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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": "\u003cdiv class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
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"title": "A New Inquiry-Based, NGSS Learning Opportunity That’s Ideal for Middle School and High School",
"headTitle": "A New Inquiry-Based, NGSS Learning Opportunity That’s Ideal for Middle School and High School | KQED",
"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>\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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"content": "\u003ch4>Student Learning Invitations\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you invite me to embrace challenging ideas and engage in developing my own original work, I’ll rise to the occasion,” one of my students said, reflecting on his experience in my class. He showed me that embracing original student constructed projects can truly offer an opportunity for learning that is both engaging and challenging for the learner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His sentiment also reflected the importance of invitation. He told me that because I offered the opportunity to compose an original project that he was able to achieve more than he thought possible. He gladly accepted the invitation because it was original and he trusted that he would grow in the process.\u003c/span>\u003c/p>\n\u003ch4>Civic Conversation Invitation\u003c/h4>\n\u003cp>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2018 PBS documentary, is designed to encourage civic conversation through invitation.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=IG_IDuDQYPg\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several Americans of various backgrounds share their American values through their stories. From immigration stories to values they hold dear as United States citizens, to tackling discourse meant to encourage more conversation with people from various backgrounds, this documentary offers encouragement for civic conversation to reflect back on where we have been as a country and where we are going.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Specifically, Pulitzer Prize-winning historian David M. Kennedy and former Secretary of State Condoleezza Rice establish an open forum discussion at Stanford University to explore the meaning of an American creed or identification of what being an American truly means. This is explored starting with dialogue at the university and is extended with stories from coast to coast of reflective Americans sharing their commitments to our country. Stories of families starting their lives in the United States to the acknowledgment of values that bring people of diverse backgrounds together are at the heart of this film. Citizens of the United States are invited to reflect on their experiences and beliefs to define their own American creed. Further, citizens are invited to think about their pasts and futures, as well as how to foster civil conversation with others of varying perspectives.\u003c/span>.\u003c/p>\n\u003ch4>Inviting Students into the Conversation: \u003cb>\u003ci>American Creed\u003c/i>\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to engage in civic conversation is an important learning opportunity. Wrestling with the complexities of civic discourse is one that my high school students easily understand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Together, we explored big concepts of defining American culture, beliefs, values and creeds. We read numerous texts, from recent news articles to short stories and poems, in order to inform our thinking on these topics. Following this careful critical reading and discussing, students were positioned to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1rHYS-yONnyWSjl55HPb-2MKv7obwANvv6Ca4QVQ0PdQ/edit\">\u003cspan style=\"font-weight: 400\">compose an argument\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explaining what is important in describing American culture, values, beliefs and/or creeds. These pieces were published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a collaborative learning space for youth conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through this work, students entered a conversation with other youth across the country around American values. See the\u003c/span>\u003ca href=\"https://www.youthvoices.live/category/american-creed/\">\u003cspan style=\"font-weight: 400\"> American Creed category on Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which highlights some of this student work. A few specific student examples, that reflect careful critical thinking and furthered conversation through comments from other youth learners from coast to coast can be found at the following links.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/freedom-and-equality-throughout-history/\">\u003cspan style=\"font-weight: 400\">Freedom and Equality Throughout History\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/what-do-we-stand-for/\">What do we stand for?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To explore my class and other classes involved in this work, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Further our Thinking: Extended Reading and Documentary Review\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an effort to continue this conversation, my students also engaged in independent reading related to topics they lifted up about American culture and values. After taking careful notes and responding to the text as they read, they composed a final piece pulling ideas from their argument work into their analysis of an extended text (see \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Literature Independent Reading\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Culture, Values, Creed: Reading and Writing Rhetorically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for assignment details). These pieces were also published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student example responses:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/understanding-american-culture/\">\u003cspan style=\"font-weight: 400\">Understanding American Culture\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/the-american-melting-pot/\">\u003cspan style=\"font-weight: 400\">The American “Melting Pot”\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/answering-essential-questions/\">\u003cspan style=\"font-weight: 400\">Answering Essential Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/understanding-our-differences/\">\u003cspan style=\"font-weight: 400\">Understanding our Differences\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/24/how-faults-create-values-in-american-society/\">How Faults Create Values in American Society\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Following this work and their critical read of the documentary, \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, I invited students to develop their own final composition in response to the ideas presented in the film.