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"title": "American Creed: Invitations for Conversation and Innovation",
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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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"title": "KQED Learn - A Platform for Collaborative Investigations",
"headTitle": "KQED Learn – A Platform for Collaborative Investigations | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a Science teacher, working with both NGSS and CCSS, I’m always looking for ways for my students to develop investigative skills. That is why I was thrilled when last fall I was invited to participate in the \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> pilot. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“KQED Learn is a free, online platform that supports student inquiry, investigation and media making. It is a place students can collaborate, interact and share their work with other students on the platform.” – KQED \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you may imagine, I was immediately intrigued by this statement. Having a platform dedicated to investigations was appealing, but the addition of the authentic audience and collaboration is something we do not see very often in education these days. The idea of my students being able to interact with other “investigators” and share their work beyond my little classroom was something I could only dream of, so I began thinking about what specific assignment I would be using as an entry point to KQED Learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A couple of years ago my district implemented “Writing Across the Curriculum” (WAC) assignments. This requires that all students write at least three essays per year in all content areas. As it happens with these types of assignments, the students find it quite onerous and do not see the point of writing them. They are often heard complaining about how the only person that reads their essay is the person who grades it. As I thought about the KQED Learn possibilities, it came to me that I could transform that WAC assignment into a KQED Learn assignment and give my eighth graders control of what they wanted to write about. They could use the platform as a place to curate and share their resources, providing them with the authentic audience they desperately wanted. \u003c/span>\u003c/p>\n\u003ch4>Joining\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of joining the KQED Learn community was incredibly easy. I set up my teacher account, created my virtual classroom and simply gave the students the Join Code. Students registered using their school email, completed their profile information, added themselves to my classroom and were ready to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once everyone had joined, but before we started participating in the community, I knew that I had to make sure that we all knew that anything that was posted was going to be looked at by students and teachers outside of our own little community. I reviewed the concept of digital citizenship using a \u003c/span>\u003ca href=\"https://youtu.be/toK_BAYnjoU\">\u003cspan style=\"font-weight: 400\">video by Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and shared \u003c/span>\u003ca href=\"https://www.notion.so/KQED-Learn-Code-of-Conduct-29441e0efc954d659b21f30e7a306327\">\u003cspan style=\"font-weight: 400\">KQED Learn’s code of conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch4>Our First Make & Share: Go Above the Noise\u003c/h4>\n\u003cp>Our first foray into the KQED Learn platform included responding to a ‘Go Above the Noise’ question – “Should Schools Start Later?” These questions are the perfect entry point to the platform since they already have many resources attached to them, including not only the content itself but documents such as \u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit?usp=sharing\">What Makes an Excellent ‘Go Above the Noise’ Response?\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fXFK1v2iF1P6GBR2Bzfj2-oB0RFyXqvZIOGDHLIqrDM/edit?usp=sharing\">Sentence Frames for ‘Go Above the Noise’\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17mQUolJQB_FZDnZlU3bx-ggGimGxrdtMaswfZQ04PQM/edit?usp=sharing\">Rubric for ‘Go Above the Noise’ Responses\u003c/a>. As I shared all of this with the students, they quickly became engrossed in crafting thoughtful and responsible responses. My fear of students using the platform as a way to communicate negatively was assuaged as they started calling me over to read what they had written before posting, asking “I disagree with ___’s point, but I do not want to sound mean. Is this okay?” That authentic audience that the platform provides created a sense of citizenship and “THINK before you post” in my students!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529540\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg\" width=\"640\" height=\"289\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-960x433.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-240x108.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-375x169.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-520x235.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED.jpg 1019w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, my students became very careful about providing evidence for their answers. They knew that high-schoolers would be reading what they were writing and they wanted to impress. This sense of ownership of their work is hard to encourage in the walled-in environment of many classrooms, which is one of the reasons why KQED Learn becomes such a powerful tool in any environment.\u003c/span>\u003c/p>\n\u003ch4>The Assigned Investigation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building on this first round of ‘Go Above the Noise,’ I continued on to the second part of the pilot. KQED Education published an array of questions on a wide variety of topics in the form of “Investigations” that my students could join. Two things were immediately evident as I perused the questions.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">I would need to be the one selecting the questions. This was simply because of the sheer number of questions, which I knew would overwhelm my students. I also needed my students to focus on my content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">My students would need to be taught how to find relevant and reliable sources. I found resources to teach this within the Teacher Resources on KQED Learn: (1) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-How-Do-I-Search-for-Relevant-Resources-b6329e7c47704aa89d8e4efd54d0fcd2\">Investigate: How do I Search for Relevant Resources?\u003c/a> (2) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-What-IS-a-Reliable-Source-Anyway-97b309a685b24aacafd5659d7b200c1f\">Investigate: What is a Reliable Source Anyway\u003c/a>? and (3) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-Is-This-Source-Reliable-c7b4bbcbe62548a3a21cfcfb2177e5fe\">Investigate: Is This Source Reliable?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Armed with this, I asked my students to choose one of the following Investigations to join:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">What invention from a science fiction book or television show is a reality now and how has this invention changed our lives?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is an example of a past technology that has influenced a technology we have today?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose a technological invention. How has it changed in response to society’s changing needs?