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"content": "\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>From Cape Town’s water shortages to California’s historic drought– headlines can make it seem like the world is drying out. So what’s going on: is Earth really running out of water?\u003c/p>\n\u003cp>Recent news about Cape Town’s water shortages has brought water to the front and center of many people’s minds. And for those of us that have access to clean water on a daily basis we probably don’t think all that much about it. But water is essential to human survival. We drink it, we grow our crops with it, we bathe with and it’s used in many industrial processes like manufacturing and power generation. And as our population grows, the demand for water will increase–and lack of usable water will become a real issue for lots of places.\u003c/p>\n\u003cp>\u003cstrong>Is lack of water an issue for places?\u003c/strong>\u003c/p>\n\u003cp>For many parts of the world, water is already a big problem. According to the United Nations, over two billion people end up having to drink contaminated water because they don’t have access to the clean water. And because of this more than half a million children die every year. And ensuring access to clean water and sanitation is one of the seventeen sustainable development goals of the United Nations.\u003c/p>\n\u003cp>\u003cstrong>Why is lack of water becoming a problem?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One reason is that some places are using up their water much faster than precipitation can replace it. Additionally bad water management policies can lead to misuse or waste of water. Lack of infrastructure or bad infrastructure can also make access to clean water an issue. For example, in the U.S., leaky pipes cause us to waste about 9,000 Olympic-sized swimming pools of water daily. Climate change can also exacerbate the problems–as the climate changes scientists estimate that both droughts and floods will become more intense.\u003c/p>\n\u003cp>\u003cstrong>How can we prevent Earth from running out of water?\u003c/strong>\u003c/p>\n\u003cp>There are lots of things we can do, ranging from individual things to larger scale solutions. For example traditional water conservation techniques can help us reduce our water use so that we are not using too much water too quickly. These tactics include things like replacing grass lawns with low water native plants, taking shorter showers, turning off the water when brushing your teeth, and replacing old appliances with water efficient ones. Depending on where you live, larger scale solutions can include desalination plants, but those can be super expensive and require lots of energy to run. Another potential solution is to get better at recycling waste water so that it can be used to water crops and to drink.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://sustainabledevelopment.un.org/content/documents/17825HLPW_Outcome.pdf\">Making Every Drop Count (United Nations)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.who.int/en/news-room/fact-sheets/detail/drinking-water\">Drinking Water Key Facts (WHO)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://agupubs.onlinelibrary.wiley.com/doi/full/10.1002/2015WR017349\">Quantifying renewable groundwater stress with GRACE (Water Resources Research)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.infrastructurereportcard.org/wp-content/uploads/2017/01/Drinking-Water-Final.pdf\">2017 Infrastructure Report Card (American Society of Civil Engineers)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S221260901400020X\">Climate Change and Challenges of Water and Food Scarcity\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://nca2014.globalchange.gov/\">National Climate Assessment\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://advances.sciencemag.org/content/2/2/e1500323/tab-figures-data\">Four Billion People Facing Severe Water Scarcity (Science Advances)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.pbs.org/newshour/show/cape-town-drought-limits-people-to-13-gallons-of-water-a-day\">Cape Town Drought Limits People to 13 Gallons of Water a Day (PBS Newshour)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/earthhowmuch.html\">USGS Water Science School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/watercycleice.html\">The Water Cycle (USGS)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>From Cape Town’s water shortages to California’s historic drought– headlines can make it seem like the world is drying out. So what’s going on: is Earth really running out of water?\u003c/p>\n\u003cp>Recent news about Cape Town’s water shortages has brought water to the front and center of many people’s minds. And for those of us that have access to clean water on a daily basis we probably don’t think all that much about it. But water is essential to human survival. We drink it, we grow our crops with it, we bathe with and it’s used in many industrial processes like manufacturing and power generation. And as our population grows, the demand for water will increase–and lack of usable water will become a real issue for lots of places.\u003c/p>\n\u003cp>\u003cstrong>Is lack of water an issue for places?\u003c/strong>\u003c/p>\n\u003cp>For many parts of the world, water is already a big problem. According to the United Nations, over two billion people end up having to drink contaminated water because they don’t have access to the clean water. And because of this more than half a million children die every year. And ensuring access to clean water and sanitation is one of the seventeen sustainable development goals of the United Nations.\u003c/p>\n\u003cp>\u003cstrong>Why is lack of water becoming a problem?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One reason is that some places are using up their water much faster than precipitation can replace it. Additionally bad water management policies can lead to misuse or waste of water. Lack of infrastructure or bad infrastructure can also make access to clean water an issue. For example, in the U.S., leaky pipes cause us to waste about 9,000 Olympic-sized swimming pools of water daily. Climate change can also exacerbate the problems–as the climate changes scientists estimate that both droughts and floods will become more intense.\u003c/p>\n\u003cp>\u003cstrong>How can we prevent Earth from running out of water?\u003c/strong>\u003c/p>\n\u003cp>There are lots of things we can do, ranging from individual things to larger scale solutions. For example traditional water conservation techniques can help us reduce our water use so that we are not using too much water too quickly. These tactics include things like replacing grass lawns with low water native plants, taking shorter showers, turning off the water when brushing your teeth, and replacing old appliances with water efficient ones. Depending on where you live, larger scale solutions can include desalination plants, but those can be super expensive and require lots of energy to run. Another potential solution is to get better at recycling waste water so that it can be used to water crops and to drink.\u003c/p>\n\u003cp>\u003cstrong>SOURCES AND ADDITIONAL RESOURCES:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://sustainabledevelopment.un.org/content/documents/17825HLPW_Outcome.pdf\">Making Every Drop Count (United Nations)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.who.int/en/news-room/fact-sheets/detail/drinking-water\">Drinking Water Key Facts (WHO)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://agupubs.onlinelibrary.wiley.com/doi/full/10.1002/2015WR017349\">Quantifying renewable groundwater stress with GRACE (Water Resources Research)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.infrastructurereportcard.org/wp-content/uploads/2017/01/Drinking-Water-Final.pdf\">2017 Infrastructure Report Card (American Society of Civil Engineers)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S221260901400020X\">Climate Change and Challenges of Water and Food Scarcity\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://nca2014.globalchange.gov/\">National Climate Assessment\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://advances.sciencemag.org/content/2/2/e1500323/tab-figures-data\">Four Billion People Facing Severe Water Scarcity (Science Advances)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.pbs.org/newshour/show/cape-town-drought-limits-people-to-13-gallons-of-water-a-day\">Cape Town Drought Limits People to 13 Gallons of Water a Day (PBS Newshour)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/earthhowmuch.html\">USGS Water Science School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://water.usgs.gov/edu/watercycleice.html\">The Water Cycle (USGS)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The First Ever HMS News Broadcast - Inspired by a KQED In the Classroom Post",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In April of 2017, \u003c/span>\u003ca href=\"https://www.petalumacityschools.org/kenilworth\">\u003cspan style=\"font-weight: 400\">Kenilworth Junior High Schoool\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher Laura Bradley wrote an article for KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">The article – \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – described Bradley’s student-run television station KTV and the KTV daily news broadcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some months after the article was published, \u003c/span>\u003ca href=\"https://www.hehms.us/\">\u003cspan style=\"font-weight: 400\">Henry E. Huntington Middle School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher José Caire read the article and found himself inspired to start a student-run news broadcast program at the school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Step #1 of his plan? See what the kids enrolled in his journalism class could do without a studio and using nothing more complicated than their cell phone or SLR camera to film the broadcast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Less than nine months later, mission accomplished. Caire and his students had posted to the middle school’s \u003c/span>\u003ca href=\"https://hmshuntinghorn.com/\">\u003cspan style=\"font-weight: 400\">Hunting Horn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online newspaper the first ever Huntington Middle School news broadcast. \u003c/span>\u003c/p>\n\u003cp>https://youtu.be/sZfCJGuv7uU\u003c/p>\n\u003ch4>The Back Story\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer before the start of the 2017-2018 academic school year, Caire was asked by his principal to teach a class on how to create an online school newspaper. Such a newspaper had never before been produced by Huntington Middle School students. In fact, the school hadn’t produced any kind of newspaper in about five years.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nonetheless, Caire agreed to take on the challenge. His initiative surprised no one. Ever since coming to San Marino Unified near Los Angeles in 1995, Caire has developed a reputation as one of the district’s all time great utility players, someone who, year in and out, would consistently demonstrate both the ability and the versatility to take on a variety of new tasks, challenges, and entirely new responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mr. Caire is also a nationally award-winning yearbook adviser. Under his advisement, his high school student-produced yearbooks have received Pacemaker awards from NSPA, Crown Awards from CSPA, Gold Medalist Publication rankings, and All American Publication rankings. \u003c/span>\u003c/p>\n\u003cp>In any event, 16 students enrolled in Caire’s one semester broadcast elective. And several months after that they had indeed produced the desired online publication.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was while working to produce the online newspaper that Caire read Bradley’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">article.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One paragraph of the article particularly caught his attention:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was after reading this paragraph that Caire decided to call upon his students to try to produce a digital news broadcast of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire work, according to Caire, was student-produced, including the drone film footage of the school that opens the broadcast and the accompanying music.\u003c/span>\u003c/p>\n\u003ch4>Plans for the Future\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caire was so satisfied with this first ever HMS news broadcast that he committed himself to doing the following three things between now and the end of the school year.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging his students to produce at least three more news broadcasts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Exploring, with his middle school principal, the possibility of purchasing a green screen, and using the newly remodeled maker space of the school’s library as a more ideal indoor filming environment.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connecting with Bradley in a phone or email conversation to see if she could provide any great second-year pointers.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>Reflections\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what did Caire think about all of this? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who produced each of these news broadcast have worked extremely hard and they are now in the process of completing their fourth broadcast,” Caire said. “And this in a little more than a month. And why – because they have complete ownership of the project. If you have high expectations, the kids will not disappoint.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nonetheless, Caire agreed to take on the challenge. His initiative surprised no one. Ever since coming to San Marino Unified near Los Angeles in 1995, Caire has developed a reputation as one of the district’s all time great utility players, someone who, year in and out, would consistently demonstrate both the ability and the versatility to take on a variety of new tasks, challenges, and entirely new responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mr. Caire is also a nationally award-winning yearbook adviser. Under his advisement, his high school student-produced yearbooks have received Pacemaker awards from NSPA, Crown Awards from CSPA, Gold Medalist Publication rankings, and All American Publication rankings. \u003c/span>\u003c/p>\n\u003cp>In any event, 16 students enrolled in Caire’s one semester broadcast elective. And several months after that they had indeed produced the desired online publication.