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Create: Collaboratively Constructed Compositions\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">My American Literature students accepted the invitations to reflect on ideas from the film and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13X-RPEfuJ3LfKpAG34bSupKZ6RV-yQy6BB5Vc8n--0Q/edit\">\u003cspan style=\"font-weight: 400\">create projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in response to this work. Youth across the country also have this invitation of response through the Youth Publishing site, \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed\">\u003cspan style=\"font-weight: 400\">Writing Our Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through our work with thoughtful composing, I served as teacher and facilitator. Students created projects that offered a response to the film. This response could be in a variety of genres for composition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students embraced topics such as immigration stories, family stories, poverty in the United States, education in the United States, views from particular groups in the United States and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout this process students explored genres, such as interviews, letters, essays, photo essays, slideshows, digital stories, documentaries, video reflections, scrapbooks and more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The work that students produced is powerful in offering original insights in response to the text. The freedom to create their own response offered students an opportunity to embrace civic conversation around sharing stories and researching topics they care about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This project pushes the line.” \u003c/span>\u003cspan style=\"font-weight: 400\">“What do you mean?” I asked my student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Well, our \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> work pushed the line because the work I completed was not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">doing school. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I actually cared about it and enjoyed it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this student shared his reflection on this specific work, I knew that the invitation to respond through your own constructed composition was a powerful one. Students need guidance and careful scaffolding in this work, but the work starts with an invitation to recognize they can compose more than one specific prompt, rather, they can tackle big issues and embrace civic discourse offered in an invitation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To see my student’s work, click \u003ca href=\"https://writingourfuture.nwp.org/americancreed/responses?state=MI\">here \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">and for details on curriculum from my classroom and others, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here:\u003c/a> \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We invite you to join the conversation as well. Check out the \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003cspan style=\"font-weight: 400\">film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">\u003cspan style=\"font-weight: 400\">resources from classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/writing-prompts-models?authuser=0\">\u003cspan style=\"font-weight: 400\">writing prompts and models\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed/pages/about\">\u003cspan style=\"font-weight: 400\">youth publishing site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accept our invitation to respond in a way that best serves your classroom learning.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Student Learning Invitations\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you invite me to embrace challenging ideas and engage in developing my own original work, I’ll rise to the occasion,” one of my students said, reflecting on his experience in my class. He showed me that embracing original student constructed projects can truly offer an opportunity for learning that is both engaging and challenging for the learner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His sentiment also reflected the importance of invitation. He told me that because I offered the opportunity to compose an original project that he was able to achieve more than he thought possible. He gladly accepted the invitation because it was original and he trusted that he would grow in the process.\u003c/span>\u003c/p>\n\u003ch4>Civic Conversation Invitation\u003c/h4>\n\u003cp>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2018 PBS documentary, is designed to encourage civic conversation through invitation.\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/IG_IDuDQYPg'\n title='//www.youtube.com/embed/IG_IDuDQYPg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Several Americans of various backgrounds share their American values through their stories. From immigration stories to values they hold dear as United States citizens, to tackling discourse meant to encourage more conversation with people from various backgrounds, this documentary offers encouragement for civic conversation to reflect back on where we have been as a country and where we are going.\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\">Specifically, Pulitzer Prize-winning historian David M. Kennedy and former Secretary of State Condoleezza Rice establish an open forum discussion at Stanford University to explore the meaning of an American creed or identification of what being an American truly means. This is explored starting with dialogue at the university and is extended with stories from coast to coast of reflective Americans sharing their commitments to our country. Stories of families starting their lives in the United States to the acknowledgment of values that bring people of diverse backgrounds together are at the heart of this film. Citizens of the United States are invited to reflect on their experiences and beliefs to define their own American creed. Further, citizens are invited to think about their pasts and futures, as well as how to foster civil conversation with others of varying perspectives.\u003c/span>.