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students happily started adding resources as they investigated and did a good job of posting resources that were relevant and reliable. However, I was also expecting them to apply what they had learned about commenting on each other’s work on the first Make & Share, but only a handful of students took the opportunity to comment on the resources they were sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did happen was an increased interest in finding the “most” relevant and reliable source. As Make & Shares from other schools started appearing, a sort of competition developed in my classroom to see whose resource these “foreign” students were citing. Even though this was not the goal, I did find that this bit of competition pushed my students to re-evaluate the sources they had added and being mindful of how relevant new additions were \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> basically practicing their skills at gathering information from a variety of sources and evaluating its relevance and credibility.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"653\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529541 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg\" width=\"653\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg 653w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-240x200.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-375x312.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-520x432.jpg 520w\" sizes=\"(max-width: 653px) 100vw, 653px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Needless to say, I am incredibly pleased with what my students produced within \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I invite you to give it a try and let me know what you think. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \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>\u003cspan style=\"font-weight: 400\">As a Science teacher, working with both NGSS and CCSS, I’m always looking for ways for my students to develop investigative skills. That is why I was thrilled when last fall I was invited to participate in the \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> pilot. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“KQED Learn is a free, online platform that supports student inquiry, investigation and media making. It is a place students can collaborate, interact and share their work with other students on the platform.” – KQED \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you may imagine, I was immediately intrigued by this statement. Having a platform dedicated to investigations was appealing, but the addition of the authentic audience and collaboration is something we do not see very often in education these days. The idea of my students being able to interact with other “investigators” and share their work beyond my little classroom was something I could only dream of, so I began thinking about what specific assignment I would be using as an entry point to KQED Learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A couple of years ago my district implemented “Writing Across the Curriculum” (WAC) assignments. This requires that all students write at least three essays per year in all content areas. As it happens with these types of assignments, the students find it quite onerous and do not see the point of writing them. They are often heard complaining about how the only person that reads their essay is the person who grades it. As I thought about the KQED Learn possibilities, it came to me that I could transform that WAC assignment into a KQED Learn assignment and give my eighth graders control of what they wanted to write about. They could use the platform as a place to curate and share their resources, providing them with the authentic audience they desperately wanted. \u003c/span>\u003c/p>\n\u003ch4>Joining\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of joining the KQED Learn community was incredibly easy. I set up my teacher account, created my virtual classroom and simply gave the students the Join Code. Students registered using their school email, completed their profile information, added themselves to my classroom and were ready to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once everyone had joined, but before we started participating in the community, I knew that I had to make sure that we all knew that anything that was posted was going to be looked at by students and teachers outside of our own little community. I reviewed the concept of digital citizenship using a \u003c/span>\u003ca href=\"https://youtu.be/toK_BAYnjoU\">\u003cspan style=\"font-weight: 400\">video by Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and shared \u003c/span>\u003ca href=\"https://www.notion.so/KQED-Learn-Code-of-Conduct-29441e0efc954d659b21f30e7a306327\">\u003cspan style=\"font-weight: 400\">KQED Learn’s code of conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch4>Our First Make & Share: Go Above the Noise\u003c/h4>\n\u003cp>Our first foray into the KQED Learn platform included responding to a ‘Go Above the Noise’ question – “Should Schools Start Later?” These questions are the perfect entry point to the platform since they already have many resources attached to them, including not only the content itself but documents such as \u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit?usp=sharing\">What Makes an Excellent ‘Go Above the Noise’ Response?\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fXFK1v2iF1P6GBR2Bzfj2-oB0RFyXqvZIOGDHLIqrDM/edit?usp=sharing\">Sentence Frames for ‘Go Above the Noise’\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17mQUolJQB_FZDnZlU3bx-ggGimGxrdtMaswfZQ04PQM/edit?usp=sharing\">Rubric for ‘Go Above the Noise’ Responses\u003c/a>. As I shared all of this with the students, they quickly became engrossed in crafting thoughtful and responsible responses. My fear of students using the platform as a way to communicate negatively was assuaged as they started calling me over to read what they had written before posting, asking “I disagree with ___’s point, but I do not want to sound mean. Is this okay?” That authentic audience that the platform provides created a sense of citizenship and “THINK before you post” in my students!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529540\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg\" width=\"640\" height=\"289\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-960x433.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-240x108.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-375x169.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-520x235.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED.jpg 1019w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, my students became very careful about providing evidence for their answers. They knew that high-schoolers would be reading what they were writing and they wanted to impress. This sense of ownership of their work is hard to encourage in the walled-in environment of many classrooms, which is one of the reasons why KQED Learn becomes such a powerful tool in any environment.\u003c/span>\u003c/p>\n\u003ch4>The Assigned Investigation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building on this first round of ‘Go Above the Noise,’ I continued on to the second part of the pilot. KQED Education published an array of questions on a wide variety of topics in the form of “Investigations” that my students could join. Two things were immediately evident as I perused the questions.