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was while working to produce the online newspaper that Caire read Bradley’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">article.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One paragraph of the article particularly caught his attention:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was after reading this paragraph that Caire decided to call upon his students to try to produce a digital news broadcast of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire work, according to Caire, was student-produced, including the drone film footage of the school that opens the broadcast and the accompanying music.\u003c/span>\u003c/p>\n\u003ch4>Plans for the Future\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caire was so satisfied with this first ever HMS news broadcast that he committed himself to doing the following three things between now and the end of the school year.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging his students to produce at least three more news broadcasts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Exploring, with his middle school principal, the possibility of purchasing a green screen, and using the newly remodeled maker space of the school’s library as a more ideal indoor filming environment.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connecting with Bradley in a phone or email conversation to see if she could provide any great second-year pointers.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>Reflections\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what did Caire think about all of this? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who produced each of these news broadcast have worked extremely hard and they are now in the process of completing their fourth broadcast,” Caire said. “And this in a little more than a month. And why – because they have complete ownership of the project. If you have high expectations, the kids will not disappoint.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The week-long Youth Takeover of KQED News might be over, but youth voices are ready to inspire students in the Bay Area and beyond.\u003c/p>\n\u003cp>Use this \u003ca href=\"https://docs.google.com/document/d/11tkx0_agbk4b5i8KQ8NeYPTv825T7G8H8elqagS02JI/edit?usp=sharing\">classroom guide\u003c/a> to get started or visit the \u003ca href=\"https://www.kqed.org/lowdown/30833/kqeds-youth-takeover\">archive map\u003c/a> or \u003ca href=\"https://www.kqed.org/news/tag/youth-takeover\">online collection\u003c/a> and explore over 75 stories from a diverse group of student journalists. Stories touch on major issues such as cultural identity, immigration, homelessness and mental health.\u003c/p>\n\u003cp>On April 27, some Youth Takeover journalists shared their work at a live showcase at the Brava Theater in San Francisco co-sponsored by NPR’s\u003ca href=\"http://generationlisten.npr.org/\"> Generation Listen\u003c/a>. An enthusiastic crowd gathered to hear stories and celebrate youth voices on KQED. Some students shared personal stories, like Joe Khorge from Sacred Heart Cathedral Preparatory in San Francisco who spoke about \u003ca href=\"https://www.kqed.org/lowdown/sacred-heart-cathedral-preparatory\">his experience\u003c/a> with his sister, who has autism. Katia Bouali from El Cerrito High School talked about \u003ca href=\"https://www.kqed.org/perspectives/201601137128/modest-but-determined\">her decision\u003c/a> to wear the hijab. Professional journalists joined student storytellers on stage. Sasha Khokha, host of \u003cem>The California Report Magazine\u003c/em>, interviewed her Youth Takeover cohost, \u003ca href=\"https://www.kqed.org/news/11665092/meet-the-california-report-magazines-teenage-co-host\">Tyrius Ammons\u003c/a>, a senior at Richmond High School. Sam Sanders, from NPR’s \u003cem>\u003ca href=\"https://www.npr.org/podcasts/510317/its-been-a-minute-with-sam-sanders\">It’s Been a Minute\u003c/a>\u003c/em> podcast moderated a discussion on the power of youth voice.\u003c/p>\n\u003cp>Interested in learning more about storytelling and podcasting with your students? If you’re in the Bay Area, sign up for our summer blended course for teachers, \u003ca href=\"https://www.eventbrite.com/e/podcasting-in-the-classroom-with-kqed-registration-43911728161\">The Sound of Learning: Podcasting in the Classroom\u003c/a>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Are you a middle school or high school science teacher looking to provide your students with a new, inquiry-based, NGSS-oriented learning opportunity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, you may want to check out the recently launched\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration, and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all is said and done, I wouldn’t be the least bit surprised if your students describe what they find on Learn as having provided them with a very interesting, informative, and engaging learning experience.\u003c/span>\u003c/p>\n\u003ch4>To Explore Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Begin by\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> registering as a teacher and creating your class.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then have your students do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Register at KQED Learn and join your class using your class code.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go to the most recent \u003c/span>\u003ca href=\"https://learn.kqed.org/topics\">\u003cspan style=\"font-weight: 400\">Go Above the Noise topic.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">View the video.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the accompanying article.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Respond to the Go Above the Noise question for the topic. (This your students can do as they would with anything in your class . . . by first making a claim and then providing their supporting evidence and reasoning.) But, since they’re participating in an online community, they can also respond to comments from students in different schools and classrooms.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, invite your students to go deeper into the topic by joining an Investigation. In Investigations, your students can:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Join other students who are investigating the same topic. Participants’ names will appear on the right side of the screen. This collaborative space is one of the best and most distinctive aspects of KQED Learn.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload a video, article or other online resource they have found that helps answer the core Investigation question. All students in the Investigation will be able to see, rate and comment on the resource.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload their own Make & Share–a digital media piece that your students have produced that answers the core Investigation question. This could be a video, slideshow, PSA, blog post, infographic, music clip, etc.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reflect on the Make & Shares that other students have uploaded.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the great beauties of KQED Learn is that when students post/upload something to the site, other students, as long as they are registered to access Learn, can respond to that post/upload, but the rest of the world cannot.\u003c/span>\u003c/p>\n\u003ch4>How I\u003cb> Made Use of \u003c/b>\u003cb>Learn in my High School \u003c/b>\u003cb>Physics Class\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by having my students take each step described above. Then I decided to have my students make some additional use of KQED Learn.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pilot of KQED Learn, one of our Go Above the Noise topics was about climate change and extreme weather. During the pilot of KQED Learn, I first had my students watch the Above the Noise video, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM\">\u003cspan style=\"font-weight: 400\">Does Climate Change Cause Extreme Weather?\u003c/span>\u003c/a>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L4U4H5xLCoM\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After watching the video, they read these articles from The Lowdown: \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/10/27/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom/\">\u003cspan style=\"font-weight: 400\">After the Fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/lowdown/28638/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom\">\u003cspan style=\"font-weight: 400\">North Bay Teachers and Students Talk Disaster Readiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/07/video-is-climate-change-to-blame-for-hurricane-harvey-and-other-kinds-of-extreme-weather/\">\u003cspan style=\"font-weight: 400\">Is Climate Change to Blame for Hurricane Harvey and Other Extreme Weather Disasters?\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students to investigate whether climate change is to blame for the increase in the intensity of forest fires, Hurricane Harvey and other extreme weather disasters. They posted their conclusions and supporting evidence to KQED Learn. I then had my students create a digital media piece related to the core Investigation question and post it to KQED Learn. Here are two representative samples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Forest Fires and How they Behave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a Google Slideshow presentation)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1rDLgfDAZ53ZLIhcH0B3O2pRYtewDSo5npzXnm63rCOw/edit\">The Physics of Forest Fires and How We Can Help Forest Fires?\u003c/a> (A 600-word blog post)\u003c/li>\n\u003c/ul>\n\u003ch4>What I Thought About Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When recently asked to describe what I thought about the new KQED Learn platform, I said I loved it! There are so many current, relevant, and NGSS-based topics to choose from and new ones are always being added. I also greatly appreciate the fact that KQED has provided my students with such a safe and reliable online resource, a place where my students can use the internet for good, not evil. And on top of everything else, with KQED Learn, my students — as a result of their knowing that their work would/could be viewed by students world-wide — elevated their game.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #1\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October of last year, the Northern California wine country wildfires, the costliest group of wildfires on record, caused at least $9.4 billion in insured damages. As the fires raged, questions arose as to why were these fires so intense and what caused them to spread at such a fast rate. Since my physics students were part of the KQED Learn pilot program, I asked KQED to add two more questions to the list of Investigations: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can people best help their community in a time of need?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Has climate change increased the frequency and intensity of forest fires? If so, what can be done to mitigate these effects?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the sake of their KQED Learn work, I had my students answer these two questions as well.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #2\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While exploring KQED Learn, my students were also engaging in a multiple class project on climate change. In other words, they were exploring the topic of climate change with students enrolled in chemistry, environmental and English classes, but with the students in each class exploring the topic of climate change through the lens of their particular course content. When some of the students in these classes completed their KQED Learn related work, they presented that work at the \u003c/span>\u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">\u003cspan style=\"font-weight: 400\">2018 YES Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Final Thought\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn doesn’t just provide science students with inquiry-based learning opportunities. It provides inquiry-based learning opportunities for students enrolled in all other major middle school and high school courses of study.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Are you a middle school or high school science teacher looking to provide your students with a new, inquiry-based, NGSS-oriented learning opportunity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, you may want to check out the recently launched\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration, and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all is said and done, I wouldn’t be the least bit surprised if your students describe what they find on Learn as having provided them with a very interesting, informative, and engaging learning experience.\u003c/span>\u003c/p>\n\u003ch4>To Explore Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Begin by\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> registering as a teacher and creating your class.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then have your students do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Register at KQED Learn and join your class using your class code.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go to the most recent \u003c/span>\u003ca href=\"https://learn.kqed.org/topics\">\u003cspan style=\"font-weight: 400\">Go Above the Noise topic.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">View the video.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the accompanying article.