\u003c/p>\n\u003ch4>Inviting Students into the Conversation: \u003cb>\u003ci>American Creed\u003c/i>\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to engage in civic conversation is an important learning opportunity. Wrestling with the complexities of civic discourse is one that my high school students easily understand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Together, we explored big concepts of defining American culture, beliefs, values and creeds. We read numerous texts, from recent news articles to short stories and poems, in order to inform our thinking on these topics. Following this careful critical reading and discussing, students were positioned to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1rHYS-yONnyWSjl55HPb-2MKv7obwANvv6Ca4QVQ0PdQ/edit\">\u003cspan style=\"font-weight: 400\">compose an argument\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explaining what is important in describing American culture, values, beliefs and/or creeds. These pieces were published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a collaborative learning space for youth conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through this work, students entered a conversation with other youth across the country around American values. See the\u003c/span>\u003ca href=\"https://www.youthvoices.live/category/american-creed/\">\u003cspan style=\"font-weight: 400\"> American Creed category on Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which highlights some of this student work. A few specific student examples, that reflect careful critical thinking and furthered conversation through comments from other youth learners from coast to coast can be found at the following links.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/freedom-and-equality-throughout-history/\">\u003cspan style=\"font-weight: 400\">Freedom and Equality Throughout History\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/what-do-we-stand-for/\">What do we stand for?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To explore my class and other classes involved in this work, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Further our Thinking: Extended Reading and Documentary Review\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an effort to continue this conversation, my students also engaged in independent reading related to topics they lifted up about American culture and values. After taking careful notes and responding to the text as they read, they composed a final piece pulling ideas from their argument work into their analysis of an extended text (see \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Literature Independent Reading\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Culture, Values, Creed: Reading and Writing Rhetorically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for assignment details). These pieces were also published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student example responses:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/understanding-american-culture/\">\u003cspan style=\"font-weight: 400\">Understanding American Culture\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/the-american-melting-pot/\">\u003cspan style=\"font-weight: 400\">The American “Melting Pot”\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/answering-essential-questions/\">\u003cspan style=\"font-weight: 400\">Answering Essential Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/understanding-our-differences/\">\u003cspan style=\"font-weight: 400\">Understanding our Differences\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/24/how-faults-create-values-in-american-society/\">How Faults Create Values in American Society\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Following this work and their critical read of the documentary, \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, I invited students to develop their own final composition in response to the ideas presented in the film.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Create: Collaboratively Constructed Compositions\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">My American Literature students accepted the invitations to reflect on ideas from the film and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13X-RPEfuJ3LfKpAG34bSupKZ6RV-yQy6BB5Vc8n--0Q/edit\">\u003cspan style=\"font-weight: 400\">create projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in response to this work. Youth across the country also have this invitation of response through the Youth Publishing site, \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed\">\u003cspan style=\"font-weight: 400\">Writing Our Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through our work with thoughtful composing, I served as teacher and facilitator. Students created projects that offered a response to the film. This response could be in a variety of genres for composition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students embraced topics such as immigration stories, family stories, poverty in the United States, education in the United States, views from particular groups in the United States and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout this process students explored genres, such as interviews, letters, essays, photo essays, slideshows, digital stories, documentaries, video reflections, scrapbooks and more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The work that students produced is powerful in offering original insights in response to the text. The freedom to create their own response offered students an opportunity to embrace civic conversation around sharing stories and researching topics they care about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This project pushes the line.” \u003c/span>\u003cspan style=\"font-weight: 400\">“What do you mean?” I asked my student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Well, our \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> work pushed the line because the work I completed was not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">doing school. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I actually cared about it and enjoyed it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this student shared his reflection on this specific work, I knew that the invitation to respond through your own constructed composition was a powerful one. Students need guidance and careful scaffolding in this work, but the work starts with an invitation to recognize they can compose more than one specific prompt, rather, they can tackle big issues and embrace civic discourse offered in an invitation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To see my student’s work, click \u003ca href=\"https://writingourfuture.nwp.org/americancreed/responses?state=MI\">here \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">and for details on curriculum from my classroom and others, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here:\u003c/a> \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\">We invite you to join the conversation as well. Check out the \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003cspan style=\"font-weight: 400\">film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">\u003cspan style=\"font-weight: 400\">resources from classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/writing-prompts-models?authuser=0\">\u003cspan style=\"font-weight: 400\">writing prompts and models\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed/pages/about\">\u003cspan style=\"font-weight: 400\">youth publishing site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accept our invitation to respond in a way that best serves your classroom learning.