\">at\u003c/span>\u003cb> KQED, 9 a.m.-2 p.m. \u003c/b>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in approximately two hours per week of online professional learning and optional in-person media and curriculum training workshops \u003c/span>\u003c/li>\n\u003cli>Develop an inquiry-based instructional project or unit that incorporates media production for students and implement it using KQED Learn\u003c/li>\n\u003cli>Attend mid-year workshop in January (date TBD)\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend the closing workshop in May (date TBD)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Each teacher who completes the KQED Academy will earn a stipend of $400.\u003c/b>\u003c/p>\n\u003cp>\u003cb>Who will be leading the KQED Academy?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You will be guided by KQED’s curriculum and professional development specialists:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530599 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png\" alt=\"Andrea Aust\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andrea Aust is KQED’s science education senior manager, where she has been developing educational resources and providing professional learning for more than 10 years. Prior to KQED, she taught, developed and managed marine science and environmental education programs.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530598 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png\" alt=\"Rachel Roberson\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003cspan style=\"font-weight: 400\">Rachel Roberson is KQED’s news education manager. Rachel spent 14 years in the classroom as an English and social studies teacher and literacy specialist. Before becoming an educator, Rachel worked as a journalist in the Bay Area.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cb>Bay Area Teachers: \u003c/b>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe9vQBjmBvCKWAHoa5XbeFwJfTZzzIMwo_LaamVmEuuA32taQ/viewform?usp=sf_link\">\u003cb>Apply Now for KQED Academy! \u003c/b>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">We’re looking for Bay Area middle and high school classroom teachers who want to build their media-making skills and learn more about how inquiry-based learning can connect students across classrooms and subject areas. Applications due \u003cstrong>October 10\u003c/strong>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe9vQBjmBvCKWAHoa5XbeFwJfTZzzIMwo_LaamVmEuuA32taQ/viewform?usp=sf_link\">\u003cb>Apply Now! \u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cb>What is KQED Academy?\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">KQED Academy is a year-long professional learning experience for educators that supports media literacy, media production and civic engagement in the classroom. Learn to design inquiry-based media-making projects with students that align with your curriculum and connect students to their peers. Throughout the year, KQED Academy teachers will come together through online work and in-person workshops. Online work will take place on two sites: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – This is the home base for the KQED Academy community. Here, you will complete modules or short courses to build your media-making skills, communicate with other Academy participants through discussions and share your work.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – This is the hub for all of your students’ activities. Here, you will work with your students to develop skills in asking questions, doing research, arguing from evidence and communicating their ideas–all in collaboration with other students across the district and beyond. Students will also publish their media projects on KQED Learn. \u003c/span>\u003ca href=\"https://learn.kqed.org/about-kqed-learn\">\u003cspan style=\"font-weight: 400\">Find out more about KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Who can apply?\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">KQED Academy is open to Bay Area middle and high school classroom teachers (grades 6-12) in science/engineering, math, English, social studies, humanities/social science (ethnic studies, psychology, etc.) and arts. We will accept up to 60 teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When will it take place?\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">October 2018 through May 2019 \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>What are the requirements?\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend the kick-off workshop\u003c/span>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cb>October 20 \u003c/b>\u003cspan style=\"font-weight: 400\">at\u003c/span>\u003cb> KQED, 9 a.m.-2 p.m. \u003c/b>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in approximately two hours per week of online professional learning and optional in-person media and curriculum training workshops \u003c/span>\u003c/li>\n\u003cli>Develop an inquiry-based instructional project or unit that incorporates media production for students and implement it using KQED Learn\u003c/li>\n\u003cli>Attend mid-year workshop in January (date TBD)\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend the closing workshop in May (date TBD)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Each teacher who completes the KQED Academy will earn a stipend of $400.\u003c/b>\u003c/p>\n\u003cp>\u003cb>Who will be leading the KQED Academy?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You will be guided by KQED’s curriculum and professional development specialists:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530599 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png\" alt=\"Andrea Aust\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Andrea-Aust-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andrea Aust is KQED’s science education senior manager, where she has been developing educational resources and providing professional learning for more than 10 years. Prior to KQED, she taught, developed and managed marine science and environmental education programs.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530598 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png\" alt=\"Rachel Roberson\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-960x960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-240x240.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-375x375.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-520x520.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Rachel-Roberson-photo.png 1000w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003cspan style=\"font-weight: 400\">Rachel Roberson is KQED’s news education manager. Rachel spent 14 years in the classroom as an English and social studies teacher and literacy specialist. Before becoming an educator, Rachel worked as a journalist in the Bay Area.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cb>Bay Area Teachers: \u003c/b>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe9vQBjmBvCKWAHoa5XbeFwJfTZzzIMwo_LaamVmEuuA32taQ/viewform?usp=sf_link\">\u003cb>Apply Now for KQED Academy! \u003c/b>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How My Students Improved Their Writing Skills by Sharing Online",