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Respond to the Go Above the Noise question for the topic. (This your students can do as they would with anything in your class . . . by first making a claim and then providing their supporting evidence and reasoning.) But, since they’re participating in an online community, they can also respond to comments from students in different schools and classrooms.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, invite your students to go deeper into the topic by joining an Investigation. In Investigations, your students can:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Join other students who are investigating the same topic. Participants’ names will appear on the right side of the screen. This collaborative space is one of the best and most distinctive aspects of KQED Learn.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload a video, article or other online resource they have found that helps answer the core Investigation question. All students in the Investigation will be able to see, rate and comment on the resource.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload their own Make & Share–a digital media piece that your students have produced that answers the core Investigation question. This could be a video, slideshow, PSA, blog post, infographic, music clip, etc.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reflect on the Make & Shares that other students have uploaded.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the great beauties of KQED Learn is that when students post/upload something to the site, other students, as long as they are registered to access Learn, can respond to that post/upload, but the rest of the world cannot.\u003c/span>\u003c/p>\n\u003ch4>How I\u003cb> Made Use of \u003c/b>\u003cb>Learn in my High School \u003c/b>\u003cb>Physics Class\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by having my students take each step described above. Then I decided to have my students make some additional use of KQED Learn.\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\">During the pilot of KQED Learn, one of our Go Above the Noise topics was about climate change and extreme weather. During the pilot of KQED Learn, I first had my students watch the Above the Noise video, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM\">\u003cspan style=\"font-weight: 400\">Does Climate Change Cause Extreme Weather?\u003c/span>\u003c/a>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/L4U4H5xLCoM'\n title='//www.youtube.com/embed/L4U4H5xLCoM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After watching the video, they read these articles from The Lowdown: \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/10/27/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom/\">\u003cspan style=\"font-weight: 400\">After the Fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/lowdown/28638/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom\">\u003cspan style=\"font-weight: 400\">North Bay Teachers and Students Talk Disaster Readiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/07/video-is-climate-change-to-blame-for-hurricane-harvey-and-other-kinds-of-extreme-weather/\">\u003cspan style=\"font-weight: 400\">Is Climate Change to Blame for Hurricane Harvey and Other Extreme Weather Disasters?\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students to investigate whether climate change is to blame for the increase in the intensity of forest fires, Hurricane Harvey and other extreme weather disasters. They posted their conclusions and supporting evidence to KQED Learn. I then had my students create a digital media piece related to the core Investigation question and post it to KQED Learn. Here are two representative samples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Forest Fires and How they Behave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a Google Slideshow presentation)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1rDLgfDAZ53ZLIhcH0B3O2pRYtewDSo5npzXnm63rCOw/edit\">The Physics of Forest Fires and How We Can Help Forest Fires?\u003c/a> (A 600-word blog post)\u003c/li>\n\u003c/ul>\n\u003ch4>What I Thought About Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When recently asked to describe what I thought about the new KQED Learn platform, I said I loved it! There are so many current, relevant, and NGSS-based topics to choose from and new ones are always being added. I also greatly appreciate the fact that KQED has provided my students with such a safe and reliable online resource, a place where my students can use the internet for good, not evil. And on top of everything else, with KQED Learn, my students — as a result of their knowing that their work would/could be viewed by students world-wide — elevated their game.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #1\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October of last year, the Northern California wine country wildfires, the costliest group of wildfires on record, caused at least $9.4 billion in insured damages. As the fires raged, questions arose as to why were these fires so intense and what caused them to spread at such a fast rate. Since my physics students were part of the KQED Learn pilot program, I asked KQED to add two more questions to the list of Investigations: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can people best help their community in a time of need?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Has climate change increased the frequency and intensity of forest fires? If so, what can be done to mitigate these effects?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the sake of their KQED Learn work, I had my students answer these two questions as well.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #2\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While exploring KQED Learn, my students were also engaging in a multiple class project on climate change. In other words, they were exploring the topic of climate change with students enrolled in chemistry, environmental and English classes, but with the students in each class exploring the topic of climate change through the lens of their particular course content. When some of the students in these classes completed their KQED Learn related work, they presented that work at the \u003c/span>\u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">\u003cspan style=\"font-weight: 400\">2018 YES Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Final Thought\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn doesn’t just provide science students with inquiry-based learning opportunities. It provides inquiry-based learning opportunities for students enrolled in all other major middle school and high school courses of study.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Various Google Products of Benefit to Students with an Executive Function Deficit",
"headTitle": "Various Google Products of Benefit to Students with an Executive Function Deficit | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever had a student who suffers from something called “an executive function deficit?” In other words, a student who struggles to \u003c/span>\u003cspan style=\"font-weight: 400\">plan, organize, remember things, prioritize, pay attention and get started on tasks?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More specifically, this is the kind of student who constantly fails to pay attention, is frequently misplacing his/her backpack or items inside it, struggles to remember more than one step of either a math problem or a writing assignment, and always has a messy desk or work area?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help these students manage their executive function deficits, I use various Google products, specifically Google Docs, Google Slides and Google Calendar. \u003c/span>\u003c/p>\n\u003ch4>Google Docs\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, one of the first things I did to help my special education students manage their executive functioning deficit\u003c/span>\u003cspan style=\"font-weight: 400\"> is to \u003c/span>\u003cspan style=\"font-weight: 400\">call upon them to create a Google Doc. Then I worked with them to create, on their Google Doc, an Executive Function Rubric.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1yATBheTxWkqt-79spwAwZPmFTrJYjDb2AjFFp2mtQII/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view one of the completed rubrics.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this work, I first shared a Google Doc with the students, entitled Executive Function Rubric and consisting of four columns, the first column listing 11 common executive function skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second column, I had the students define \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> in their own definitions \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">each of the 11 executive function skills appearing in column one; and then in the third column, I wrote down my own definition for each of these skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, in the fourth column, I had my students rate themselves on a scale of 1-4, with a 1 being “low skill” and a 4 being “impressive skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This rubric was a nice way to get my students to think about themselves more as they would if they were being evaluated \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> focusing on the areas where they have strengths and those areas where they have struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After doing the rubric, students were able see where they were currently and could easily pull up this rubric later in the year to see how far they had come in a particular area of executive function based on the lessons and work we did throughout the school year. \u003c/span>\u003c/p>\n\u003ch4>Google Slides\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">From there, I called upon my students to develop a Google Slideshow presentation, with these presentations, which when completed, would be shared with the class. For their Google Slideshow presentation, the students were required to describe, for the class, the three executive functioning skills for which they specifically need support. Students could choose from the executive function skills appearing below:\u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cb>Executive function skill\u003c/b>\u003c/td>\n\u003ctd>\u003cb>Definition \u003c/b>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Response inhibition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to ignore distractions in your environment \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Working memory\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to keep information in your head to use \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Emotional control\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to regulate emotional responses to different things that happen in our lives \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Flexibility\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to think things out in more than one possible way \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Sustained attention\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Staying on task and avoiding distractions \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Task initiation\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to independently begin and organize tasks\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Planning/prioritization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to plan out your tasks so that they meet an expectation or objective \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Organization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Putting your life into organized areas – school, work, personal and maintaining this \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Time management\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">The ability to use your time effectively\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Goal-directed persistence\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Using and maintaining goals to help you meet objectives, being able to refuse to give up when things get too difficult\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Metacognition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Awareness and understanding of your own thought process \u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students who struggle with identifying their three areas of need, I sat down with them individually and looked at their rubric to figure out which areas they wanted to focus on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ slideshow presentation consisted of at least four slides \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> one being an introduction slide which includes their name and the title of their project. The other three slides included the three main executive function skills and details about each. The details they included were definitions they worked on from their rubric, as well as details about what the skills looked like in a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the slideshow presentations were complete, I had each of my students present their slideshows to the class as an understanding of who they were and what skills they had or needed to work on. \u003c/span>\u003c/p>\n\u003ch4>Google Calendar\u003c/h4>\n\u003cp>In addition to the above, I would call upon my students to access Google Calendar via their Chromebooks or cell phones on a daily basis and then to write down their assignments for each of the classes in their schedule. Some students have an easier time with this than others as it teaches them three of these executive function skills (planning, organization and time management all at once.) However, many other students require assistance in one or more of the areas we go over, which is supported through their Individualized Education Plan (IEP). For some, the idea of an entirely digital calendar is scary, so for these students a handwritten planner is still the best way to go. However, for most of my students, they find it easy to use Google Calendar and they even seem to enjoy the task of entering assignments and due dates.