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"content": "\u003cp>Plastic pollution has been a problem for decades. But new research shines the spotlight on a new plastic pollution menace—microfibers.\u003c/p>\n\u003cp>By 2050, the World Economic Forum predicts that the amount of plastic in the oceans will outweigh ALL the fish. When you hear “plastic” pollution, you might picture six-pack rings wrapped around seagulls or beaches littered with plastic bottles. But now, researchers are discovering a new menace — microfibers. They’re tiny strands of synthetic fibers.\u003c/p>\n\u003cp>Microfibers are a type of plastic pollution known as microplastics. Microplastics are teeny tiny bits of plastic that are smaller than 5 mm — which is about the size of a grain of rice. They typically come from larger pieces of plastic that have been broken down over time, or from plastic microbeads found in exfoliating face washes.\u003c/p>\n\u003cp>Most microfiber pollution comes from the synthetic clothing that many of us LOVE to wear — think fleece jackets and yoga pants. But this comfort and fashion has a cost. Each time synthetic fabrics are washed, those tiny microfibers shed. Washing a typical polyester fleece can release thousands of microfibers that can travel from the washing machine to the local water treatment plant, where they can slip by filters and enter rivers, lakes, and oceans. And from there, fish and other marine life are eating the microfibers, which may leach harmful toxins.\u003c/p>\n\u003cp>Microfiber research is pretty new. It didn’t really start until 2011. But since then, researchers have been finding microfibers EVERYWHERE. They’ve been found in tap water in dozens of countries, including the U.S. A German study found microfibers in all 24 beer brands they tested. Researchers in Paris even discovered microfibers falling from the air, meaning we could be BREATHING them in on a daily basis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are microplastics?\u003c/strong>\u003cbr>\nSmall plastic pieces less than five millimeters long which can be harmful to our ocean and aquatic life.\u003c/p>\n\u003cp>\u003cstrong>What is plastic made of?\u003c/strong>\u003cbr>\nPlastics are made from oil. Oil is a carbon-rich raw material, and plastics are large carbon-containing compounds. They’re large molecules called polymers, which are composed of repeating units of shorter carbon-containing compounds called monomers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/thesalt/2017/02/06/511843443/are-we-eating-our-fleece-jackets-microfibers-are-migrating-into-field-and-food\">Microfibers are migrating into field and food\u003c/a>\u003cbr>\n\u003ca href=\"https://www.theguardian.com/sustainable-business/2014/oct/27/toxic-plastic-synthetic-microscopic-oceans-microbeads-microfibers-food-chain\">The biggest environmental problem you’ve never heard of\u003c/a>\u003cbr>\n\u003ca href=\"http://www3.weforum.org/docs/WEF_The_New_Plastics_Economy.pdf\">Plastic will outweigh fish in the oceans by 2050\u003c/a>\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/srep14340.pdf\">Microfibers found in 25% of fish examined in California\u003c/a>\u003cbr>\n\u003ca href=\"https://www.congress.gov/114/plaws/publ114/PLAW-114publ114.pdf\">Microbeads banned in the United States\u003c/a>\u003cbr>\n\u003ca href=\"http://admin.indiaenvironmentportal.org.in/files/file/Synthetic%20particles%20as%20contaminants.pdf\">German beer contaminated with microfibers\u003c/a>\u003cbr>\n\u003ca href=\"https://orbmedia.org/stories/Invisibles_plastics\">Tap water in multiple countries contains microfibers\u003c/a>\u003cbr>\n\u003ca href=\"http://www.publish.csiro.au/en/en14167\">Microfibers in the air in Paris\u003c/a>\u003cbr>\n\u003ca href=\"http://pubs.rsc.org/-/content/articlepdf/2016/ew/c6ew00207b\">Water treatment plants filter out 95 to 99 percent of microplastics\u003c/a>\u003cbr>\n\u003ca href=\"https://www.patagonia.com/blog/2017/02/an-update-on-microfiber-pollution/\">Patagonia: An update on microfiber pollution\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fastcompany.com/40476430/the-shirt-of-the-future-is-made-from-polyester-thats-been-created-by-methane-eating-bacteria\">The shirt of the future will be made by methane-eating bacteria\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Plastic pollution has been a problem for decades. But new research shines the spotlight on a new plastic pollution menace—microfibers.\u003c/p>\n\u003cp>By 2050, the World Economic Forum predicts that the amount of plastic in the oceans will outweigh ALL the fish. When you hear “plastic” pollution, you might picture six-pack rings wrapped around seagulls or beaches littered with plastic bottles. But now, researchers are discovering a new menace — microfibers. They’re tiny strands of synthetic fibers.\u003c/p>\n\u003cp>Microfibers are a type of plastic pollution known as microplastics. Microplastics are teeny tiny bits of plastic that are smaller than 5 mm — which is about the size of a grain of rice. They typically come from larger pieces of plastic that have been broken down over time, or from plastic microbeads found in exfoliating face washes.\u003c/p>\n\u003cp>Most microfiber pollution comes from the synthetic clothing that many of us LOVE to wear — think fleece jackets and yoga pants. But this comfort and fashion has a cost. Each time synthetic fabrics are washed, those tiny microfibers shed. Washing a typical polyester fleece can release thousands of microfibers that can travel from the washing machine to the local water treatment plant, where they can slip by filters and enter rivers, lakes, and oceans. And from there, fish and other marine life are eating the microfibers, which may leach harmful toxins.\u003c/p>\n\u003cp>Microfiber research is pretty new. It didn’t really start until 2011. But since then, researchers have been finding microfibers EVERYWHERE. They’ve been found in tap water in dozens of countries, including the U.S. A German study found microfibers in all 24 beer brands they tested. Researchers in Paris even discovered microfibers falling from the air, meaning we could be BREATHING them in on a daily basis.