"headTitle": "How My Students Improved Their Writing Skills by Sharing Online | KQED",
"content": "\u003cp>I used to begin each school year by assigning my high school juniors a hefty take-home essay, asking them to consult challenging sources to assess whether the American colonists were justified in seeking independence. At the time, I believed this “trial by fire” would let my students know that I meant business.\u003c/p>\n\u003cp>For several reasons, that approach was flawed:\u003c/p>\n\u003col>\n\u003cli>Students took my rigor as a sign that I didn’t care about their success, and only wanted to make them squirm. In all honesty, they were right, as I had done little at that point to prepare students with the skills necessary to succeed with the assignment.\u003c/li>\n\u003cli>My students didn’t want to fail, even under unrealistic expectations, and I was complicit in driving them to pursue unethical shortcuts, from lifting whole passages from books or web sources, to enlisting somebody else to do most of the work for them.\u003c/li>\n\u003cli>Students also seemed more concerned about meeting the five-page minimum than crafting concise, analytical prose. I didn’t gain an accurate sense of their understanding or writing abilities.\u003c/li>\n\u003c/ol>\n\u003cp>My approach changed after I experienced tremendous success helping students launch \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>, an online student news site. Rather than immediately throwing those budding reporters into the deep end—as I had done with my history students—I took my time introducing them to important research and communication skills such as finding, evaluating and citing sources, and composing clear, concise writing that avoids repetition and superfluous language.\u003c/p>\n\u003cp>Student-journalists whom I also taught later in history performed noticeably higher on all sorts of work, including in-class essays. This made it even clearer to me that I needed to change how I taught and assigned writing \u003cem>outside\u003c/em> the newsroom to be more like how I taught writing \u003cem>inside\u003c/em> the newsroom\u003c/p>\n\u003cp>With that in mind, I jettisoned the early-fall essay for my history students, in favor of teaching them how to write an opinion piece, the kind one comes across in a newspaper, news website or blog. As though a light had gone on in my head, I realized that if students could master the care and effort that went into writing a concise, persuasive piece 750-850 words long, then more involved writing projects wouldn’t seem as daunting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though I didn’t require it, I encouraged my history students to share polished articles on \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>. For those dead set against the idea, I made clear that they approach the assignment with that goal in mind, as writing for an audience would help them review their work more closely. In my experience, when students know that their work could be scrutinized by others beyond just their teacher, they tend to be noticeably more invested in the writing and revision process.\u003c/p>\n\u003cfigure id=\"attachment_530586\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530586 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg\" alt=\"Students in David Cutler's History and Journalism classes review their work before posting it online. Photo by David Barron.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in David Cutler’s History and Journalism classes review their work before posting it online. Photo by David Barron. \u003ccite>(David Barron)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moreover, the shorter nature of the assignment allowed me to offer more detailed feedback, as well as meet with more students one-on-one about the strengths and weaknesses of their work. I grew intimately familiar with everyone’s writing style, from work that seemed to represent their abilities more fully. To capitalize on student interest in current events, I wrote a new prompt that drew on an \u003ca href=\"https://www.politico.com/story/2016/11/rudy-giuliani-trump-win-andrew-jackson-2016-231035\">MSNBC interview\u003c/a> and asked students to compare President Andrew Jackson and President-Elect Donald Trump.\u003c/p>\n\u003cp>To my delight, several students shared their work online on The Gator, signifying that they cared deeply about their articles, while also owning their convictions. “Apart from their flamboyant hairstyles, Donald Trump and Andrew Jackson share a variety of frightening similarities — and this could spell more than just a fashion disaster for America’s future,” wrote Sophie Lapat ’18 for her terrific story, “\u003ca href=\"https://bmgator.org/2016/12/14/trump-the-new-jackson/\">Trump: The New Jackson?\u003c/a>”\u003c/p>\n\u003cp>Lapat’s article didn’t qualify as history writing, but in this case, that didn’t bother me. I cared that she expressed herself clearly, in a way that grabbed my attention. After completing that assignment, Lapat employed similar tactics of clarity and engagement to succeed on more traditional essay assignments, such as whether Truman acted wisely by using atomic bombs to end World War II.\u003c/p>\n\u003cp>“As someone who enjoys writing, I’ve often felt there is a prescribed way to do research and shape my voice,” Lapat told me. “This assignment gave me a new sense of confidence and provided me with a creative avenue to enjoy history.”\u003c/p>\n\u003cp>All of this gets back to a critical point: Teachers should do their best to assign work that has intrinsic, authentic value, and that students can complete successfully. In this instance, students saw the benefit of learning to communicate effectively—not just for the classroom, but for a wider audience who would be reading their work online.