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">I would need to be the one selecting the questions. This was simply because of the sheer number of questions, which I knew would overwhelm my students. I also needed my students to focus on my content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">My students would need to be taught how to find relevant and reliable sources. I found resources to teach this within the Teacher Resources on KQED Learn: (1) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-How-Do-I-Search-for-Relevant-Resources-b6329e7c47704aa89d8e4efd54d0fcd2\">Investigate: How do I Search for Relevant Resources?\u003c/a> (2) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-What-IS-a-Reliable-Source-Anyway-97b309a685b24aacafd5659d7b200c1f\">Investigate: What is a Reliable Source Anyway\u003c/a>? and (3) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-Is-This-Source-Reliable-c7b4bbcbe62548a3a21cfcfb2177e5fe\">Investigate: Is This Source Reliable?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Armed with this, I asked my students to choose one of the following Investigations to join:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">What invention from a science fiction book or television show is a reality now and how has this invention changed our lives?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is an example of a past technology that has influenced a technology we have today?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose a technological invention. How has it changed in response to society’s changing needs?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students happily started adding resources as they investigated and did a good job of posting resources that were relevant and reliable. However, I was also expecting them to apply what they had learned about commenting on each other’s work on the first Make & Share, but only a handful of students took the opportunity to comment on the resources they were sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did happen was an increased interest in finding the “most” relevant and reliable source. As Make & Shares from other schools started appearing, a sort of competition developed in my classroom to see whose resource these “foreign” students were citing. Even though this was not the goal, I did find that this bit of competition pushed my students to re-evaluate the sources they had added and being mindful of how relevant new additions were \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> basically practicing their skills at gathering information from a variety of sources and evaluating its relevance and credibility.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"653\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529541 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg\" width=\"653\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg 653w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-240x200.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-375x312.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-520x432.jpg 520w\" sizes=\"(max-width: 653px) 100vw, 653px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Needless to say, I am incredibly pleased with what my students produced within \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I invite you to give it a try and let me know what you think. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Ten Tips for a Successful Class Blog | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking to take your students’ work to the next level, creating a class blog is a great way to motivate students to produce their best work — precisely because with a class blog, your students, who are usually limited to an audience of peers, parents and teachers, are now exposed (and strategically marketed) to an entire world of potential viewers! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a blog is not merely a collection of written articles. Any assignment or project that can be digitized, filmed or photographed is perfect for an exciting, interactive educational experience that honors the input of every student and utilizes the skills taught in all content areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently took KQED Teach’s free online course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">\u003cspan style=\"font-weight: 400\">Developing a Blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It offers invaluable advice and practice sessions to begin your own class blog. Through seven self-paced lessons, teachers identify their students’ potential audience and explore other \u003c/span>\u003ca href=\"https://www.theedublogger.com/2018/01/03/10-great-class-blogs/\">\u003cspan style=\"font-weight: 400\">successful class blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gain inspiration for content and structure. I also recommend the class blog suggestions and examples of \u003c/span>\u003ca href=\"https://teach.kqed.org/2018/blogging-at-adventure\">\u003cspan style=\"font-weight: 400\">Maria Garcia Serrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">Alice Chen\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and\u003c/span> \u003ca href=\"https://laurabradley.me/category/blogging/\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reflecting upon what has made my own professional blog a success, I have compiled 10 tenets that extend the lessons learned in the KQED course and can be readily applied to any blog to expand its audience and reach. Share these strategies with your students for a class blog that actually gets read and gains a following.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#1\u003cbr>\n\u003cb>Quality Content\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polished, practical articles and informative, artistic multimedia presentations garner views and shares. Therefore, a thorough editing process that includes peer and teacher feedback is crucial. Team with English and media teachers to make this an interdisciplinary project. Word and content limits are also a great way to encourage students to focus and refine their ideas.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#2\u003cbr>\n\u003cstrong>Blogging Platforms\u003c/strong>\u003c/h4>\n\u003cp>There are many\u003ca href=\"https://www.creativebloq.com/web-design/best-blogging-platforms-121413634\"> free blog sites\u003c/a> to choose from, and most provide analytics to visitors and views — broken down by what countries your audience is coming from, how they found you, which posts they viewed and what links they clicked on. Students will marvel at hits from diverse locales. Team with social studies and math teachers to plot the blog’s reach on a world map and to graph its weekly results.\u003c/p>\n\u003ch4 style=\"text-align: center\">#3\u003cbr>\n\u003cb>Links\u003c/b>\u003c/h4>\n\u003cp>In every post, embed\u003ca href=\"https://moz.com/learn/seo/internal-link\"> internal links\u003c/a> that take the viewer to related posts within your blog site. Work toward getting multiple views per visit to your blog.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also, embed\u003ca href=\"https://moz.com/learn/seo/external-link\"> external links\u003c/a> to reputable related posts and websites. According to\u003ca href=\"https://www.searchenginejournal.com/study-shows-outgoing-links-have-positive-effects-on-seo/157431/\"> Search Engine Journal\u003c/a>, “There is a positive correlation between a page’s outgoing links and its search rankings … Google determines a website’s authority based on what other sources it links to.” Searching for appropriate external links is a great way for the entire class to engage in quality research on the net.