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are microplastics?\u003c/strong>\u003cbr>\nSmall plastic pieces less than five millimeters long which can be harmful to our ocean and aquatic life.\u003c/p>\n\u003cp>\u003cstrong>What is plastic made of?\u003c/strong>\u003cbr>\nPlastics are made from oil. Oil is a carbon-rich raw material, and plastics are large carbon-containing compounds. They’re large molecules called polymers, which are composed of repeating units of shorter carbon-containing compounds called monomers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/thesalt/2017/02/06/511843443/are-we-eating-our-fleece-jackets-microfibers-are-migrating-into-field-and-food\">Microfibers are migrating into field and food\u003c/a>\u003cbr>\n\u003ca href=\"https://www.theguardian.com/sustainable-business/2014/oct/27/toxic-plastic-synthetic-microscopic-oceans-microbeads-microfibers-food-chain\">The biggest environmental problem you’ve never heard of\u003c/a>\u003cbr>\n\u003ca href=\"http://www3.weforum.org/docs/WEF_The_New_Plastics_Economy.pdf\">Plastic will outweigh fish in the oceans by 2050\u003c/a>\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/srep14340.pdf\">Microfibers found in 25% of fish examined in California\u003c/a>\u003cbr>\n\u003ca href=\"https://www.congress.gov/114/plaws/publ114/PLAW-114publ114.pdf\">Microbeads banned in the United States\u003c/a>\u003cbr>\n\u003ca href=\"http://admin.indiaenvironmentportal.org.in/files/file/Synthetic%20particles%20as%20contaminants.pdf\">German beer contaminated with microfibers\u003c/a>\u003cbr>\n\u003ca href=\"https://orbmedia.org/stories/Invisibles_plastics\">Tap water in multiple countries contains microfibers\u003c/a>\u003cbr>\n\u003ca href=\"http://www.publish.csiro.au/en/en14167\">Microfibers in the air in Paris\u003c/a>\u003cbr>\n\u003ca href=\"http://pubs.rsc.org/-/content/articlepdf/2016/ew/c6ew00207b\">Water treatment plants filter out 95 to 99 percent of microplastics\u003c/a>\u003cbr>\n\u003ca href=\"https://www.patagonia.com/blog/2017/02/an-update-on-microfiber-pollution/\">Patagonia: An update on microfiber pollution\u003c/a>\u003cbr>\n\u003ca href=\"https://www.fastcompany.com/40476430/the-shirt-of-the-future-is-made-from-polyester-thats-been-created-by-methane-eating-bacteria\">The shirt of the future will be made by methane-eating bacteria\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school social studies teacher who believes that when students learn how to ask good questions, they take greater ownership of their learning, deepen comprehension, and are more inclined to make new connections and meaningful discoveries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help my students learn how to ask good questions, I recently provided them with an opportunity to produce a Kahoot.\u003c/span>\u003c/p>\n\u003ch4>What is Kahoot?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PlXpKHH5kh0\u003c/p>\n\u003ch4>My Honors US History Course and their Kahoots\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I teach at San Marino High School, one of the better public high school in the state of California, and even though the school doesn’t offer an AP U.S. History course, it offers five sections of Honors U.S. History. I teach all five sections and the 140 juniors annually admitted into that course are generally considered San Marino’s best and brightest. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some weeks ago, I asked all 140 students to either work alone, or in groups of 2-3, to produce a 15-question, multiple choice Kahoot quiz, with each Kahoot quiz relating to a particular chapter of the text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003ca href=\"https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\">below\u003c/a> to view a 2:02-minute video filmed, edited and uploaded to YouTube by junior Hanna Von, showing not only the steps my students took to produce their Kahoots but also what it looked like when my 3rd-period class took a Kahoot quiz produced by a student in my 2nd-period class.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are a high school U.S. History teacher and would like to present any one of my student-produced Kahoots to the students in your class, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>\u003cb>Process and Procedure\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before asking my students to produce a Kahoot of their own, I asked junior Wesley Huang to field test the concept. Needless to say, I was quite impressed with his work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a successful field test behind me, I decided to have all of my students make a quiz of their own. I let each student choose whether or not he/she wanted to work alone, or in a group of 2-3 students. I then directed my students to do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a Google Doc (so that they could collaborate, in real time, at school or from home).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">Write 15 multiple-choice questions in the Google Doc, making sure that all questions (a) pertain to the most important content covered in their assigned chapter, and (b) steer clear of Kahoot’s 95-question character limit. (I wanted each quiz question to be brief and to the point, rather than wordy and complicated).\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to each question.\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to the title of the chapter assigned.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two class periods to produce their Kahoot. During this period of time, the students also received some “teacher advice” on how to write good quiz questions. “No trivial pursuit questions. No silly or ridiculous answer choices. Both questions and answers should be worded in a way that can be deemed neither vague nor ambiguous. No grammar or punctuation errors, etc.