\u003c/p>\n\u003cp>If you’re curious to see how the skills fostered during my opinion piece writing assignments led to students’ writing longer, more academic-oriented papers, check out the following links:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1Zz9rBOraZIJ7Ahb0Th39vIUnaYo8t7Bt/view?usp=sharing\">Second Wave of Feminism: Redefining a Nation\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1J8Na-QdR8qb7noENaFxv0Yh8Bb87eXIg/view?usp=sharing\">D-Day: The Major Turning Point of World War II \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1qGp6ul1mE6z_JwSnVo9lGzFi1HpxwMqy/view?usp=sharing\">Reconstruction: Reassessing the Freedmen’s Bureau\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Each of these papers contains mistakes or oversights of various sorts, but also represents the vast improvement my students experienced over the year, including becoming more open to receiving and responding to feedback. In large part, this delicate process launched in the fall, when students first began writing and sharing their opinion pieces online.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I used to begin each school year by assigning my high school juniors a hefty take-home essay, asking them to consult challenging sources to assess whether the American colonists were justified in seeking independence. At the time, I believed this “trial by fire” would let my students know that I meant business.\u003c/p>\n\u003cp>For several reasons, that approach was flawed:\u003c/p>\n\u003col>\n\u003cli>Students took my rigor as a sign that I didn’t care about their success, and only wanted to make them squirm. In all honesty, they were right, as I had done little at that point to prepare students with the skills necessary to succeed with the assignment.\u003c/li>\n\u003cli>My students didn’t want to fail, even under unrealistic expectations, and I was complicit in driving them to pursue unethical shortcuts, from lifting whole passages from books or web sources, to enlisting somebody else to do most of the work for them.\u003c/li>\n\u003cli>Students also seemed more concerned about meeting the five-page minimum than crafting concise, analytical prose. I didn’t gain an accurate sense of their understanding or writing abilities.\u003c/li>\n\u003c/ol>\n\u003cp>My approach changed after I experienced tremendous success helping students launch \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>, an online student news site. Rather than immediately throwing those budding reporters into the deep end—as I had done with my history students—I took my time introducing them to important research and communication skills such as finding, evaluating and citing sources, and composing clear, concise writing that avoids repetition and superfluous language.\u003c/p>\n\u003cp>Student-journalists whom I also taught later in history performed noticeably higher on all sorts of work, including in-class essays. This made it even clearer to me that I needed to change how I taught and assigned writing \u003cem>outside\u003c/em> the newsroom to be more like how I taught writing \u003cem>inside\u003c/em> the newsroom\u003c/p>\n\u003cp>With that in mind, I jettisoned the early-fall essay for my history students, in favor of teaching them how to write an opinion piece, the kind one comes across in a newspaper, news website or blog. As though a light had gone on in my head, I realized that if students could master the care and effort that went into writing a concise, persuasive piece 750-850 words long, then more involved writing projects wouldn’t seem as daunting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though I didn’t require it, I encouraged my history students to share polished articles on \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>. For those dead set against the idea, I made clear that they approach the assignment with that goal in mind, as writing for an audience would help them review their work more closely. In my experience, when students know that their work could be scrutinized by others beyond just their teacher, they tend to be noticeably more invested in the writing and revision process.\u003c/p>\n\u003cfigure id=\"attachment_530586\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530586 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg\" alt=\"Students in David Cutler's History and Journalism classes review their work before posting it online. Photo by David Barron.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in David Cutler’s History and Journalism classes review their work before posting it online. Photo by David Barron. \u003ccite>(David Barron)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moreover, the shorter nature of the assignment allowed me to offer more detailed feedback, as well as meet with more students one-on-one about the strengths and weaknesses of their work. I grew intimately familiar with everyone’s writing style, from work that seemed to represent their abilities more fully. To capitalize on student interest in current events, I wrote a new prompt that drew on an \u003ca href=\"https://www.politico.com/story/2016/11/rudy-giuliani-trump-win-andrew-jackson-2016-231035\">MSNBC interview\u003c/a> and asked students to compare President Andrew Jackson and President-Elect Donald Trump.\u003c/p>\n\u003cp>To my delight, several students shared their work online on The Gator, signifying that they cared deeply about their articles, while also owning their convictions. “Apart from their flamboyant hairstyles, Donald Trump and Andrew Jackson share a variety of frightening similarities — and this could spell more than just a fashion disaster for America’s future,” wrote Sophie Lapat ’18 for her terrific story, “\u003ca href=\"https://bmgator.org/2016/12/14/trump-the-new-jackson/\">Trump: The New Jackson?\u003c/a>”\u003c/p>\n\u003cp>Lapat’s article didn’t qualify as history writing, but in this case, that didn’t bother me. I cared that she expressed herself clearly, in a way that grabbed my attention. After completing that assignment, Lapat employed similar tactics of clarity and engagement to succeed on more traditional essay assignments, such as whether Truman acted wisely by using atomic bombs to end World War II.\u003c/p>\n\u003cp>“As someone who enjoys writing, I’ve often felt there is a prescribed way to do research and shape my voice,” Lapat told me. “This assignment gave me a new sense of confidence and provided me with a creative avenue to enjoy history.”\u003c/p>\n\u003cp>All of this gets back to a critical point: Teachers should do their best to assign work that has intrinsic, authentic value, and that students can complete successfully. In this instance, students saw the benefit of learning to communicate effectively—not just for the classroom, but for a wider audience who would be reading their work online.