\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Google programs to help support my students in their class with their executive function needs has really helped them to develop an understanding of both real-world technology and how it can easily be applied to how they manage their lives. Learning how to organize information, write things out appropriately and professionally, as well as keeping track of their time, are all important skills that the students have been learning throughout the school year in my class. Although there are many programs out there, Google products work the best with my students in our classroom because of the students’ access to Google Chromebooks and internet accessibility.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever had a student who suffers from something called “an executive function deficit?” In other words, a student who struggles to \u003c/span>\u003cspan style=\"font-weight: 400\">plan, organize, remember things, prioritize, pay attention and get started on tasks?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More specifically, this is the kind of student who constantly fails to pay attention, is frequently misplacing his/her backpack or items inside it, struggles to remember more than one step of either a math problem or a writing assignment, and always has a messy desk or work area?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help these students manage their executive function deficits, I use various Google products, specifically Google Docs, Google Slides and Google Calendar. \u003c/span>\u003c/p>\n\u003ch4>Google Docs\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, one of the first things I did to help my special education students manage their executive functioning deficit\u003c/span>\u003cspan style=\"font-weight: 400\"> is to \u003c/span>\u003cspan style=\"font-weight: 400\">call upon them to create a Google Doc. Then I worked with them to create, on their Google Doc, an Executive Function Rubric.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1yATBheTxWkqt-79spwAwZPmFTrJYjDb2AjFFp2mtQII/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view one of the completed rubrics.\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\">For this work, I first shared a Google Doc with the students, entitled Executive Function Rubric and consisting of four columns, the first column listing 11 common executive function skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second column, I had the students define \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> in their own definitions \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">each of the 11 executive function skills appearing in column one; and then in the third column, I wrote down my own definition for each of these skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, in the fourth column, I had my students rate themselves on a scale of 1-4, with a 1 being “low skill” and a 4 being “impressive skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This rubric was a nice way to get my students to think about themselves more as they would if they were being evaluated \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> focusing on the areas where they have strengths and those areas where they have struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After doing the rubric, students were able see where they were currently and could easily pull up this rubric later in the year to see how far they had come in a particular area of executive function based on the lessons and work we did throughout the school year. \u003c/span>\u003c/p>\n\u003ch4>Google Slides\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">From there, I called upon my students to develop a Google Slideshow presentation, with these presentations, which when completed, would be shared with the class. For their Google Slideshow presentation, the students were required to describe, for the class, the three executive functioning skills for which they specifically need support. Students could choose from the executive function skills appearing below:\u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cb>Executive function skill\u003c/b>\u003c/td>\n\u003ctd>\u003cb>Definition \u003c/b>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Response inhibition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to ignore distractions in your environment \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Working memory\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to keep information in your head to use \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Emotional control\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to regulate emotional responses to different things that happen in our lives \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Flexibility\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to think things out in more than one possible way \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Sustained attention\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Staying on task and avoiding distractions \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Task initiation\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to independently begin and organize tasks\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Planning/prioritization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to plan out your tasks so that they meet an expectation or objective \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Organization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Putting your life into organized areas – school, work, personal and maintaining this \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Time management\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">The ability to use your time effectively\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Goal-directed persistence\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Using and maintaining goals to help you meet objectives, being able to refuse to give up when things get too difficult\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Metacognition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Awareness and understanding of your own thought process \u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students who struggle with identifying their three areas of need, I sat down with them individually and looked at their rubric to figure out which areas they wanted to focus on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ slideshow presentation consisted of at least four slides \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> one being an introduction slide which includes their name and the title of their project. The other three slides included the three main executive function skills and details about each. The details they included were definitions they worked on from their rubric, as well as details about what the skills looked like in a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the slideshow presentations were complete, I had each of my students present their slideshows to the class as an understanding of who they were and what skills they had or needed to work on. \u003c/span>\u003c/p>\n\u003ch4>Google Calendar\u003c/h4>\n\u003cp>In addition to the above, I would call upon my students to access Google Calendar via their Chromebooks or cell phones on a daily basis and then to write down their assignments for each of the classes in their schedule. Some students have an easier time with this than others as it teaches them three of these executive function skills (planning, organization and time management all at once.) However, many other students require assistance in one or more of the areas we go over, which is supported through their Individualized Education Plan (IEP). For some, the idea of an entirely digital calendar is scary, so for these students a handwritten planner is still the best way to go. However, for most of my students, they find it easy to use Google Calendar and they even seem to enjoy the task of entering assignments and due dates.\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Google programs to help support my students in their class with their executive function needs has really helped them to develop an understanding of both real-world technology and how it can easily be applied to how they manage their lives. Learning how to organize information, write things out appropriately and professionally, as well as keeping track of their time, are all important skills that the students have been learning throughout the school year in my class. Although there are many programs out there, Google products work the best with my students in our classroom because of the students’ access to Google Chromebooks and internet accessibility.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Bay Area youth are taking over KQED News!\u003c/p>\n\u003cp>During the first-ever Youth Takeover of KQED News, we will feature news stories and commentary by students from 10 Bay Area high schools. Look for them throughout the week on radio news broadcasts, online and on popular programs, including \u003ci>Forum\u003c/i>, \u003ci>The California Report Magazine\u003c/i>, \u003ci>Perspectives \u003c/i>and \u003ci>KQED Newsroom\u003c/i>.\u003c/p>\n\u003cp>Youth voices are at the heart of Youth Takeover week. Student journalists reported on issues drawn from their communities and own lives, including immigration, homelessness, mental health, cultural identity and the future of the California dream.\u003c/p>\n\u003cp>“It’s empowering to use our platforms to broadcast and elevate the voices of our youth community,” said Ariana Proehl, KQED’s youth media manager. “Their story ideas are at the forefront of the Youth Takeover.”\u003c/p>\n\u003cp>To get ready to take over the news, students pitched story ideas to KQED staff and journalists starting in late January. More than 100 stories made it through the pitch process and into the Youth Takeover. About 20 stories will air next week. The rest will be featured online at \u003ca href=\"https://www.kqed.org/lowdown/\">\u003ci>The Lowdown\u003c/i>\u003c/a> or take center stage at a\u003ca href=\"https://www.eventbrite.com/e/youth-takeover-live-tickets-44274466120\"> live Youth Takeover showcase\u003c/a> open to the public.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://edu-landing.kqed.org/youthtakeover/\">Tune into the Youth Takeover\u003c/a> starting bright and early on Monday, April 23, with youth voices on the daily newscast at 6:22 am. and commentary on \u003ci>Perspectives \u003c/i>at 6:43 am. This morning schedule will continue throughout the week. Friday will be a big Youth Takeover day with youth co-hosting \u003ci>Forum \u003c/i>(10-11 am) and \u003ci>The Do List\u003c/i> (6:22 am/8:22 am) Youth voices will also be featured prominently on \u003ci>The California Report Magazine\u003c/i> (4:30 pm/6:30 pm/11 pm) and \u003ci>KQED Newsroom\u003c/i> (7 pm, KQED Channel 9).\u003c/p>\n\u003cp>The 10 schools in the Youth Takeover reflect the Bay Area’s diverse communities and a variety of subject areas, including journalism, English, English Language Development and media arts. Teachers applied to participate in the Youth Takeover with one class or club. Groups were selected based on enthusiasm and commitment to the project. No prior journalism or audio recording experience was required.\u003c/p>\n\u003cp>The schools for the first Youth Takeover were ARISE High School, Oakland; Fremont High School, Oakland; El Cerrito High School; Lincoln High School, San Francisco; Menlo-Atherton High School; Palo Alto High School; Richmond High School; Sacred Heart Cathedral Preparatory High School, San Francisco; San Leandro High School and Santa Clara High School.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Interested helping your students make their voices heard? A good first step is registering for our six-week blended summer course on podcasting in the classroom designed specifically for teachers. Educators are encouraged to \u003ca href=\"https://www.eventbrite.com/e/podcasting-in-the-classroom-with-kqed-registration-43911728161\">sign up early\u003c/a>. Space is limited.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bay Area youth are taking over KQED News!\u003c/p>\n\u003cp>During the first-ever Youth Takeover of KQED News, we will feature news stories and commentary by students from 10 Bay Area high schools. Look for them throughout the week on radio news broadcasts, online and on popular programs, including \u003ci>Forum\u003c/i>, \u003ci>The California Report Magazine\u003c/i>, \u003ci>Perspectives \u003c/i>and \u003ci>KQED Newsroom\u003c/i>.\u003c/p>\n\u003cp>Youth voices are at the heart of Youth Takeover week. Student journalists reported on issues drawn from their communities and own lives, including immigration, homelessness, mental health, cultural identity and the future of the California dream.\u003c/p>\n\u003cp>“It’s empowering to use our platforms to broadcast and elevate the voices of our youth community,” said Ariana Proehl, KQED’s youth media manager. “Their story ideas are at the forefront of the Youth Takeover.”\u003c/p>\n\u003cp>To get ready to take over the news, students pitched story ideas to KQED staff and journalists starting in late January. More than 100 stories made it through the pitch process and into the Youth Takeover. About 20 stories will air next week. The rest will be featured online at \u003ca href=\"https://www.kqed.org/lowdown/\">\u003ci>The Lowdown\u003c/i>\u003c/a> or take center stage at a\u003ca href=\"https://www.eventbrite.com/e/youth-takeover-live-tickets-44274466120\"> live Youth Takeover showcase\u003c/a> open to the public.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edu-landing.kqed.org/youthtakeover/\">Tune into the Youth Takeover\u003c/a> starting bright and early on Monday, April 23, with youth voices on the daily newscast at 6:22 am. and commentary on \u003ci>Perspectives \u003c/i>at 6:43 am. This morning schedule will continue throughout the week. Friday will be a big Youth Takeover day with youth co-hosting \u003ci>Forum \u003c/i>(10-11 am) and \u003ci>The Do List\u003c/i> (6:22 am/8:22 am) Youth voices will also be featured prominently on \u003ci>The California Report Magazine\u003c/i> (4:30 pm/6:30 pm/11 pm) and \u003ci>KQED Newsroom\u003c/i> (7 pm, KQED Channel 9).