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking back, I wish I had also directed the students to read the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/\">\u003cspan style=\"font-weight: 400\">Writing Good Multiple Choice Test Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/\">\u003cspan style=\"font-weight: 400\">10 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://testing.byu.edu/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf\">\u003cspan style=\"font-weight: 400\">14 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two more class periods to engage in peer reviews of their various Google Doc/Kahoot quiz Q&A drafts. My hope was that incorporating peer reviews into the process would help my students become better writers, readers and collaborators. In this regard, I wish I had looked to \u003c/span>\u003ca href=\"http://teachingcenter.wustl.edu/resources/writing-assignments-feedback/planning-and-guiding-in-class-peer-review/\">\u003cspan style=\"font-weight: 400\">Planning and Guiding In-Class Peer Reviews\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Next time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon completion of the peer reviews, I asked a number of my students whether the peer reviews had led them to produce better-worded questions and answers. Unanimously, the students said yes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given one more period to score the quizzes produced by their classmates. \u003c/span>\u003c/p>\n\u003ch4>The Scoring Rubric\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1I7AFbjxTuZksiXyzurdMdW0tngdOHxyZIFdZUaZHZko/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a simple yet effective 16-point rubric that I created for the purpose of scoring the student-produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Student-Produced Kahoot and the Common Core\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers wondering to what extent a project like this can be justified given the amount of time needed to complete it, teachers need only look to the Common Core Standards. There, teachers are expressly called upon to provide their students with a chance to write for “a range of discipline-specific tasks, purposes and audiences.”\u003c/span>\u003c/p>\n\u003ch4>Alternatives to Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot to like about Kahoot: it’s free, capable of working on tablets, smartphones, and computers, and (as your students will surely agree), it’s a super engaging, user-friendly way to check for understanding. But there are also many great Kahoot alternatives \u003c/span>\u003ca href=\"http://appinformers.com/four-games-like-kahoot/9100/\">\u003cspan style=\"font-weight: 400\">(Alternative’s to Kahoot – 2018)\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>Final Thoughts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response, though I would have found something less than a 7 to be troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, I think Kahoot would have earned a higher average score if the students hadn’t bucked up against either the 95 character per question limit or the 65 character per answer limit. Both of these character limits forced the students to create questions/answers that weren’t “challenging enough,” to some.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, I also heard from my students that the character limits not only forced them to keep their Q&As short and sweet, but that they also forced them to produce a quiz that their fellow classmates would not perceive as unfairly complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, from my vantage point, the students as a whole appeared to get into this project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. And they all seemed to thoroughly enjoy playing the games produced by their fellow classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the above, I will therefore provide my students with a chance to produce a Kahoot of their own in the years to come.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do the same, please let me know how it goes via Twitter \u003c/span>\u003ca href=\"https://twitter.com/PeterPaccone?lang=en\">\u003cspan style=\"font-weight: 400\">@PeterPaccone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school social studies teacher who believes that when students learn how to ask good questions, they take greater ownership of their learning, deepen comprehension, and are more inclined to make new connections and meaningful discoveries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help my students learn how to ask good questions, I recently provided them with an opportunity to produce a Kahoot.\u003c/span>\u003c/p>\n\u003ch4>What is Kahoot?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted.\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/PlXpKHH5kh0'\n title='//www.youtube.com/embed/PlXpKHH5kh0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>My Honors US History Course and their Kahoots\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I teach at San Marino High School, one of the better public high school in the state of California, and even though the school doesn’t offer an AP U.S. History course, it offers five sections of Honors U.S. History. I teach all five sections and the 140 juniors annually admitted into that course are generally considered San Marino’s best and brightest. \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\">Some weeks ago, I asked all 140 students to either work alone, or in groups of 2-3, to produce a 15-question, multiple choice Kahoot quiz, with each Kahoot quiz relating to a particular chapter of the text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003ca href=\"https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\">below\u003c/a> to view a 2:02-minute video filmed, edited and uploaded to YouTube by junior Hanna Von, showing not only the steps my students took to produce their Kahoots but also what it looked like when my 3rd-period class took a Kahoot quiz produced by a student in my 2nd-period class.