\u003c/p>\n\u003cp>If you’re curious to see how the skills fostered during my opinion piece writing assignments led to students’ writing longer, more academic-oriented papers, check out the following links:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1Zz9rBOraZIJ7Ahb0Th39vIUnaYo8t7Bt/view?usp=sharing\">Second Wave of Feminism: Redefining a Nation\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1J8Na-QdR8qb7noENaFxv0Yh8Bb87eXIg/view?usp=sharing\">D-Day: The Major Turning Point of World War II \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1qGp6ul1mE6z_JwSnVo9lGzFi1HpxwMqy/view?usp=sharing\">Reconstruction: Reassessing the Freedmen’s Bureau\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Each of these papers contains mistakes or oversights of various sorts, but also represents the vast improvement my students experienced over the year, including becoming more open to receiving and responding to feedback. In large part, this delicate process launched in the fall, when students first began writing and sharing their opinion pieces online.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Start the Year Right by Learning More Than Your Students’ Names",
"headTitle": "Start the Year Right by Learning More Than Your Students’ Names | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Maybe it’s my age or maybe it’s the fact that I’ve learned hundreds (actually, thousands!) of student names over the years, but each September it takes me longer and longer to learn my students’ names. I know that greeting them by name is a critical step in helping them feel welcome and validated in my classroom, so I don’t want to give in to the struggle and say, “Hey you!” when I can’t remember if I’m calling on Chloe or Zoe; Ashley or Ashlynn; Ethan or Ian; Ella or Ellie; Matthew or Michael; or Jake or Jack or James or Jacob (or Jason or Jared). Or Jaden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to really know our students, we need to go beyond names and faces, and the sooner we do that, the better. (And the easier it actually is to remember their names!) Fortunately, technology offers a variety of ways our students can express themselves creatively while also helping us get to know them as individuals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since get-to-know you questions can be personal, it is important to let your students know up front who will see their answers. Will they be shared with the whole class? Or will you be the only one to see them? What a difference it can make if students know that you will be their only audience. One of my students even sang to me on her selfie video. Be sure your students know who will view their work.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://catlintucker.com/2018/07/selfie-icebreaker/\">\u003cb>Post a selfie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">: Credit to high school teacher \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for this great idea! We know our students are expert selfie-takers, so why not honor their phone skills by having them show off on the first day of school? Using phones or tablets (or even laptops), students can take a selfie and then share it to a page set up by the teacher. It could be on a \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a class blog or \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In addition to the selfie, students can write a little about themselves: their name (and nickname); favorite hobbies/sports/interests; and something about the subject you teach. In my English class, I want to know what books and authors they have loved in the past. In my Broadcast Media class, I want to know what kind of experience they have with movie making and/or editing. Finally, I ask them to tell me what they hope this class will be like and how I can help them be successful.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a biography slide\u003c/b>\u003cspan style=\"font-weight: 400\">: Using \u003c/span>\u003ca href=\"https://docs.google.com/drawings/\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"https://www.canva.com/\">\u003cspan style=\"font-weight: 400\">Canva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my students create a slide that helps me get to know them. They choose from a list of my suggestions, but must include their name, a selfie image, an inspirational quote and one other picture. They may add images that represent their family, interests, strengths, role models, heroes and dreams for their future. These slides can be easily shared with the rest of the class, or just submitted to the teacher.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530543\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-768x579.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1020x769.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1200x904.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1180x889.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-960x724.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-520x392.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618.png 1502w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1BSA_L8RElTC93cNnJjPdvdYzy10ej9Prw7XHv6mVeIk/edit?usp=sharing\">\u003cb>Take a selfie video\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">Similar to Catlin Tucker’s selfie assignment, the selfie video not only gives us insight into our students’ lives, but when they say their names on video, we are able to hear how it is pronounced (and yes, I have replayed some videos over and over so I can give those names the honor they deserve). Respecting names makes a big difference in our students’ feelings of acceptance and belonging, but if we don’t take the time to hear and practice their names, chances are we will avoid trying to say them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The content of the selfie video is similar to the selfie pics above. I ask my students to film in a place that is meaningful for them, and that piece alone gives me some sweet insight into their lives. Some film in their backyards, where they tell me about activities they enjoy with family and friends; some film in their bedrooms, where they show off their soccer trophies, gymnastics ribbons and decor they chose themselves; and many film with a pet in their lap. They do love their dogs, cats and hamsters. These videos can be made with smartphones, tablets or computers. They submitted their videos to \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but they could also be shared via \u003c/span>\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or on a class blog.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530542 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1020x693.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1200x816.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1180x802.