\u003c/p>\n\u003cp>The 10 schools in the Youth Takeover reflect the Bay Area’s diverse communities and a variety of subject areas, including journalism, English, English Language Development and media arts. Teachers applied to participate in the Youth Takeover with one class or club. Groups were selected based on enthusiasm and commitment to the project. No prior journalism or audio recording experience was required.\u003c/p>\n\u003cp>The schools for the first Youth Takeover were ARISE High School, Oakland; Fremont High School, Oakland; El Cerrito High School; Lincoln High School, San Francisco; Menlo-Atherton High School; Palo Alto High School; Richmond High School; Sacred Heart Cathedral Preparatory High School, San Francisco; San Leandro High School and Santa Clara High School.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Interested helping your students make their voices heard? A good first step is registering for our six-week blended summer course on podcasting in the classroom designed specifically for teachers. Educators are encouraged to \u003ca href=\"https://www.eventbrite.com/e/podcasting-in-the-classroom-with-kqed-registration-43911728161\">sign up early\u003c/a>. Space is limited.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Develop Podcasting Skills This Summer with KQED!",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Looking for summer learning opportunities in the Bay Area? Interested in bringing podcasting into your classroom? Join our course The Sound of Learning: Podcasting in the Classroom to learn how to plan, produce, and edit podcasts. This blended course includes a structured online schedule, as well as opening and closing in-person events at KQED. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Course Information:\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.eventbrite.com/e/podcasting-in-the-classroom-with-kqed-registration-43911728161\">The Sound of Learning: Podcasting in the Classroom\u003c/a>\u003cbr>\n\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">June 20 – August 1 (6 weeks)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>Space is limited. Sign up \u003ca href=\"https://www.eventbrite.com/e/podcasting-in-the-classroom-with-kqed-registration-43911728161\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Podcasts can transport listeners to the scene of a breaking news story or take them back in time to an important historical event. Best of all, they are accessible to anyone with a smartphone! Learn how to bring podcasting projects into your classroom with this course led by KQED media and curriculum experts. Help your students become journalists and storytellers as they create podcasts about scientific phenomena, current events, literary themes, and more! \u003c/span>\u003cspan style=\"font-weight: 400\">In this course, you will:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Capture and edit sound using smartphone apps\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Write compelling scripts that communicate information clearly\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Find and record audio to make your podcast come to life\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Discover tips and tricks for how to use podcasting in your teaching practice\u003cbr>\n\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This course includes opening and closing in-person events on Wednesday, June 20 and Wednesday, August 1 at KQED Headquarters. There is a fee of $60 associated with this course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>More Summer Opportunities at KQED:\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Only have a few weeks to learn a new skill? You can also sign up for \u003ca href=\"https://edu-landing.kqed.org/camp-kqed-teach/\">free, online bootcamps\u003c/a>, where you can take courses alongside other educators and participate in activities led by special guests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn at your own pace? We’ve got you covered! Choose from over 15 free, online courses so you can learn what you want, when you want. Discover how to make infographics, develop classroom blogs, evaluate media sources, and more! Click \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn more.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these summer learning opportunities can help you build the media literacy skills necessary to become a PBS Media Literacy Educator. Find out more about the PBS Media Literacy Educator Certification by KQED \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Looking for summer learning opportunities in the Bay Area? Interested in bringing podcasting into your classroom? Join our course The Sound of Learning: Podcasting in the Classroom to learn how to plan, produce, and edit podcasts. This blended course includes a structured online schedule, as well as opening and closing in-person events at KQED. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Course Information:\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.eventbrite.com/e/podcasting-in-the-classroom-with-kqed-registration-43911728161\">The Sound of Learning: Podcasting in the Classroom\u003c/a>\u003cbr>\n\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">June 20 – August 1 (6 weeks)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>Space is limited. Sign up \u003ca href=\"https://www.eventbrite.com/e/podcasting-in-the-classroom-with-kqed-registration-43911728161\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Podcasts can transport listeners to the scene of a breaking news story or take them back in time to an important historical event. Best of all, they are accessible to anyone with a smartphone! Learn how to bring podcasting projects into your classroom with this course led by KQED media and curriculum experts. Help your students become journalists and storytellers as they create podcasts about scientific phenomena, current events, literary themes, and more! \u003c/span>\u003cspan style=\"font-weight: 400\">In this course, you will:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Capture and edit sound using smartphone apps\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Write compelling scripts that communicate information clearly\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Find and record audio to make your podcast come to life\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Discover tips and tricks for how to use podcasting in your teaching practice\u003cbr>\n\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This course includes opening and closing in-person events on Wednesday, June 20 and Wednesday, August 1 at KQED Headquarters. There is a fee of $60 associated with this course.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>More Summer Opportunities at KQED:\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Only have a few weeks to learn a new skill? You can also sign up for \u003ca href=\"https://edu-landing.kqed.org/camp-kqed-teach/\">free, online bootcamps\u003c/a>, where you can take courses alongside other educators and participate in activities led by special guests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn at your own pace? We’ve got you covered! Choose from over 15 free, online courses so you can learn what you want, when you want. Discover how to make infographics, develop classroom blogs, evaluate media sources, and more! Click \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn more.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these summer learning opportunities can help you build the media literacy skills necessary to become a PBS Media Literacy Educator. Find out more about the PBS Media Literacy Educator Certification by KQED \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.playposit.com/\">\u003cspan style=\"font-weight: 400\">Playposit \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://edpuzzle.com/\">\u003cspan style=\"font-weight: 400\">EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the leading successors to Zaption, who left the K-12 interactive video market in 2016 to focus on corporate learning (check out my 2016 story on Zaption:“\u003c/span>\u003ca href=\"https://www.scribd.com/doc/313561844/2016-Spring-Issue-The-Leader-Zaption\">\u003cspan style=\"font-weight: 400\">Five Reasons to Add Video to Your Social Science Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”) These apps allow teachers to embed different types of questions into videos, improving the students’ learning experience by up to three times over regular video.\u003c/span>\u003c/p>\n\u003ch4>Setting Up Interactive Video\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit offers a quick \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=VuNZiKQDTww\">\u003cspan style=\"font-weight: 400\">two-minute video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that demonstrates how easy their platform is to use. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=VuNZiKQDTww\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also have \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=23&v=2ND3MtYcUBU\">\u003cspan style=\"font-weight: 400\">longer videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that emphasize the benefits of flipped content. \u003c/span>\u003cspan style=\"font-weight: 400\">However, the best Playposit feature enables you to search through other teachers’ bulbs and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zYnIBPOIRT0\">\u003cspan style=\"font-weight: 400\">repurpose them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your own classroom. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, I use \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastomatic\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Loom\u003c/span>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastify \u003c/span>\u003cspan style=\"font-weight: 400\">to create a video lecture from my traditional powerpoint slides. Years back, my school purchased \u003c/span>\u003ca href=\"https://www.socialstudies.com/c/product.web?nocache@8+s@VC4x3zauD0s4E+record@TF37804+Title@WORLD%20WAR%20II+ISBN@9781560047117\">\u003cspan style=\"font-weight: 400\">PowerPoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.socialstudies.com/\">\u003cspan style=\"font-weight: 400\">Social Studies School Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and I shortened them into a series of 15-minute video-lectures. I assign them to students as note-taking drills. Before recording the lecture, I create five multiple choice questions that will keep students focused during the lecture and embed them in the final product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your video lectures are recorded, you can easily assign them to students in an LMS or via \u003c/span>\u003ca href=\"https://www.playposit.com/share/218770/452350?\">\u003cspan style=\"font-weight: 400\">web links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Playposit tracks who watches them, how long they watch and reports back how many questions they got right. I have removed student names from the image below for privacy reasons.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529716\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png\" width=\"650\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png 683w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-520x353.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers interested in using data to drive their instruction will find these features extremely valuable. The data is easily downloaded into Excel files for deeper analysis. \u003c/span>\u003c/p>\n\u003ch4>Evaluating Your Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit provides detailed analytics that help teachers respond in real time. For instance, after reviewing the results from this video lecture, it is clear that my students struggled to understand two important points. Q5) The Munich conference was an example of appeasement.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529717\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png\" width=\"650\" height=\"294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png 710w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-520x235.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These students also struggled with Q6) defining the German idea of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lebensraum\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This immediate feedback allows me to intervene by creating quick-writes or direct students back to specific passages in the textbook to fill these learning gaps.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"313\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529718\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png\" width=\"313\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png 313w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-240x128.png 240w\" sizes=\"(max-width: 313px) 100vw, 313px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My 10th grade World History students were assigned eight, approximately 15-minute video lectures on the Holocaust. These videos were viewed 1,129 times and 585 responses were recorded during these viewings. The average test score of the students who watched all eight instructional videos was 70 percent, while the average test score of the students who watched zero videos was 47 percent. While this data confirms that instructional video has a strong, positive correlation on student achievement, a more important consideration is did the students enjoy the learning activity? \u003c/span>\u003c/p>\n\u003ch4>Listening to Your Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit asks students to evaluate each bulb and students can provide feedback directly to the instructor. Here is a sample of some recent feedback my lectures received:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I feel like this is really helpful, and lots of students will have less trouble in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watching video lectures makes it easier for me to understand the textbook.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It was good. I lost track at times, but the transcript is helpful because I can follow along while the video is playing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I enjoyed this more than reading on my own to be completely honest and it helped me understand better.