\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/x5R_s-3Yn7Q'\n title='//www.youtube.com/embed/x5R_s-3Yn7Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you are a high school U.S. History teacher and would like to present any one of my student-produced Kahoots to the students in your class, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>\u003cb>Process and Procedure\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before asking my students to produce a Kahoot of their own, I asked junior Wesley Huang to field test the concept. Needless to say, I was quite impressed with his work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a successful field test behind me, I decided to have all of my students make a quiz of their own. I let each student choose whether or not he/she wanted to work alone, or in a group of 2-3 students. I then directed my students to do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a Google Doc (so that they could collaborate, in real time, at school or from home).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">Write 15 multiple-choice questions in the Google Doc, making sure that all questions (a) pertain to the most important content covered in their assigned chapter, and (b) steer clear of Kahoot’s 95-question character limit. (I wanted each quiz question to be brief and to the point, rather than wordy and complicated).\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to each question.\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to the title of the chapter assigned.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two class periods to produce their Kahoot. During this period of time, the students also received some “teacher advice” on how to write good quiz questions. “No trivial pursuit questions. No silly or ridiculous answer choices. Both questions and answers should be worded in a way that can be deemed neither vague nor ambiguous. No grammar or punctuation errors, etc.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking back, I wish I had also directed the students to read the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/\">\u003cspan style=\"font-weight: 400\">Writing Good Multiple Choice Test Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/\">\u003cspan style=\"font-weight: 400\">10 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://testing.byu.edu/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf\">\u003cspan style=\"font-weight: 400\">14 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two more class periods to engage in peer reviews of their various Google Doc/Kahoot quiz Q&A drafts. My hope was that incorporating peer reviews into the process would help my students become better writers, readers and collaborators. In this regard, I wish I had looked to \u003c/span>\u003ca href=\"http://teachingcenter.wustl.edu/resources/writing-assignments-feedback/planning-and-guiding-in-class-peer-review/\">\u003cspan style=\"font-weight: 400\">Planning and Guiding In-Class Peer Reviews\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Next time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon completion of the peer reviews, I asked a number of my students whether the peer reviews had led them to produce better-worded questions and answers. Unanimously, the students said yes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given one more period to score the quizzes produced by their classmates. \u003c/span>\u003c/p>\n\u003ch4>The Scoring Rubric\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1I7AFbjxTuZksiXyzurdMdW0tngdOHxyZIFdZUaZHZko/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a simple yet effective 16-point rubric that I created for the purpose of scoring the student-produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Student-Produced Kahoot and the Common Core\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers wondering to what extent a project like this can be justified given the amount of time needed to complete it, teachers need only look to the Common Core Standards. There, teachers are expressly called upon to provide their students with a chance to write for “a range of discipline-specific tasks, purposes and audiences.”\u003c/span>\u003c/p>\n\u003ch4>Alternatives to Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot to like about Kahoot: it’s free, capable of working on tablets, smartphones, and computers, and (as your students will surely agree), it’s a super engaging, user-friendly way to check for understanding. But there are also many great Kahoot alternatives \u003c/span>\u003ca href=\"http://appinformers.com/four-games-like-kahoot/9100/\">\u003cspan style=\"font-weight: 400\">(Alternative’s to Kahoot – 2018)\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>Final Thoughts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response, though I would have found something less than a 7 to be troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, I think Kahoot would have earned a higher average score if the students hadn’t bucked up against either the 95 character per question limit or the 65 character per answer limit. Both of these character limits forced the students to create questions/answers that weren’t “challenging enough,” to some.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, I also heard from my students that the character limits not only forced them to keep their Q&As short and sweet, but that they also forced them to produce a quiz that their fellow classmates would not perceive as unfairly complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, from my vantage point, the students as a whole appeared to get into this project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do the same, please let me know how it goes via Twitter \u003c/span>\u003ca href=\"https://twitter.com/PeterPaccone?lang=en\">\u003cspan style=\"font-weight: 400\">@PeterPaccone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Snapchat Worthy Science Lessons Connect and Engage an Entire Class",