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In my last \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KQED In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">\u003cspan style=\"font-weight: 400\">“Snapchat Worthy Science Lessons Connect and Engage an Entire Class,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I shared a Chemistry lesson that encouraged the use of Snapchat to inspire students to “snap” Chemistry lessons to share with their peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, trying to find other teachers that used Snapchat was not easy. Most of the teachers in my school believe Snapchat to be the nefarious cousin of Instagram. Their perception of Snapchat was so negative that many of them simply refused to use it in their classroom \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for any reason.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Instagram seemed more well-intentioned according to many teachers. When I mentioned the possibility of using Instagram as a way to digitally maintain a student portfolio, the teachers were interested in learning more about it and how it could be used in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an Instructional Coach at a large, urban high school, part of my job is to help teachers find engaging and motivating ways to help students connect with that which is being taught. What can I do to support teachers in finding engaging opportunities to connect with students? In addition, how can I help to transfer those opportunities to other content areas?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, a Chemistry teacher and I recently teamed up to utilize Instagram as a means to create and implement Chemistry portfolios in Science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We began to explore the possibility of creating Chemistry lessons uploaded to Instagram that students could watch at home for extra review and study. Students could have ownership over their learning; they could determine when and where to create their digital narratives; and they had the freedom of when and where to view their peers’ portfolio. In addition, they would be encouraged to comment on each other’s work thereby prompting critical feedback and critique. This type of choice is indicative of 21st-century\u003cspan style=\"font-weight: 400\"> learning; giving students opportunities to make their learning meaningful to them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therefore\u003c/span>\u003cspan style=\"font-weight: 400\">, in an attempt to have students engage in creating a digital portfolio, the \u003c/span>\u003cspan style=\"font-weight: 400\">Chemistry teacher \u003c/span>\u003cspan style=\"font-weight: 400\">began to use Instagram as a way to permanently document their learning. After creating an Instagram account specifically for classroom purposes, she had students follow her by posting her username on the board.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the major benefits of Instagram is that following is one-way. As the teacher, she could not see any of her students’ posts on her feed, since she did not follow them. Then, as her students completed various activities, such as lab-based inquiry, group work or practice, she encouraged students to snap a photo or video (if modeling a problem) and post it on their Instagram account using a prescribed hashtag (i.e.: #mychemstudentinitials).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the hashtag is clicked, students can access not only their photos and videos, but also the photos and videos of other students. Then, as a review, students can pull up their digital Instagram portfolios and see visual clues that might inspire better recall prior to an assessment. In addition, when searching for the hashtags, the teacher can quickly pull strong and weak examples from random students and work with those students who need more specific support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In short, in order to effectively utilize this particular social media in the classroom, here are the recommended steps to create an Instagram Portfolio:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a professional Instagram account (i.e. @msfaheyscience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Post the Instagram handle on the board.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to also create a professional Instagram account, modeling your Instagram handle: (i.e., @student’snamescience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ask students to follow your professional Instagram account.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to take photos and videos using the prescribed hashtag.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Refer and reflect on photos and videos taken. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is imperative that students follow the professional Instagram account. That way there is no concern regarding the unprofessionalism of the account. The account remains specifically used for classroom use and students have the opportunity to see photos and videos from that account only. In addition, this also gives students an opportunity to practice managing a professional account. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might Instagram portfolios look like in other courses? Imagine students using an Instagram Portfolio when recreating scenes from a drama in English class or giving a presentation about an artist. The scenes and presentation can be uploaded, with the prescribed hashtag, for student comments, again supporting critical feedback and peer evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What about the possibility of using an Instagram portfolio as a formative assessment tool? Students can upload their responses in creative ways, sharing with each other what they have learned. For visual students who have difficulty using the traditional method of paper and pencil responses, an Instagram portfolio could be a way to capture their thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In closing, we know there are many ways to connect with students. Using social media, such as Instagram, is just one way to create engaging and motivating learning. Designing, utilizing and applying digital portfolios gave students an opportunity to connect in a way they felt comfortable – empowered by choice, challenge and change.