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-960x652.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-520x353.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618.png 1339w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Introduce yourself on a blog:\u003c/b>\u003cspan style=\"font-weight: 400\"> Rather than just telling our students on the first day that they will be learning to use technology for academic purposes, why not dive right in and have them use technology to introduce themselves and meet their classmates? If you have a \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/03/06/ten-tips-for-a-successful-class-blog/\">\u003cspan style=\"font-weight: 400\">class blog for your students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could write a post that introduces themselves. They could include a picture (more selfies!) or they could add an image that shows something they enjoy, like a sport, hobby, artistic talent, etc. While you learn more about your students, they learn a bit about writing for an online audience, and finding and posting images.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a comic strip: \u003c/b>\u003ca href=\"https://www.makebeliefscomix.com/\">\u003cspan style=\"font-weight: 400\">Make Beliefs Comix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great site for the classroom, and getting students familiar with the format of a comic strip sets them up to use comics throughout the year. They can design comics to \u003c/span>\u003ca href=\"https://www.makebeliefscomix.com/26-ways-to-use-mbc-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">express themes in literature, events in history, concepts in science and more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But the first week of school, let students use a comic strip to communicate who they are and what they want you to know about them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530548 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png\" width=\"800\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-768x414.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1020x550.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1200x647.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1180x636.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-960x518.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-375x202.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-520x280.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618.png 1226w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a virtual tour:\u003c/b>\u003cspan style=\"font-weight: 400\"> With \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">Google Tour Builder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, your students can introduce themselves to you while also sharing something about their family background or their bucket-list travel destinations. (This could be a great introduction activity for a social studies classroom.) A \u003c/span>\u003ca href=\"https://youtu.be/jAijEuu2yFE\">\u003cspan style=\"font-weight: 400\">simple program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to use, students just need a Google account and internet access. They can add images, videos and text to their destinations, and then share their tour with just a link.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530546 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-160x75.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-768x360.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1020x478.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1180x553.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-960x450.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-240x112.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-375x176.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-520x244.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618.png 1191w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is our goal the first days and weeks of school? Do we want to bore students with class procedures and frighten them with our rules? Or do we want to excite them with fun, hands-on activities and show them we care about who they are? Give your students time to creatively introduce themselves to you, and they will learn so much about what you value (hint: them). The time you invest in those first days and weeks will come back to you in spades when you and your students really know and appreciate each other, and when you greet Jake, Jared, Jackson and Jason by name without hesitating.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editors Note: To learn more about how to create and use \u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">blogs\u003c/a>, \u003ca href=\"https://teach.kqed.org/course/making-digital-comics\">comics\u003c/a>, or \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\">interactive maps\u003c/a> in your classroom, check out KQED’s free professional learning courses on \u003ca href=\"http://teach.kqed.org/\">KQED Teach\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"description": "Maybe it’s my age or maybe it’s the fact that I’ve learned hundreds (actually, thousands!) of student names over the years, but each September it takes me longer and longer to learn my students’ names. I know that greeting them by name is a critical step in helping them feel welcome and validated in my",
"title": "Start the Year Right by Learning More Than Your Students’ Names | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Maybe it’s my age or maybe it’s the fact that I’ve learned hundreds (actually, thousands!) of student names over the years, but each September it takes me longer and longer to learn my students’ names. I know that greeting them by name is a critical step in helping them feel welcome and validated in my classroom, so I don’t want to give in to the struggle and say, “Hey you!” when I can’t remember if I’m calling on Chloe or Zoe; Ashley or Ashlynn; Ethan or Ian; Ella or Ellie; Matthew or Michael; or Jake or Jack or James or Jacob (or Jason or Jared). Or Jaden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to really know our students, we need to go beyond names and faces, and the sooner we do that, the better. (And the easier it actually is to remember their names!) Fortunately, technology offers a variety of ways our students can express themselves creatively while also helping us get to know them as individuals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since get-to-know you questions can be personal, it is important to let your students know up front who will see their answers. Will they be shared with the whole class? Or will you be the only one to see them? What a difference it can make if students know that you will be their only audience. One of my students even sang to me on her selfie video. Be sure your students know who will view their work.