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I think this is a great way of teaching us because it forces us to pay attention in order to get the questions correct.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, I am pleased with the results I have gotten using interactive video in my classroom. Blended or digital learning assignments have helped me lower my course failure rates by 50 percent. Be wary of making these video lectures worth too many points, or you may create a culture of cheaters that share their answers via social media and group chats. See how this UC Riverside professor determined who was \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B7kLd8xIo6FdTjQySU9QazZyZlloOGdzR3M0Y2hHM0tnMUZv/view\">\u003cspan style=\"font-weight: 400\">cheating \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on his video lectures. The next step is creating engaging, whole-class activities that help students apply the new knowledge learned from your instructional videos, whether it be in the form of a \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#CC\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#role\">\u003cspan style=\"font-weight: 400\">role-playing simulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing students with options to learn from instructional video has increased effort and engagement in my classroom. I hope you will have a similar experience.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.playposit.com/\">\u003cspan style=\"font-weight: 400\">Playposit \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://edpuzzle.com/\">\u003cspan style=\"font-weight: 400\">EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the leading successors to Zaption, who left the K-12 interactive video market in 2016 to focus on corporate learning (check out my 2016 story on Zaption:“\u003c/span>\u003ca href=\"https://www.scribd.com/doc/313561844/2016-Spring-Issue-The-Leader-Zaption\">\u003cspan style=\"font-weight: 400\">Five Reasons to Add Video to Your Social Science Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”) These apps allow teachers to embed different types of questions into videos, improving the students’ learning experience by up to three times over regular video.\u003c/span>\u003c/p>\n\u003ch4>Setting Up Interactive Video\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit offers a quick \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=VuNZiKQDTww\">\u003cspan style=\"font-weight: 400\">two-minute video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that demonstrates how easy their platform is to use. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/VuNZiKQDTww'\n title='//www.youtube.com/embed/VuNZiKQDTww'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">They also have \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=23&v=2ND3MtYcUBU\">\u003cspan style=\"font-weight: 400\">longer videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that emphasize the benefits of flipped content. \u003c/span>\u003cspan style=\"font-weight: 400\">However, the best Playposit feature enables you to search through other teachers’ bulbs and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zYnIBPOIRT0\">\u003cspan style=\"font-weight: 400\">repurpose them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your own classroom. \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\">First, I use \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastomatic\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Loom\u003c/span>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastify \u003c/span>\u003cspan style=\"font-weight: 400\">to create a video lecture from my traditional powerpoint slides. Years back, my school purchased \u003c/span>\u003ca href=\"https://www.socialstudies.com/c/product.web?nocache@8+s@VC4x3zauD0s4E+record@TF37804+Title@WORLD%20WAR%20II+ISBN@9781560047117\">\u003cspan style=\"font-weight: 400\">PowerPoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.socialstudies.com/\">\u003cspan style=\"font-weight: 400\">Social Studies School Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and I shortened them into a series of 15-minute video-lectures. I assign them to students as note-taking drills. Before recording the lecture, I create five multiple choice questions that will keep students focused during the lecture and embed them in the final product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your video lectures are recorded, you can easily assign them to students in an LMS or via \u003c/span>\u003ca href=\"https://www.playposit.com/share/218770/452350?\">\u003cspan style=\"font-weight: 400\">web links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Playposit tracks who watches them, how long they watch and reports back how many questions they got right. I have removed student names from the image below for privacy reasons.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529716\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png\" width=\"650\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png 683w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-520x353.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers interested in using data to drive their instruction will find these features extremely valuable. The data is easily downloaded into Excel files for deeper analysis. \u003c/span>\u003c/p>\n\u003ch4>Evaluating Your Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit provides detailed analytics that help teachers respond in real time. For instance, after reviewing the results from this video lecture, it is clear that my students struggled to understand two important points. Q5) The Munich conference was an example of appeasement.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529717\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png\" width=\"650\" height=\"294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png 710w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-520x235.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These students also struggled with Q6) defining the German idea of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lebensraum\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This immediate feedback allows me to intervene by creating quick-writes or direct students back to specific passages in the textbook to fill these learning gaps.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"313\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529718\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png\" width=\"313\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png 313w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-240x128.png 240w\" sizes=\"(max-width: 313px) 100vw, 313px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My 10th grade World History students were assigned eight, approximately 15-minute video lectures on the Holocaust. These videos were viewed 1,129 times and 585 responses were recorded during these viewings. The average test score of the students who watched all eight instructional videos was 70 percent, while the average test score of the students who watched zero videos was 47 percent. While this data confirms that instructional video has a strong, positive correlation on student achievement, a more important consideration is did the students enjoy the learning activity? \u003c/span>\u003c/p>\n\u003ch4>Listening to Your Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit asks students to evaluate each bulb and students can provide feedback directly to the instructor. Here is a sample of some recent feedback my lectures received:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I feel like this is really helpful, and lots of students will have less trouble in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watching video lectures makes it easier for me to understand the textbook.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It was good. I lost track at times, but the transcript is helpful because I can follow along while the video is playing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I enjoyed this more than reading on my own to be completely honest and it helped me understand better.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I think this is a great way of teaching us because it forces us to pay attention in order to get the questions correct.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, I am pleased with the results I have gotten using interactive video in my classroom. Blended or digital learning assignments have helped me lower my course failure rates by 50 percent. Be wary of making these video lectures worth too many points, or you may create a culture of cheaters that share their answers via social media and group chats. See how this UC Riverside professor determined who was \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B7kLd8xIo6FdTjQySU9QazZyZlloOGdzR3M0Y2hHM0tnMUZv/view\">\u003cspan style=\"font-weight: 400\">cheating \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on his video lectures. The next step is creating engaging, whole-class activities that help students apply the new knowledge learned from your instructional videos, whether it be in the form of a \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#CC\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#role\">\u003cspan style=\"font-weight: 400\">role-playing simulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing students with options to learn from instructional video has increased effort and engagement in my classroom. I hope you will have a similar experience.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "CommonLit's Free, High-Quality, Common-Core-Aligned Reading Passages and Literacy Resources",
"headTitle": "CommonLit’s Free, High-Quality, Common-Core-Aligned Reading Passages and Literacy Resources | KQED",
"content": "\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">A few months ago, the English Department at my school found itself faced with a serious — but familiar — problem: the reading and writing that our students were doing was not relevant or rigorous enough for the requirements of the Common Core Era.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To solve this problem, I asked my department members to recommend one online resource capable of providing all of us with free, high-quality, Common-Core-aligned reading passages and literacy resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most highly-recommended suggestion was Commonlit.org. \u003c/span>\u003c/p>\n\u003ch4>What is CommonLit?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is a great resource for English, social studies, science and CTE courses, but it can be useful for all courses, regardless of the subject you teach. To learn more about Commonlit.org, watch the short video below:\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9XekqUGDTEs\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following list of perks is what has impressed most about Commonlit.org. It’s also what keeps me coming back to use it.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is user-friendly, and the relevant and rigorous readings the website provides are outstanding. They’re clear, organized, color-coded…need i say more? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has resources for grades 3-12, so it’s useful for nearly all grade levels.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">free\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and by that, I don’t mean it’s “free for a year,” or “free if you don’t want the data.” It is \u003c/span>\u003cb>free.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org will work with most technology devices: Chromebooks, iPads, Macs, etc.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has all of its assignments in PDF format, just in case you have to print them (which is great for times when WiFi unexpectedly shuts down!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, most importantly, it improves student learning. Commonlit.org can help with differentiation, interdisciplinary integration, and rigorous reading and writing practice. \u003c/span>\u003c/p>\n\u003ch4>Differentiation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">We hear this word so much as a teacher that I think we’ve become numb to the word. We go to the IEP (Individualized Education Program) meetings and get the documents from the EL (English Learner) teachers that list all the things we need to do to tailor our instruction to meet individual needs. In other words, we are expected to always have options built into our class for any student to receive support where and how they need it, whether by using visuals, having clear written directions (with pictures), or allowing peer tutoring. Commonlit.org provides your students with built-in support to match their abilities and learning styles with the materials and the skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each assignment comes with this toolbar (on left). It includes a dictionary, audio recording of the text, translation of the word into various languages and a highlighter tool. There is also a related media tab which links to videos and images that are connected to the text or the theme of the text. The important part of this toolbar is that the students control the type of support they need for that text. They might only need one word translated and they can choose that. They may want to highlight a particular word or section. They might want to see a video related to what they are reading. They can get that, too. The toolbar puts the students in control of their differentiation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I used this program in my Practical English course for seniors. Every one of my students had required accommodations and I wanted them to learn how to accommodate their learning styles by themselves, instead of me providing that for them. Students need to learn how to learn effectively. They need to learn how to read more than they need to simply read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are additional things that the teacher can choose to help with differentiation. Each reading is labeled with a grade level and a lexile number so you can pick the right piece for your students. You can also choose to turn on the “Guided Reading” option to an assignment. This setting forces the students to read one section at a time: it stops the student after certain sections and forces the student to answer questions about that section before they continue. \u003c/span>\u003c/p>\n\u003ch4>Interdisciplinary Integration\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is not an “English teacher resource” as much as it is a reading and writing resource. The website is designed to group the materials together by theme and text set, as well as by literary device and book supplementals. Therefore, a social studies teacher can find a text set about the Holocaust which would provide the students with a variety of media texts about that historical event. There could be a poem, article, interview and primary document all in the same text set. There are relevant articles, essays, speeches, etc. Materials are added every year that are relevant to students’ lives, interests and experience.