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure all links\u003c/span>\u003ca href=\"http://www.wpbeginner.com/plugins/how-to-open-external-links-in-a-new-window-in-wordpress/\"> \u003cspan style=\"font-weight: 400\">open in a new window\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than causing the viewer completely leave your blog site.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#4\u003cbr>\n\u003cb>Titles and Listicles\u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://rewardingeducation.wordpress.com/2016/06/17/12-ways-to-teach-engaging-titles-effective-conclusions/\">Titles\u003c/a> should hook your reader by being dramatic, interesting, mysterious, challenging or clever. Alliteration is another way to craft a catchy title. Enlist the whole class to suggest and vote on titles for upcoming published student posts.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://www.bustle.com/articles/134854-8-tips-for-writing-a-listicle-that-will-get-published\"> \u003cspan style=\"font-weight: 400\">listicle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a compelling way to title and format a post (“The Top Ten…” “Six Ways to…”). Use listicles as a way to brainstorm new topics, as well as to force students to synthesize their most salient points. Also be sure that titles contain relevant\u003c/span>\u003ca href=\"https://www.lifewire.com/tricks-to-use-keywords-in-blog-posts-3476654\"> \u003cspan style=\"font-weight: 400\">keywords\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so the article appears in related web searches.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#5\u003cbr>\n\u003cb>Images and Headings\u003c/b>\u003c/h4>\n\u003cp>\u003cb> \u003c/b>Include an appropriate featured image with each post. Along with the title, this image will draw readers in. Also, use lots of headers and short paragraphs to break up large chunks of text. Add images above each header to make posts more visual. Get all students involved in finding or designing the most effective images. Team with an art or photography teacher if possible. \u003ca href=\"https://mashable.com/2017/05/23/where-to-find-royalty-free-images/#b6C1yH.I.OqL\">Royalty-free images\u003c/a> are also readily available on the web.\u003c/p>\n\u003ch4 style=\"text-align: center\">#6\u003cbr>\n\u003cb>Share Buttons\u003c/b>\u003c/h4>\n\u003cp>Include social media share buttons with every post so visitors can easily pass it on to their followers (who hopefully, in turn, will share your article with their followers as well!). Twitter, Facebook, Pinterest, Google+, Tumblr and LinkedIn are some of the most popular share buttons.\u003c/p>\n\u003ch4 style=\"text-align: center\">#7\u003cbr>\n\u003cb>Promote\u003c/b>\u003c/h4>\n\u003cp>Create a student marketing team responsible for the \u003ca href=\"https://www.socialmediaexaminer.com/how-to-promote-blog-posts-using-social-media-guide-for-marketers/\">promotion\u003c/a> of each blog post. \u003ca href=\"https://thrivehive.com/how-to-tag-someone-on-facebook-twitter/\">Tag\u003c/a> loyal followers and include a few relevant \u003ca href=\"https://www.oberlo.com/blog/best-instagram-hashtags-for-likes\">hashtags\u003c/a> in social media posts.\u003c/p>\n\u003ch4 style=\"text-align: center\">#8\u003cbr>\n\u003cb>Guest Blog\u003c/b>\u003c/h4>\n\u003cp>Submit the best student posts to guest blog on other sites, especially on other school’s blogs. This could be the catalyst for continued collaboration between schools from all over the world.\u003c/p>\n\u003ch4 style=\"text-align: center\">#9\u003cbr>\n\u003cb>Invite Guest Bloggers\u003c/b>\u003c/h4>\n\u003cp>Ask others to guest blog on your site. Your class can act as an editorial team as they review submissions. Actively promote these guest posts on social media as you would your own. Collaboration exponentially increases both bloggers’ potential audiences and is a great way to find dependable supporters.\u003c/p>\n\u003ch4 style=\"text-align: center\">#10\u003cbr>\n\u003cb>Share, Recommend and Comment\u003c/b>\u003c/h4>\n\u003cp>Have students share and sincerely respond to other bloggers’ posts they admire in order to establish mutual goodwill. Once they begin blogging, students will fully appreciate comments on their posts and be more willing than ever to take the time to write a few lines about posts they respect.\u003c/p>\n\u003ch4>Model the Blogging Process for Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers have a class website, but an increasing number of educators are eager to share their experiences, insights, advice and lessons with their colleagues around the globe through blogging. While the teacher will act as executive editor of their class blog, there are several benefits of a teacher creating a personal professional blog. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important for teachers of every subject to walk their talk in terms of modeling lifelong learning, exemplifying global citizenship and being creators who share their work and opinions with others. Whether you begin your own blog to gain practice before starting a class blog to feature student work or you want to become an edu-influencer in your own right, blogging is a satisfying way to tell your teaching story.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking to take your students’ work to the next level, creating a class blog is a great way to motivate students to produce their best work — precisely because with a class blog, your students, who are usually limited to an audience of peers, parents and teachers, are now exposed (and strategically marketed) to an entire world of potential viewers! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a blog is not merely a collection of written articles. Any assignment or project that can be digitized, filmed or photographed is perfect for an exciting, interactive educational experience that honors the input of every student and utilizes the skills taught in all content areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently took KQED Teach’s free online course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">\u003cspan style=\"font-weight: 400\">Developing a Blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It offers invaluable advice and practice sessions to begin your own class blog. Through seven self-paced lessons, teachers identify their students’ potential audience and explore other \u003c/span>\u003ca href=\"https://www.theedublogger.com/2018/01/03/10-great-class-blogs/\">\u003cspan style=\"font-weight: 400\">successful class blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gain inspiration for content and structure. I also recommend the class blog suggestions and examples of \u003c/span>\u003ca href=\"https://teach.kqed.org/2018/blogging-at-adventure\">\u003cspan style=\"font-weight: 400\">Maria Garcia Serrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">Alice Chen\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and\u003c/span> \u003ca href=\"https://laurabradley.me/category/blogging/\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reflecting upon what has made my own professional blog a success, I have compiled 10 tenets that extend the lessons learned in the KQED course and can be readily applied to any blog to expand its audience and reach. Share these strategies with your students for a class blog that actually gets read and gains a following.