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://catlintucker.com/2018/07/selfie-icebreaker/\">\u003cb>Post a selfie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">: Credit to high school teacher \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for this great idea! We know our students are expert selfie-takers, so why not honor their phone skills by having them show off on the first day of school? Using phones or tablets (or even laptops), students can take a selfie and then share it to a page set up by the teacher. It could be on a \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a class blog or \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In addition to the selfie, students can write a little about themselves: their name (and nickname); favorite hobbies/sports/interests; and something about the subject you teach. In my English class, I want to know what books and authors they have loved in the past. In my Broadcast Media class, I want to know what kind of experience they have with movie making and/or editing. Finally, I ask them to tell me what they hope this class will be like and how I can help them be successful.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a biography slide\u003c/b>\u003cspan style=\"font-weight: 400\">: Using \u003c/span>\u003ca href=\"https://docs.google.com/drawings/\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"https://www.canva.com/\">\u003cspan style=\"font-weight: 400\">Canva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my students create a slide that helps me get to know them. They choose from a list of my suggestions, but must include their name, a selfie image, an inspirational quote and one other picture. They may add images that represent their family, interests, strengths, role models, heroes and dreams for their future. These slides can be easily shared with the rest of the class, or just submitted to the teacher.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530543\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-768x579.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1020x769.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1200x904.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1180x889.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-960x724.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-520x392.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618.png 1502w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1BSA_L8RElTC93cNnJjPdvdYzy10ej9Prw7XHv6mVeIk/edit?usp=sharing\">\u003cb>Take a selfie video\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">Similar to Catlin Tucker’s selfie assignment, the selfie video not only gives us insight into our students’ lives, but when they say their names on video, we are able to hear how it is pronounced (and yes, I have replayed some videos over and over so I can give those names the honor they deserve). Respecting names makes a big difference in our students’ feelings of acceptance and belonging, but if we don’t take the time to hear and practice their names, chances are we will avoid trying to say them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The content of the selfie video is similar to the selfie pics above. I ask my students to film in a place that is meaningful for them, and that piece alone gives me some sweet insight into their lives. Some film in their backyards, where they tell me about activities they enjoy with family and friends; some film in their bedrooms, where they show off their soccer trophies, gymnastics ribbons and decor they chose themselves; and many film with a pet in their lap. They do love their dogs, cats and hamsters. These videos can be made with smartphones, tablets or computers. They submitted their videos to \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but they could also be shared via \u003c/span>\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or on a class blog.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530542 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1020x693.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1200x816.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1180x802.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-960x652.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-520x353.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618.png 1339w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Introduce yourself on a blog:\u003c/b>\u003cspan style=\"font-weight: 400\"> Rather than just telling our students on the first day that they will be learning to use technology for academic purposes, why not dive right in and have them use technology to introduce themselves and meet their classmates? If you have a \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/03/06/ten-tips-for-a-successful-class-blog/\">\u003cspan style=\"font-weight: 400\">class blog for your students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could write a post that introduces themselves. They could include a picture (more selfies!) or they could add an image that shows something they enjoy, like a sport, hobby, artistic talent, etc. While you learn more about your students, they learn a bit about writing for an online audience, and finding and posting images.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a comic strip: \u003c/b>\u003ca href=\"https://www.makebeliefscomix.com/\">\u003cspan style=\"font-weight: 400\">Make Beliefs Comix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great site for the classroom, and getting students familiar with the format of a comic strip sets them up to use comics throughout the year. They can design comics to \u003c/span>\u003ca href=\"https://www.makebeliefscomix.com/26-ways-to-use-mbc-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">express themes in literature, events in history, concepts in science and more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But the first week of school, let students use a comic strip to communicate who they are and what they want you to know about them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530548 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png\" width=\"800\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-768x414.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1020x550.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1200x647.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1180x636.