\u003c/span>\u003c/p>\n\u003cp>I teach for the Multimedia and Technology pathway. The students are grouped by similar interests so that they can be given experiences and education specific to that industry. Therefore, when I am teaching argumentative writing to my students, I make the conscious decision not to teach the same reading materials as everyone else. I go on \u003cspan style=\"font-weight: 400\">Commonlit.org and find materials from varying perspectives on topics like the costs and benefits of technology. It connects what they are learning in English with their Career Technical Education. \u003c/span>\u003c/p>\n\u003ch4>Rigorous Reading and Writing Practice\u003c/h4>\n\u003cp>It is essential that students learn how to read and write about complex texts. However, complex reading and writing practice take time to prepare and time to grade. On Commonlit.org, each of the texts have various question types that require critical thinking. For example, “How does the author’s discussion of George Orwell’s \u003ci>Nineteen Eighty-Four\u003c/i> contribute to the text?” The next question will ask for students to find textual evidence that supports their answer.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes time for our students to get in the habit of thinking for themselves instead of looking for the right multiple choice answer. The rigor comes when we give them questions that provide opportunities for them to justify their thinking. The short answer questions take that rigor one step further by asking the students to write a complete paragraph with their evidence and analysis to support their answer. Commonlit.org offers example answers for each of those questions for the teachers to use when they score. Both the reading questions and the writing practice provide students with opportunity to express their thinking and learning. \u003c/span>\u003c/p>\n\u003ch4>How I Have Used CommonLit in my 11th Grade English Class\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few days after first having learned about CommonLit, I introduced this wonderful resource to the students in my 11th grade English class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, my students were engaged in a unit on oppression and reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> — a collection of short novels detailing the lives of black people in the Deep South during the post-slavery era and exploring their resistance to white racism and oppression. Originally published in 1938, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was the first book by Richard Wright, the author of the highly acclaimed novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Native Son\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To provide my students with a description of the difficulties African Americans faced during the slavery era, rather than after it, and to have my students learn how controlling literacy of others is a form of oppression, I directed my students to go to Commonlit.org and find the poem “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/learning-to-read\">\u003cspan style=\"font-weight: 400\">Learning to Read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cdiv style=\"text-align: center\">Very soon the Yankee teachers\u003c/div>\n\u003cdiv style=\"text-align: center\"> Came down and set up school;\u003c/div>\n\u003cdiv style=\"text-align: center\">But, oh! how the Rebs did hate it,—\u003c/div>\n\u003cdiv style=\"text-align: center\"> It was agin’ their rule.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Our masters always tried to hide\u003c/div>\n\u003cdiv style=\"text-align: center\"> Book learning from our eyes;\u003c/div>\n\u003cdiv style=\"text-align: center\">Knowledge did’nt agree with slavery—\u003c/div>\n\u003cdiv style=\"text-align: center\"> ’Twould make us all too wise.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">But some of us would try to steal\u003c/div>\n\u003cdiv style=\"text-align: center\"> A little from the book.\u003c/div>\n\u003cdiv style=\"text-align: center\">And put the words together,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learn by hook or crook.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">I remember Uncle Caldwell,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who took pot liquor fat\u003c/div>\n\u003cdiv style=\"text-align: center\">And greased the pages of his book,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And hid it in his hat.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And had his master ever seen\u003c/div>\n\u003cdiv style=\"text-align: center\"> The leaves upon his head,\u003c/div>\n\u003cdiv style=\"text-align: center\">He’d have thought them greasy papers,\u003c/div>\n\u003cdiv style=\"text-align: center\"> But nothing to be read.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And there was Mr. Turner’s Ben,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who heard the children spell,\u003c/div>\n\u003cdiv style=\"text-align: center\">And picked the words right up by heart,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learned to read ’em well.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Well, the Northern folks kept sending\u003c/div>\n\u003cdiv style=\"text-align: center\"> The Yankee teachers down;\u003c/div>\n\u003cdiv style=\"text-align: center\">And they stood right up and helped us,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Though Rebs did sneer and frown.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And I longed to read my Bible,\u003c/div>\n\u003cdiv style=\"text-align: center\"> For precious words it said;\u003c/div>\n\u003cdiv style=\"text-align: center\">But when I begun to learn it,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Folks just shook their heads,\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And said there is no use trying,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Oh! Chloe, you’re too late;\u003c/div>\n\u003cdiv style=\"text-align: center\">But as I was rising sixty,\u003c/div>\n\u003cdiv style=\"text-align: center\"> I had no time to wait.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">So I got a pair of glasses,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And straight to work I went,\u003c/div>\n\u003cdiv style=\"text-align: center\">And never stopped till I could read\u003c/div>\n\u003cdiv style=\"text-align: center\"> The hymns and Testament.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Then I got a little cabin\u003c/div>\n\u003cdiv style=\"text-align: center\"> A place to call my own—\u003c/div>\n\u003cdiv style=\"text-align: center\">And I felt independent\u003c/div>\n\u003cdiv style=\"text-align: center\"> As the queen upon her throne.\u003cspan style=\"color: #2b2b2b;font-size: 16px\"> \u003c/span>\u003c/div>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the poem was only at the 5th grade reading level, the content and diction was unfamiliar to my students. We therefore used collaborative learning strategies to read through the poem together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we watched the introductory video clip appearing on the CommonLit website (with this\u003c/span>\u003cspan style=\"font-weight: 400\"> video accessible only to registered users).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then let them work in groups to answer the Guided Reading questions. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11278 align=\"aligncenter\" width=\"350\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529677\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png\" width=\"350\" height=\"610\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png 322w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-160x279.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-240x418.png 240w\" sizes=\"(max-width: 350px) 100vw, 350px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I had the groups share out and justify their answers with the text or resource that best supported their answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then projected their answers onto a screen located at the front of the room and graded their answers on a score of 0-4 using a rubric that can be found by clicking \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1qBBZcyb0yNO1HuRP5xsR5Kg2Cf_qIAO6qkU9Tpk3Ajw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You should have seen me during the grading process. The entire time, I had on my “my-class-got-it” smile. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then assigned another poem, “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/if-we-must-die\">\u003cspan style=\"font-weight: 400\">If We Must Die\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” This one didn’t call for any short answers, but it did call for answers to several thought-provoking, evidence-based questions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students first started to answer these questions, I was so confident that my students could ace it as well that I again plastered my “my-class-got-it” smile onto my face. Then I opened the results page and saw that the class average had dropped by 20 percent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After evaluating the well-thought out and itemized data, I was able to identify two needs. My students could define words using context clues, but they couldn’t identify what evidence guided those context clues and they couldn’t follow simple instructions beyond choosing one multiple choice answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is vital feedback for a teacher and certainly the perfect formative assessment for me. And what did I learn from it? Above all else, that though none of my students wanted to admit that they had a hard time transitioning from the traditional multiple choice question to more demanding thought-provoking evidence-based question, the data was clear. More than 50 percent of my students got the final “thought-provoking evidence-based question” at least partially wrong, in large part because they did not choose two statements as the question had prompted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, by the end of this unit on oppression, most of the students had a favorite poem, speech, interview or video that helped them form their answers to the essential question presented at the start of the question “What role does literature play in the area of pre- and post-American civil war oppression? “ \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Better yet, I watched a few students fall in love with reading. \u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is anything but common. It is a powerful resource and you don’t have to believe me because I am an English teacher, but don’t disregard me just because I am an English teacher. Try it for yourself, especially if\u003c/span>\u003cspan style=\"font-weight: 400\"> you are tired of jumping from one resource to another. \u003c/span>\u003cspan style=\"font-weight: 400\">You might just find the resource love of your life.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">A few months ago, the English Department at my school found itself faced with a serious — but familiar — problem: the reading and writing that our students were doing was not relevant or rigorous enough for the requirements of the Common Core Era.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To solve this problem, I asked my department members to recommend one online resource capable of providing all of us with free, high-quality, Common-Core-aligned reading passages and literacy resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most highly-recommended suggestion was Commonlit.org. \u003c/span>\u003c/p>\n\u003ch4>What is CommonLit?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is a great resource for English, social studies, science and CTE courses, but it can be useful for all courses, regardless of the subject you teach. To learn more about Commonlit.org, watch the short video below:\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9XekqUGDTEs'\n title='//www.youtube.com/embed/9XekqUGDTEs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following list of perks is what has impressed most about Commonlit.org. It’s also what keeps me coming back to use it.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is user-friendly, and the relevant and rigorous readings the website provides are outstanding. They’re clear, organized, color-coded…need i say more? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has resources for grades 3-12, so it’s useful for nearly all grade levels.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">free\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and by that, I don’t mean it’s “free for a year,” or “free if you don’t want the data.” It is \u003c/span>\u003cb>free.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org will work with most technology devices: Chromebooks, iPads, Macs, etc.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has all of its assignments in PDF format, just in case you have to print them (which is great for times when WiFi unexpectedly shuts down!