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Special thanks to Ashley Fahey, Chemistry teacher extraordinaire who shared with me her use of Instagram technology in her classroom).\u003c/span>\u003c/i>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In my last \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KQED In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">\u003cspan style=\"font-weight: 400\">“Snapchat Worthy Science Lessons Connect and Engage an Entire Class,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I shared a Chemistry lesson that encouraged the use of Snapchat to inspire students to “snap” Chemistry lessons to share with their peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, trying to find other teachers that used Snapchat was not easy. Most of the teachers in my school believe Snapchat to be the nefarious cousin of Instagram. Their perception of Snapchat was so negative that many of them simply refused to use it in their classroom \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for any reason.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Instagram seemed more well-intentioned according to many teachers. When I mentioned the possibility of using Instagram as a way to digitally maintain a student portfolio, the teachers were interested in learning more about it and how it could be used in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an Instructional Coach at a large, urban high school, part of my job is to help teachers find engaging and motivating ways to help students connect with that which is being taught. What can I do to support teachers in finding engaging opportunities to connect with students? In addition, how can I help to transfer those opportunities to other content areas?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, a Chemistry teacher and I recently teamed up to utilize Instagram as a means to create and implement Chemistry portfolios in Science. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We began to explore the possibility of creating Chemistry lessons uploaded to Instagram that students could watch at home for extra review and study. Students could have ownership over their learning; they could determine when and where to create their digital narratives; and they had the freedom of when and where to view their peers’ portfolio. In addition, they would be encouraged to comment on each other’s work thereby prompting critical feedback and critique. This type of choice is indicative of 21st-century\u003cspan style=\"font-weight: 400\"> learning; giving students opportunities to make their learning meaningful to them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therefore\u003c/span>\u003cspan style=\"font-weight: 400\">, in an attempt to have students engage in creating a digital portfolio, the \u003c/span>\u003cspan style=\"font-weight: 400\">Chemistry teacher \u003c/span>\u003cspan style=\"font-weight: 400\">began to use Instagram as a way to permanently document their learning. After creating an Instagram account specifically for classroom purposes, she had students follow her by posting her username on the board.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the major benefits of Instagram is that following is one-way. As the teacher, she could not see any of her students’ posts on her feed, since she did not follow them. Then, as her students completed various activities, such as lab-based inquiry, group work or practice, she encouraged students to snap a photo or video (if modeling a problem) and post it on their Instagram account using a prescribed hashtag (i.e.: #mychemstudentinitials).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the hashtag is clicked, students can access not only their photos and videos, but also the photos and videos of other students. Then, as a review, students can pull up their digital Instagram portfolios and see visual clues that might inspire better recall prior to an assessment. In addition, when searching for the hashtags, the teacher can quickly pull strong and weak examples from random students and work with those students who need more specific support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In short, in order to effectively utilize this particular social media in the classroom, here are the recommended steps to create an Instagram Portfolio:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a professional Instagram account (i.e. @msfaheyscience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Post the Instagram handle on the board.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to also create a professional Instagram account, modeling your Instagram handle: (i.e., @student’snamescience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ask students to follow your professional Instagram account.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to take photos and videos using the prescribed hashtag.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Refer and reflect on photos and videos taken. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is imperative that students follow the professional Instagram account. That way there is no concern regarding the unprofessionalism of the account. The account remains specifically used for classroom use and students have the opportunity to see photos and videos from that account only. In addition, this also gives students an opportunity to practice managing a professional account. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might Instagram portfolios look like in other courses? Imagine students using an Instagram Portfolio when recreating scenes from a drama in English class or giving a presentation about an artist. The scenes and presentation can be uploaded, with the prescribed hashtag, for student comments, again supporting critical feedback and peer evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What about the possibility of using an Instagram portfolio as a formative assessment tool? Students can upload their responses in creative ways, sharing with each other what they have learned. For visual students who have difficulty using the traditional method of paper and pencil responses, an Instagram portfolio could be a way to capture their thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In closing, we know there are many ways to connect with students. Using social media, such as Instagram, is just one way to create engaging and motivating learning. Designing, utilizing and applying digital portfolios gave students an opportunity to connect in a way they felt comfortable – empowered by choice, challenge and change.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Special thanks to Ashley Fahey, Chemistry teacher extraordinaire who shared with me her use of Instagram technology in her classroom).\u003c/span>\u003c/i>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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