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-960x518.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-375x202.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-520x280.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618.png 1226w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a virtual tour:\u003c/b>\u003cspan style=\"font-weight: 400\"> With \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">Google Tour Builder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, your students can introduce themselves to you while also sharing something about their family background or their bucket-list travel destinations. (This could be a great introduction activity for a social studies classroom.) A \u003c/span>\u003ca href=\"https://youtu.be/jAijEuu2yFE\">\u003cspan style=\"font-weight: 400\">simple program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to use, students just need a Google account and internet access. They can add images, videos and text to their destinations, and then share their tour with just a link.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530546 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-160x75.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-768x360.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1020x478.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1180x553.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-960x450.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-240x112.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-375x176.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-520x244.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618.png 1191w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is our goal the first days and weeks of school? Do we want to bore students with class procedures and frighten them with our rules? Or do we want to excite them with fun, hands-on activities and show them we care about who they are? Give your students time to creatively introduce themselves to you, and they will learn so much about what you value (hint: them). The time you invest in those first days and weeks will come back to you in spades when you and your students really know and appreciate each other, and when you greet Jake, Jared, Jackson and Jason by name without hesitating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editors Note: To learn more about how to create and use \u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">blogs\u003c/a>, \u003ca href=\"https://teach.kqed.org/course/making-digital-comics\">comics\u003c/a>, or \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\">interactive maps\u003c/a> in your classroom, check out KQED’s free professional learning courses on \u003ca href=\"http://teach.kqed.org/\">KQED Teach\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There’s been a lot of hype recently about Bitcoin and other types of cryptocurrency. So, are they really the future of money, or just a lot of digital hype?\u003c/p>\n\u003cp>Since 2017, when its value skyrocketed and turned a bunch lucky folks into overnight millionaires, there’s been a lot of buzz about Bitcoin and other types of cryptocurrencies. Millions of people around the world own some form of cryptocurrency, and entire new industries have sprung up around them. Some believers think that cryptocurrencies could even replace traditional monetary systems. But a good number of skeptics say that this new type of digital cash is just a short-term fad that won’t last long.\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 Bitcoin?\u003c/strong>\u003c/p>\n\u003cp>Bitcoin was the first cryptocurrency, introduced by an anonymous programmer(s) in 2009 (under the alias Satoshi Nakamoto). Like the other cryptocurrencies that followed it, Bitcoin is a peer-to-peer digital cash network that was created to allow users to make financial transactions without the need for a bank or other trusted third party. Transactions are validated autonomously by computers on the network that compete to solve complex math problems. Cryptocurrencies are not tied to any national government or currency, and are therefore largely unregulated. Also, their value is extremely volatile and unpredictable, based entirely on speculation.\u003c/p>\n\u003cp>\u003cstrong>What is the blockchain?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Bitcoin and other cryptocurrencies operate on open-source software that facilitates transactions between users and ensures the transactions are valid. A group of transactions is known as a block. When that block is validated by other computers on the network, it gets added to a ongoing list of transactions called the chain. All users in the network can see this growing list of transactions (which is called a ledger), although the identify of the buyer and seller and what they’re actually exchanging remains anonymous.\u003c/p>\n\u003cp>\u003cstrong>Why are so many people so skeptical about cryptocurrencies?\u003c/strong>\u003c/p>\n\u003cp>Many traditional economists argue that Bitcoin and other cryptocurrencies are just bubbles waiting to pop. They note that their value is based on nothing but speculation – the confidence people have in them at any given moment for whatever reason. And unlike dollars and other traditional currencies, they are not backed by any government, so their value doesn’t come with any guarantee. Skeptics also note that because the value of cryptocurrencies is so erratic and so few businesses accept them, that they’ve largely failed to be functional alternative forms of payment.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://bitcoin.org/bitcoin.pdf\">Bitcoin: A Peer-to-Peer Electronic Cash System, Jan. 2009\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2017/10/01/technology/what-is-bitcoin-price.html\">NY Times: What is Bitcoin, and How Does it Work?, Oct. 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.coindesk.com/price/\">Coindesk: Bitcoin Price, accessed June 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/01/29/opinion/bitcoin-bubble-fraud.html\">NY Times: Bubble, Bubble, Fraud and Trouble, Jan. 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.technologyreview.com/s/610783/bitcoin-would-be-a-calamity-not-an-economy/\">MIT Technology Review: Bitcoin would be a calamity, not an economy, April 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.businessinsider.com/bitcoin-conference-stops-accepting-bitcoin-network-fees-congestion-2018-1\">Business Insider: A major bitcoin conference is no longer accepting bitcoin payments because the fees and lag have gotten so bad, Jan. 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/finance-and-economics/2018/01/25/venezuelas-currency-plumbs-unknown-depths\">The Economist: Venezuela’s currency plumbs unknown depths, Jan. 