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, most importantly, it improves student learning. Commonlit.org can help with differentiation, interdisciplinary integration, and rigorous reading and writing practice. \u003c/span>\u003c/p>\n\u003ch4>Differentiation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">We hear this word so much as a teacher that I think we’ve become numb to the word. We go to the IEP (Individualized Education Program) meetings and get the documents from the EL (English Learner) teachers that list all the things we need to do to tailor our instruction to meet individual needs. In other words, we are expected to always have options built into our class for any student to receive support where and how they need it, whether by using visuals, having clear written directions (with pictures), or allowing peer tutoring. Commonlit.org provides your students with built-in support to match their abilities and learning styles with the materials and the skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each assignment comes with this toolbar (on left). It includes a dictionary, audio recording of the text, translation of the word into various languages and a highlighter tool. There is also a related media tab which links to videos and images that are connected to the text or the theme of the text. The important part of this toolbar is that the students control the type of support they need for that text. They might only need one word translated and they can choose that. They may want to highlight a particular word or section. They might want to see a video related to what they are reading. They can get that, too. The toolbar puts the students in control of their differentiation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I used this program in my Practical English course for seniors. Every one of my students had required accommodations and I wanted them to learn how to accommodate their learning styles by themselves, instead of me providing that for them. Students need to learn how to learn effectively. They need to learn how to read more than they need to simply read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are additional things that the teacher can choose to help with differentiation. Each reading is labeled with a grade level and a lexile number so you can pick the right piece for your students. You can also choose to turn on the “Guided Reading” option to an assignment. This setting forces the students to read one section at a time: it stops the student after certain sections and forces the student to answer questions about that section before they continue. \u003c/span>\u003c/p>\n\u003ch4>Interdisciplinary Integration\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is not an “English teacher resource” as much as it is a reading and writing resource. The website is designed to group the materials together by theme and text set, as well as by literary device and book supplementals. Therefore, a social studies teacher can find a text set about the Holocaust which would provide the students with a variety of media texts about that historical event. There could be a poem, article, interview and primary document all in the same text set. There are relevant articles, essays, speeches, etc. Materials are added every year that are relevant to students’ lives, interests and experience.\u003c/span>\u003c/p>\n\u003cp>I teach for the Multimedia and Technology pathway. The students are grouped by similar interests so that they can be given experiences and education specific to that industry. Therefore, when I am teaching argumentative writing to my students, I make the conscious decision not to teach the same reading materials as everyone else. I go on \u003cspan style=\"font-weight: 400\">Commonlit.org and find materials from varying perspectives on topics like the costs and benefits of technology. It connects what they are learning in English with their Career Technical Education. \u003c/span>\u003c/p>\n\u003ch4>Rigorous Reading and Writing Practice\u003c/h4>\n\u003cp>It is essential that students learn how to read and write about complex texts. However, complex reading and writing practice take time to prepare and time to grade. On Commonlit.org, each of the texts have various question types that require critical thinking. For example, “How does the author’s discussion of George Orwell’s \u003ci>Nineteen Eighty-Four\u003c/i> contribute to the text?” The next question will ask for students to find textual evidence that supports their answer.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes time for our students to get in the habit of thinking for themselves instead of looking for the right multiple choice answer. The rigor comes when we give them questions that provide opportunities for them to justify their thinking. The short answer questions take that rigor one step further by asking the students to write a complete paragraph with their evidence and analysis to support their answer. Commonlit.org offers example answers for each of those questions for the teachers to use when they score. Both the reading questions and the writing practice provide students with opportunity to express their thinking and learning. \u003c/span>\u003c/p>\n\u003ch4>How I Have Used CommonLit in my 11th Grade English Class\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few days after first having learned about CommonLit, I introduced this wonderful resource to the students in my 11th grade English class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, my students were engaged in a unit on oppression and reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> — a collection of short novels detailing the lives of black people in the Deep South during the post-slavery era and exploring their resistance to white racism and oppression. Originally published in 1938, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was the first book by Richard Wright, the author of the highly acclaimed novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Native Son\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To provide my students with a description of the difficulties African Americans faced during the slavery era, rather than after it, and to have my students learn how controlling literacy of others is a form of oppression, I directed my students to go to Commonlit.org and find the poem “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/learning-to-read\">\u003cspan style=\"font-weight: 400\">Learning to Read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cdiv style=\"text-align: center\">Very soon the Yankee teachers\u003c/div>\n\u003cdiv style=\"text-align: center\"> Came down and set up school;\u003c/div>\n\u003cdiv style=\"text-align: center\">But, oh! how the Rebs did hate it,—\u003c/div>\n\u003cdiv style=\"text-align: center\"> It was agin’ their rule.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Our masters always tried to hide\u003c/div>\n\u003cdiv style=\"text-align: center\"> Book learning from our eyes;\u003c/div>\n\u003cdiv style=\"text-align: center\">Knowledge did’nt agree with slavery—\u003c/div>\n\u003cdiv style=\"text-align: center\"> ’Twould make us all too wise.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">But some of us would try to steal\u003c/div>\n\u003cdiv style=\"text-align: center\"> A little from the book.\u003c/div>\n\u003cdiv style=\"text-align: center\">And put the words together,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learn by hook or crook.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">I remember Uncle Caldwell,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who took pot liquor fat\u003c/div>\n\u003cdiv style=\"text-align: center\">And greased the pages of his book,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And hid it in his hat.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And had his master ever seen\u003c/div>\n\u003cdiv style=\"text-align: center\"> The leaves upon his head,\u003c/div>\n\u003cdiv style=\"text-align: center\">He’d have thought them greasy papers,\u003c/div>\n\u003cdiv style=\"text-align: center\"> But nothing to be read.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And there was Mr. Turner’s Ben,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who heard the children spell,\u003c/div>\n\u003cdiv style=\"text-align: center\">And picked the words right up by heart,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learned to read ’em well.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Well, the Northern folks kept sending\u003c/div>\n\u003cdiv style=\"text-align: center\"> The Yankee teachers down;\u003c/div>\n\u003cdiv style=\"text-align: center\">And they stood right up and helped us,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Though Rebs did sneer and frown.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And I longed to read my Bible,\u003c/div>\n\u003cdiv style=\"text-align: center\"> For precious words it said;\u003c/div>\n\u003cdiv style=\"text-align: center\">But when I begun to learn it,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Folks just shook their heads,\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And said there is no use trying,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Oh! Chloe, you’re too late;\u003c/div>\n\u003cdiv style=\"text-align: center\">But as I was rising sixty,\u003c/div>\n\u003cdiv style=\"text-align: center\"> I had no time to wait.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">So I got a pair of glasses,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And straight to work I went,\u003c/div>\n\u003cdiv style=\"text-align: center\">And never stopped till I could read\u003c/div>\n\u003cdiv style=\"text-align: center\"> The hymns and Testament.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Then I got a little cabin\u003c/div>\n\u003cdiv style=\"text-align: center\"> A place to call my own—\u003c/div>\n\u003cdiv style=\"text-align: center\">And I felt independent\u003c/div>\n\u003cdiv style=\"text-align: center\"> As the queen upon her throne.\u003cspan style=\"color: #2b2b2b;font-size: 16px\"> \u003c/span>\u003c/div>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the poem was only at the 5th grade reading level, the content and diction was unfamiliar to my students. We therefore used collaborative learning strategies to read through the poem together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we watched the introductory video clip appearing on the CommonLit website (with this\u003c/span>\u003cspan style=\"font-weight: 400\"> video accessible only to registered users).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then let them work in groups to answer the Guided Reading questions. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11278 align=\"aligncenter\" width=\"350\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529677\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png\" width=\"350\" height=\"610\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png 322w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-160x279.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-240x418.png 240w\" sizes=\"(max-width: 350px) 100vw, 350px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I had the groups share out and justify their answers with the text or resource that best supported their answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then projected their answers onto a screen located at the front of the room and graded their answers on a score of 0-4 using a rubric that can be found by clicking \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1qBBZcyb0yNO1HuRP5xsR5Kg2Cf_qIAO6qkU9Tpk3Ajw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You should have seen me during the grading process. The entire time, I had on my “my-class-got-it” smile. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then assigned another poem, “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/if-we-must-die\">\u003cspan style=\"font-weight: 400\">If We Must Die\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” This one didn’t call for any short answers, but it did call for answers to several thought-provoking, evidence-based questions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students first started to answer these questions, I was so confident that my students could ace it as well that I again plastered my “my-class-got-it” smile onto my face. Then I opened the results page and saw that the class average had dropped by 20 percent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After evaluating the well-thought out and itemized data, I was able to identify two needs. My students could define words using context clues, but they couldn’t identify what evidence guided those context clues and they couldn’t follow simple instructions beyond choosing one multiple choice answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is vital feedback for a teacher and certainly the perfect formative assessment for me. And what did I learn from it? Above all else, that though none of my students wanted to admit that they had a hard time transitioning from the traditional multiple choice question to more demanding thought-provoking evidence-based question, the data was clear. More than 50 percent of my students got the final “thought-provoking evidence-based question” at least partially wrong, in large part because they did not choose two statements as the question had prompted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, by the end of this unit on oppression, most of the students had a favorite poem, speech, interview or video that helped them form their answers to the essential question presented at the start of the question “What role does literature play in the area of pre- and post-American civil war oppression? “ \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Better yet, I watched a few students fall in love with reading. \u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is anything but common. It is a powerful resource and you don’t have to believe me because I am an English teacher, but don’t disregard me just because I am an English teacher. Try it for yourself, especially if\u003c/span>\u003cspan style=\"font-weight: 400\"> you are tired of jumping from one resource to another. \u003c/span>\u003cspan style=\"font-weight: 400\">You might just find the resource love of your life.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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