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#1\u003cbr>\n\u003cb>Quality Content\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polished, practical articles and informative, artistic multimedia presentations garner views and shares. Therefore, a thorough editing process that includes peer and teacher feedback is crucial. Team with English and media teachers to make this an interdisciplinary project. Word and content limits are also a great way to encourage students to focus and refine their ideas.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#2\u003cbr>\n\u003cstrong>Blogging Platforms\u003c/strong>\u003c/h4>\n\u003cp>There are many\u003ca href=\"https://www.creativebloq.com/web-design/best-blogging-platforms-121413634\"> free blog sites\u003c/a> to choose from, and most provide analytics to visitors and views — broken down by what countries your audience is coming from, how they found you, which posts they viewed and what links they clicked on. Students will marvel at hits from diverse locales. Team with social studies and math teachers to plot the blog’s reach on a world map and to graph its weekly results.\u003c/p>\n\u003ch4 style=\"text-align: center\">#3\u003cbr>\n\u003cb>Links\u003c/b>\u003c/h4>\n\u003cp>In every post, embed\u003ca href=\"https://moz.com/learn/seo/internal-link\"> internal links\u003c/a> that take the viewer to related posts within your blog site. Work toward getting multiple views per visit to your blog.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also, embed\u003ca href=\"https://moz.com/learn/seo/external-link\"> external links\u003c/a> to reputable related posts and websites. According to\u003ca href=\"https://www.searchenginejournal.com/study-shows-outgoing-links-have-positive-effects-on-seo/157431/\"> Search Engine Journal\u003c/a>, “There is a positive correlation between a page’s outgoing links and its search rankings … Google determines a website’s authority based on what other sources it links to.” Searching for appropriate external links is a great way for the entire class to engage in quality research on the net.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure all links\u003c/span>\u003ca href=\"http://www.wpbeginner.com/plugins/how-to-open-external-links-in-a-new-window-in-wordpress/\"> \u003cspan style=\"font-weight: 400\">open in a new window\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than causing the viewer completely leave your blog site.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#4\u003cbr>\n\u003cb>Titles and Listicles\u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://rewardingeducation.wordpress.com/2016/06/17/12-ways-to-teach-engaging-titles-effective-conclusions/\">Titles\u003c/a> should hook your reader by being dramatic, interesting, mysterious, challenging or clever. Alliteration is another way to craft a catchy title. Enlist the whole class to suggest and vote on titles for upcoming published student posts.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://www.bustle.com/articles/134854-8-tips-for-writing-a-listicle-that-will-get-published\"> \u003cspan style=\"font-weight: 400\">listicle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a compelling way to title and format a post (“The Top Ten…” “Six Ways to…”). Use listicles as a way to brainstorm new topics, as well as to force students to synthesize their most salient points. Also be sure that titles contain relevant\u003c/span>\u003ca href=\"https://www.lifewire.com/tricks-to-use-keywords-in-blog-posts-3476654\"> \u003cspan style=\"font-weight: 400\">keywords\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so the article appears in related web searches.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#5\u003cbr>\n\u003cb>Images and Headings\u003c/b>\u003c/h4>\n\u003cp>\u003cb> \u003c/b>Include an appropriate featured image with each post. Along with the title, this image will draw readers in. Also, use lots of headers and short paragraphs to break up large chunks of text. Add images above each header to make posts more visual. Get all students involved in finding or designing the most effective images. Team with an art or photography teacher if possible. \u003ca href=\"https://mashable.com/2017/05/23/where-to-find-royalty-free-images/#b6C1yH.I.OqL\">Royalty-free images\u003c/a> are also readily available on the web.\u003c/p>\n\u003ch4 style=\"text-align: center\">#6\u003cbr>\n\u003cb>Share Buttons\u003c/b>\u003c/h4>\n\u003cp>Include social media share buttons with every post so visitors can easily pass it on to their followers (who hopefully, in turn, will share your article with their followers as well!). Twitter, Facebook, Pinterest, Google+, Tumblr and LinkedIn are some of the most popular share buttons.\u003c/p>\n\u003ch4 style=\"text-align: center\">#7\u003cbr>\n\u003cb>Promote\u003c/b>\u003c/h4>\n\u003cp>Create a student marketing team responsible for the \u003ca href=\"https://www.socialmediaexaminer.com/how-to-promote-blog-posts-using-social-media-guide-for-marketers/\">promotion\u003c/a> of each blog post. \u003ca href=\"https://thrivehive.com/how-to-tag-someone-on-facebook-twitter/\">Tag\u003c/a> loyal followers and include a few relevant \u003ca href=\"https://www.oberlo.com/blog/best-instagram-hashtags-for-likes\">hashtags\u003c/a> in social media posts.\u003c/p>\n\u003ch4 style=\"text-align: center\">#8\u003cbr>\n\u003cb>Guest Blog\u003c/b>\u003c/h4>\n\u003cp>Submit the best student posts to guest blog on other sites, especially on other school’s blogs. This could be the catalyst for continued collaboration between schools from all over the world.\u003c/p>\n\u003ch4 style=\"text-align: center\">#9\u003cbr>\n\u003cb>Invite Guest Bloggers\u003c/b>\u003c/h4>\n\u003cp>Ask others to guest blog on your site. Your class can act as an editorial team as they review submissions. Actively promote these guest posts on social media as you would your own. Collaboration exponentially increases both bloggers’ potential audiences and is a great way to find dependable supporters.\u003c/p>\n\u003ch4 style=\"text-align: center\">#10\u003cbr>\n\u003cb>Share, Recommend and Comment\u003c/b>\u003c/h4>\n\u003cp>Have students share and sincerely respond to other bloggers’ posts they admire in order to establish mutual goodwill. Once they begin blogging, students will fully appreciate comments on their posts and be more willing than ever to take the time to write a few lines about posts they respect.\u003c/p>\n\u003ch4>Model the Blogging Process for Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers have a class website, but an increasing number of educators are eager to share their experiences, insights, advice and lessons with their colleagues around the globe through blogging. While the teacher will act as executive editor of their class blog, there are several benefits of a teacher creating a personal professional blog. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important for teachers of every subject to walk their talk in terms of modeling lifelong learning, exemplifying global citizenship and being creators who share their work and opinions with others. Whether you begin your own blog to gain practice before starting a class blog to feature student work or you want to become an edu-influencer in your own right, blogging is a satisfying way to tell your teaching story.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/internet-trolls-kqed/are-internet-trolls-born-or-made-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Trolls are all over the internet, just annoying people to no end. So we were wondering, what makes someone an internet troll? Are some people just destined to be a troll, or do they develop this ability? The science may surprise you.