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.businessinsider.com/venezuelas-new-note-is-worth-just-250-2017-11\">Business Insider: Venezuela’s new 100,000-bolivar note is worth less than $2.50 in US dollars, Nov. 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/technology/2018/jun/13/meet-erik-finman-the-teenage-bitcoin-millionaire\">The Guardian: Meet Erik Finman, the teenage bitcoin millionaire, June 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://news.bitcoin.com/survey-says-8-of-the-american-population-now-own-cryptocurrency/\">Bitcoin.com: Survey Says 8% of the American Population Now Own Cryptocurrency, March 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.foreignpolicyjournal.com/2018/02/12/can-bitcoin-save-venezuela/\">Foreign Policy Journal: Can Bitcoin Save Venezuela?, Feb. 2018\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wired.com/story/where-could-bitcoin-succeed-as-a-currency-in-a-failed-state/\">Wired: Where Could Bitcoin Succeed as a Currency? In a Failed State, March 2018\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s been a lot of hype recently about Bitcoin and other types of cryptocurrency. So, are they really the future of money, or just a lot of digital hype?\u003c/p>\n\u003cp>Since 2017, when its value skyrocketed and turned a bunch lucky folks into overnight millionaires, there’s been a lot of buzz about Bitcoin and other types of cryptocurrencies. Millions of people around the world own some form of cryptocurrency, and entire new industries have sprung up around them. Some believers think that cryptocurrencies could even replace traditional monetary systems. But a good number of skeptics say that this new type of digital cash is just a short-term fad that won’t last long.\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 Bitcoin?\u003c/strong>\u003c/p>\n\u003cp>Bitcoin was the first cryptocurrency, introduced by an anonymous programmer(s) in 2009 (under the alias Satoshi Nakamoto). Like the other cryptocurrencies that followed it, Bitcoin is a peer-to-peer digital cash network that was created to allow users to make financial transactions without the need for a bank or other trusted third party. Transactions are validated autonomously by computers on the network that compete to solve complex math problems. Cryptocurrencies are not tied to any national government or currency, and are therefore largely unregulated. Also, their value is extremely volatile and unpredictable, based entirely on speculation.\u003c/p>\n\u003cp>\u003cstrong>What is the blockchain?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bitcoin and other cryptocurrencies operate on open-source software that facilitates transactions between users and ensures the transactions are valid. A group of transactions is known as a block. When that block is validated by other computers on the network, it gets added to a ongoing list of transactions called the chain. All users in the network can see this growing list of transactions (which is called a ledger), although the identify of the buyer and seller and what they’re actually exchanging remains anonymous.\u003c/p>\n\u003cp>\u003cstrong>Why are so many people so skeptical about cryptocurrencies?\u003c/strong>\u003c/p>\n\u003cp>Many traditional economists argue that Bitcoin and other cryptocurrencies are just bubbles waiting to pop. They note that their value is based on nothing but speculation – the confidence people have in them at any given moment for whatever reason. And unlike dollars and other traditional currencies, they are not backed by any government, so their value doesn’t come with any guarantee. Skeptics also note that because the value of cryptocurrencies is so erratic and so few businesses accept them, that they’ve largely failed to be functional alternative forms of payment.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://bitcoin.org/bitcoin.pdf\">Bitcoin: A Peer-to-Peer Electronic Cash System, Jan. 2009\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2017/10/01/technology/what-is-bitcoin-price.html\">NY Times: What is Bitcoin, and How Does it Work?, Oct. 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.coindesk.com/price/\">Coindesk: Bitcoin Price, accessed June 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/01/29/opinion/bitcoin-bubble-fraud.html\">NY Times: Bubble, Bubble, Fraud and Trouble, Jan. 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.technologyreview.com/s/610783/bitcoin-would-be-a-calamity-not-an-economy/\">MIT Technology Review: Bitcoin would be a calamity, not an economy, April 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.businessinsider.com/bitcoin-conference-stops-accepting-bitcoin-network-fees-congestion-2018-1\">Business Insider: A major bitcoin conference is no longer accepting bitcoin payments because the fees and lag have gotten so bad, Jan. 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/finance-and-economics/2018/01/25/venezuelas-currency-plumbs-unknown-depths\">The Economist: Venezuela’s currency plumbs unknown depths, Jan. 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.businessinsider.com/venezuelas-new-note-is-worth-just-250-2017-11\">Business Insider: Venezuela’s new 100,000-bolivar note is worth less than $2.50 in US dollars, Nov. 2017\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/technology/2018/jun/13/meet-erik-finman-the-teenage-bitcoin-millionaire\">The Guardian: Meet Erik Finman, the teenage bitcoin millionaire, June 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://news.bitcoin.com/survey-says-8-of-the-american-population-now-own-cryptocurrency/\">Bitcoin.com: Survey Says 8% of the American Population Now Own Cryptocurrency, March 2018\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.foreignpolicyjournal.com/2018/02/12/can-bitcoin-save-venezuela/\">Foreign Policy Journal: Can Bitcoin Save Venezuela?, Feb. 2018\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wired.com/story/where-could-bitcoin-succeed-as-a-currency-in-a-failed-state/\">Wired: Where Could Bitcoin Succeed as a Currency? In a Failed State, March 2018\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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},
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"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",
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"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
"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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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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