\u003c/p>\n\u003cp>Believe it or not, but there have been numerous scientific studies surrounding trolling behavior. Several have found that internet trolls tend to have personality traits associated with sadism, psychopathy and machiavellianism. But new research out of Stanford and Cornell has found that when the conditions are right, regular old non-sadists can be provoked into trolling too. The researchers found that internet users are more likely to engage in troll-like behavior if they are in a bad mood or on a thread that already contains troll posts.\u003c/p>\n\u003cp>What’s the difference between an internet troll and a cyberbully?\u003cbr>\nSometimes they are one in the same, sometimes they’re not. Trolls tend to antagonize communities in order to amuse themselves and get attention at the expense of others. Rather than seeking attention for themselves, a cyberbully’s goal on the other hand is usually to hurt or damage a specific person.\u003c/p>\n\u003cp>What type of people are Internet trolls? Several research studies have looked at trolling behavior and they have found that Internet trolls tend to have personality traits associated with the dark triad of personality traits, like psychopathy and machiavelianism. One study found the strongest association with sadism.\u003c/p>\n\u003cp>Can anyone become an internet troll? New research suggests that people can be provoked into trolling if they are in bad mood or if there are already troll posts on a comment thread or forum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pewinternet.org/2017/07/11/online-harassment-2017/\">Online Harassment 2017 (Pew Research Center)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.datasociety.net/pubs/oh/Online_Harassment_2016.pdf\">ONLINE HARASSMENT, DIGITAL ABUSE, AND CYBERSTALKING IN AMERICA (Data & Society Research Institute)\u003c/a>\u003cbr>\n\u003ca href=\"https://www.psychologytoday.com/blog/teen-angst/201401/trolling-or-cyberbullying-or-both\">Trolling or Cyberbullying? Or Both?\u003c/a>\u003cbr>\n\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0191886914000324\">Trolls Just Want to Have Fun\u003c/a>\u003cbr>\n\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0191886917304270\">Constructing the cyber-troll: Psychopathy, sadism, and empathy\u003c/a>\u003cbr>\n\u003ca href=\"https://arxiv.org/pdf/1702.01119.pdf\">Anyone Can Become a Troll: Causes of Trolling Behavior in Online Discussions\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/internet-trolls-kqed/are-internet-trolls-born-or-made-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Trolls are all over the internet, just annoying people to no end. So we were wondering, what makes someone an internet troll? Are some people just destined to be a troll, or do they develop this ability? The science may surprise you.\u003c/p>\n\u003cp>Believe it or not, but there have been numerous scientific studies surrounding trolling behavior. Several have found that internet trolls tend to have personality traits associated with sadism, psychopathy and machiavellianism. But new research out of Stanford and Cornell has found that when the conditions are right, regular old non-sadists can be provoked into trolling too. The researchers found that internet users are more likely to engage in troll-like behavior if they are in a bad mood or on a thread that already contains troll posts.\u003c/p>\n\u003cp>What’s the difference between an internet troll and a cyberbully?\u003cbr>\nSometimes they are one in the same, sometimes they’re not. Trolls tend to antagonize communities in order to amuse themselves and get attention at the expense of others. Rather than seeking attention for themselves, a cyberbully’s goal on the other hand is usually to hurt or damage a specific person.\u003c/p>\n\u003cp>What type of people are Internet trolls? Several research studies have looked at trolling behavior and they have found that Internet trolls tend to have personality traits associated with the dark triad of personality traits, like psychopathy and machiavelianism. One study found the strongest association with sadism.\u003c/p>\n\u003cp>Can anyone become an internet troll? New research suggests that people can be provoked into trolling if they are in bad mood or if there are already troll posts on a comment thread or forum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On January 30, Bay Area students joined KQED staff for a State of the Union Address Break-a-Thon at the San Francisco Library’s The Mix. Students fact-checked, played \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">\u003cspan style=\"font-weight: 400\">SoTU Bingo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and created Flipgrid video responses while watching and critically responding to the speech.\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"375\" height=\"495\" frameborder=\"0\" src=\"https://flipgrid.com/embed/response/fda976\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Break-a-Thon was one of seven national events around the State of the Union address in partnership with \u003c/span>\u003ca href=\"http://thelamp.org/\">\u003cspan style=\"font-weight: 400\">The Lamp \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and the \u003c/span>\u003ca href=\"https://www.22x20.org/\">\u003cspan style=\"font-weight: 400\">22×20 Campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national campaign to activate and facilitate youth voice and leadership in the democratic process. The initiative aims to strengthen civic skills and restore trust among teens, 22 million of whom will be eligible to vote by 2020.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like 17-year-old Faith M., a senior at El Cerrito High School who attended the event.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It really made you pay attention to the issues he was talking about.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that being around other teens made the experience engaging, despite her opposing stance to many policies of the Trump Administration.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I liked being around like-minded people, but just watching the speech was a little hard because he talked about issues that I didn’t agree with.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When staff facilitators paused the speech to allow for discussion, other student attendees chimed in with candid responses to the president’s remarks. Some called out inaccuracies based on their fact-checking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This felt like a waste of time,” one student said at the end of the speech, noting the inaccuracies and misleading statements. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sparked a discussion on the importance of paying attention to national events like the State of the Union Address even when what’s said doesn’t align with personal politics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall t\u003c/span>\u003cspan style=\"font-weight: 400\">he event, which sought to spur interest in national events like the State of the Union Address, most certainly inspired more critical thinking for students like Faith,\u003c/span>\u003cspan style=\"font-weight: 400\"> who says that she will stay engaged moving forward.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ll stay aware of what’s going on. I kind of have to because these issues are going to affect me. Some of them already do.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On January 30, Bay Area students joined KQED staff for a State of the Union Address Break-a-Thon at the San Francisco Library’s The Mix. Students fact-checked, played \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">\u003cspan style=\"font-weight: 400\">SoTU Bingo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and created Flipgrid video responses while watching and critically responding to the speech.\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"375\" height=\"495\" frameborder=\"0\" src=\"https://flipgrid.com/embed/response/fda976\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Break-a-Thon was one of seven national events around the State of the Union address in partnership with \u003c/span>\u003ca href=\"http://thelamp.org/\">\u003cspan style=\"font-weight: 400\">The Lamp \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and the \u003c/span>\u003ca href=\"https://www.22x20.org/\">\u003cspan style=\"font-weight: 400\">22×20 Campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a national campaign to activate and facilitate youth voice and leadership in the democratic process. The initiative aims to strengthen civic skills and restore trust among teens, 22 million of whom will be eligible to vote by 2020.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like 17-year-old Faith M., a senior at El Cerrito High School who attended the event.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It really made you pay attention to the issues he was talking about.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that being around other teens made the experience engaging, despite her opposing stance to many policies of the Trump Administration.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I liked being around like-minded people, but just watching the speech was a little hard because he talked about issues that I didn’t agree with.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When staff facilitators paused the speech to allow for discussion, other student attendees chimed in with candid responses to the president’s remarks. Some called out inaccuracies based on their fact-checking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This felt like a waste of time,” one student said at the end of the speech, noting the inaccuracies and misleading statements. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sparked a discussion on the importance of paying attention to national events like the State of the Union Address even when what’s said doesn’t align with personal politics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall t\u003c/span>\u003cspan style=\"font-weight: 400\">he event, which sought to spur interest in national events like the State of the Union Address, most certainly inspired more critical thinking for students like Faith,\u003c/span>\u003cspan style=\"font-weight: 400\"> who says that she will stay engaged moving forward.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ll stay aware of what’s going on. I kind of have to because these issues are going to affect me. Some of them already do.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Mosquitoes aren’t just annoying– they are big time killers spreading terrible diseases. Remember the Zika outbreak last year? That was spread primarily by the mosquito species—Aedes aegypti. And this species is pretty nasty it also transmits dengue fever and chikungunya. And to top it all off– it’s really hard to control their populations– they thrive in residential areas and can breed in super small amounts of water. So any still water sitting in your yard can act as a breeding ground for these bugs. Traditional control methods include using pesticides, larvicides and reducing breeding grounds– which often means eliminating any small puddles of water that have accumulated like on buckets left outdoors, play structures, and other items found around a yard.\u003c/p>\n\u003cp>In an effort to control these mosquito populations and reduce the spread of mosquito-borne diseases some scientists at the British company OXITEC have turned to genetic engineering. They have engineered the mosquitoes to over-produce a certain protein which in turn causes the mosquitoes to die. Here’s how it works. The modified male mosquitoes are released into the wild since the males don’t bite. They then mate with the wild female mosquitoes and pass their killer genetics onto their offspring. Once their offspring hatch they die young, before they are able to reproduce and bite you. As their offspring die off, the population decreases. And as for the genetically modified male that was released into the wild, he dies in a couple of days after being released.\u003c/p>\n\u003cp>These modified mosquitoes have been released in Brazil, Cayman Islands, and Panama– and they have indeed ended up reducing the mosquito populations there. And now OXITEC and the mosquito control board in the Florida Keys wants to do a trial release in Florida to see if it’ll work there. But there’s a vocal group of residents there that are opposed to this idea. Check out the video to explore the science and policy around the release of these mosquitoes in Florida.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514698.pdf\">FDA’s Environmental Assessment for the Investigational Use of Aedes aegypti OX513A\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514699.pdf\">FDA’s Findings of No Significant Impact\u003c/a>\u003cbr>\n\u003ca href=\"http://www.centerforfoodsafety.org/files/60-day-notice-of-intent-for-mosquito-suit_38745.pdf\">Letter of Intent to Sue\u003c/a>\u003cbr>\n\u003ca href=\"http://www.oxitec.com/our-solution/technology/the-science/\">OXITEC’s explains the science\u003c/a>\u003cbr>\n\u003ca href=\"http://journals.plos.org/plosntds/article/file?id=10.1371/journal.pntd.0003864&type=printable\">Field Trial In Brazil\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mosquitoes aren’t just annoying– they are big time killers spreading terrible diseases. Remember the Zika outbreak last year? That was spread primarily by the mosquito species—Aedes aegypti. And this species is pretty nasty it also transmits dengue fever and chikungunya. And to top it all off– it’s really hard to control their populations– they thrive in residential areas and can breed in super small amounts of water. So any still water sitting in your yard can act as a breeding ground for these bugs. Traditional control methods include using pesticides, larvicides and reducing breeding grounds– which often means eliminating any small puddles of water that have accumulated like on buckets left outdoors, play structures, and other items found around a yard.\u003c/p>\n\u003cp>In an effort to control these mosquito populations and reduce the spread of mosquito-borne diseases some scientists at the British company OXITEC have turned to genetic engineering. They have engineered the mosquitoes to over-produce a certain protein which in turn causes the mosquitoes to die. Here’s how it works. The modified male mosquitoes are released into the wild since the males don’t bite. They then mate with the wild female mosquitoes and pass their killer genetics onto their offspring. Once their offspring hatch they die young, before they are able to reproduce and bite you. As their offspring die off, the population decreases. And as for the genetically modified male that was released into the wild, he dies in a couple of days after being released.\u003c/p>\n\u003cp>These modified mosquitoes have been released in Brazil, Cayman Islands, and Panama– and they have indeed ended up reducing the mosquito populations there. And now OXITEC and the mosquito control board in the Florida Keys wants to do a trial release in Florida to see if it’ll work there. But there’s a vocal group of residents there that are opposed to this idea. Check out the video to explore the science and policy around the release of these mosquitoes in Florida.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514698.pdf\">FDA’s Environmental Assessment for the Investigational Use of Aedes aegypti OX513A\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fda.gov/downloads/AnimalVeterinary/DevelopmentApprovalProcess/GeneticEngineering/GeneticallyEngineeredAnimals/UCM514699.pdf\">FDA’s Findings of No Significant Impact\u003c/a>\u003cbr>\n\u003ca href=\"http://www.centerforfoodsafety.org/files/60-day-notice-of-intent-for-mosquito-suit_38745.pdf\">Letter of Intent to Sue\u003c/a>\u003cbr>\n\u003ca href=\"http://www.oxitec.com/our-solution/technology/the-science/\">OXITEC’s explains the science\u003c/a>\u003cbr>\n\u003ca href=\"http://journals.plos.org/plosntds/article/file?id=10.1371/journal.pntd.0003864&type=printable\">Field Trial In Brazil\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In the United States, the gun debate has been raging for decades. Gun rights advocates think there are enough — or maybe too many — laws restricting their second amendment right to bear arms. Those wanting more gun control believe that to protect people’s safety, we need the government to regulate who can have a gun.\u003c/p>\n\u003cp>But what happens when technology is one step ahead of the laws? That’s the case with 3-D printed guns. It’s always been legal for adults to make their own guns at home, but traditionally, that required specialized tools and a lot of skill. 3-D printing, however, is changing that, making it significantly easier to make a gun from scratch. This has sparked both interest from gun enthusiasts and concerns about public safety.\u003c/p>\n\u003cp>Do gun laws need to change to keep up with this new technology?\u003c/p>\n\u003cp>For more information about the history of the debate surrounding gun control in the United States, check out \u003ca href=\"https://ww2.kqed.org/lowdown/2017/07/26/americas-loaded-history-with-guns/\">this article\u003c/a> from KQED’s The Lowdown.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.forbes.com/sites/andygreenberg/2013/05/05/meet-the-liberator-test-firing-the-worlds-first-fully-3d-printed-gun/#32752a24511e\">Meet The ‘Liberator’: Test-Firing The World’s First Fully 3D-Printed Gun\u003c/a>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/lowdown/2016/06/24/americas-loaded-history-with-guns/\">A Brief History of Gun Control In America\u003c/a>\u003cbr>\n\u003ca href=\"http://3dprinting.com/what-is-3d-printing/\">What is 3D printing?\u003c/a>\u003cbr>\n\u003ca href=\"https://phila.legistar.com/LegislationDetail.aspx?ID=1479457&GUID=8BFF8519-E1D9-4626-A9A1-02C930028F5F&Options=ID%7cText%7c&Search=printer\">Philadelphia Bans 3D Printed Guns\u003c/a>\u003cbr>\n\u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article91330022.html\">Jerry Brown signs bill to restrict, register homemade guns\u003c/a>\u003c/p>\n\n",
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"content": "\u003cp>Out with the old, in with the young—young blood that is. Blood transfusions from young donors are gaining hype as an anti-aging treatment, but what does the research say about it?\u003c/p>\n\u003cp>New anti-aging fads continually pop up all over the place: anti-aging supplements, wrinkle creams, face-lifts, juice cleanses, brain exercises, and intermittent fasting to name a few. And the latest endeavor in the fight against aging is teen blood. For a fee of $8000, one company is running a clinical trial where they are injecting adults over the age of 35 with blood plasma from people 25 and younger to see if this young blood has any anti-aging benefits. Other researchers are beginning clinical trials to see if young blood could help treat serious diseases like Alzheimers or Parkinsons. If you’re like us, you might be wondering– what does the data say about all this?\u003c/p>\n\u003cp>A lot of the research around the benefits of young blood come from parabiosis studies in rodents– where two rodents are stitched together so that they share blood. Data from this research indicates that in some cases there are anti-aging benefits. But what works in rodents doesn’t always work in humans, and we are still waiting for results from human trials that are under way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.nature.com/news/ageing-research-blood-to-blood-1.16762\">Nature: Ageing research: Blood to blood\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencemag.org/news/2016/08/young-blood-antiaging-trial-raises-questions\">Science: Young blood anti-aging trial raises questions\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/futureofyou/2017/06/30/blood-from-young-people-may-be-a-secret-to-fighting-aging/\">Future of You: Blood From Young People May Be a Secret to Fighting Aging\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://clinicaltrials.gov/ct2/show/NCT02968433\">The Stanford Parkinson’s Disease Plasma Study (SPDP)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://clinicaltrials.gov/ct2/show/NCT02256306?term=Plasma&cond=Alzheimer+Disease&cntry1=NA%3AUS&draw=1&rank=1%20Efficacy%20and%20Safety%20of%20Young%20Health%20Plasma%20on%20Acute%20Stroke%20https://clinicaltrials.gov/ct2/show/NCT02913183%20Young%20Donor%20Plasma%20Transfusion%20and%20Age-Related%20Biomarkers%20https://clinicaltrials.gov/ct2/show/NCT02803554\">The Plasma for Alzheimer SymptoM Amelioration (PLASMA) Study \u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Out with the old, in with the young—young blood that is. Blood transfusions from young donors are gaining hype as an anti-aging treatment, but what does the research say about it?\u003c/p>\n\u003cp>New anti-aging fads continually pop up all over the place: anti-aging supplements, wrinkle creams, face-lifts, juice cleanses, brain exercises, and intermittent fasting to name a few. And the latest endeavor in the fight against aging is teen blood. For a fee of $8000, one company is running a clinical trial where they are injecting adults over the age of 35 with blood plasma from people 25 and younger to see if this young blood has any anti-aging benefits. Other researchers are beginning clinical trials to see if young blood could help treat serious diseases like Alzheimers or Parkinsons. If you’re like us, you might be wondering– what does the data say about all this?\u003c/p>\n\u003cp>A lot of the research around the benefits of young blood come from parabiosis studies in rodents– where two rodents are stitched together so that they share blood. Data from this research indicates that in some cases there are anti-aging benefits. But what works in rodents doesn’t always work in humans, and we are still waiting for results from human trials that are under way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.nature.com/news/ageing-research-blood-to-blood-1.16762\">Nature: Ageing research: Blood to blood\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencemag.org/news/2016/08/young-blood-antiaging-trial-raises-questions\">Science: Young blood anti-aging trial raises questions\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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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"tagline": "Art is where you find it",
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"soldout": {
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"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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