"headTitle": "Snapchat Worthy Science Lessons Connect and Engage an Entire Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As an instructional coach and former teacher at a large urban high school, I am in classrooms every day observing lessons, modeling skills and collaborating with teachers. The part of my job that I like the best is listening to teachers connect with their students in a variety of creative ways. We know the significance of those connections and know that without them, our classrooms would not be the community we work so hard to achieve.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are creating deeper connections between students and complex subject matter through creative uses of technology — often ones that are already popular with students and readily available on their smartphones. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after the start of the school year, I visited a sophomore Chemistry class. A day-one survey the teacher had administered revealed that many students had an overall disdain for Science, had not been successful in previous Science classes, already had preconceived notions of Science being boring and pointless, viewed themselves as “stupid” or “dumb” when it came to Science and were not looking forward to the class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the survey findings, the teacher immediately realized the need to create enthusiasm for the course. One of her first lessons was a demonstration of how various chemicals, when mixed, can set off different reactions. This lesson was exciting enough, but to leave her students feeling even more connected and engaged, she decided to make her lesson “Snapchat-worthy.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=meYfSApnyPQ\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She did this by first encouraging her students to gather around as she lit the Bunsen burner, waiting for the inevitable poof from the match. Then, as she explained the chemicals and what she was about to do, she commented, “Get ready with those phones, everybody. This is gonna be Snapchat worthy!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly took out their phones and waited for the moment. As she struck the match and lit the fluid, a whitish cloud arose from the beaker causing students to “ohhh,” “ahhh,” and snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Very cool!” said one student. “Can you do that again?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, I wanna post it!” another student added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She proceeded to do the demonstration two more times. The second time, she explained the steps in far greater detail, sharing the whys and hows of the chemical reactions. Students listened, nodded and were eager to see the demonstration again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the teacher set up to do the demonstration a final time, she encouraged students to get their phones ready once again. Students felt empowered and innovative as they prepared to snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding to their excitement may have been the fact that our school does not allow phone use unless approved by the teacher, making Snapchatting in the classroom a special treat. In addition, social media is especially frowned upon, unless once again, authorized by the classroom teacher. As you can imagine, not many teachers allow social media opportunities in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that day, the use of social media proved to be integral in helping to create the classroom community. As students watched each demonstration, they believed they, too, could create experiments of interest and importance. They asked questions — why did the mixed chemicals create that color? Why did they create that sound? 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The students’ initial expectations of boring, stupid, or dull Chemistry classroom lessons were quickly changed as they took their Snapchat photos. In contrast, the questions they asked showed their curiosity and wonder — two vital characteristics of every scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students the permission to record the moment and snap it meant that the lesson was meant to be shared; that it was interesting and stimulating enough \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">to\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be shared. The snapping created an action for the students and made them more engaged because they felt like they were participating. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, I shared my enthusiasm with the teacher about her use of Snapchat. She smiled and said, “Students really like taking pictures and posting them about the experiments and demonstrations we do in class. I always tell them to take pictures of the demos and never of other students. I want students to know that our work is important enough and serious enough to be posted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After all,” she continued, “by posting our Chemistry experiments and demonstrations, students are telling me they like what we’re doing and want to share it with others, even if it is just a simple chem experiment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, we know there is nothing simple about engagement or building a sense of community. The teacher had created an environment where students were encouraged, even empowered to share their learning in a format most comfortable for them. How “very cool” is that?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She did this by first encouraging her students to gather around as she lit the Bunsen burner, waiting for the inevitable poof from the match. Then, as she explained the chemicals and what she was about to do, she commented, “Get ready with those phones, everybody. This is gonna be Snapchat worthy!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly took out their phones and waited for the moment. As she struck the match and lit the fluid, a whitish cloud arose from the beaker causing students to “ohhh,” “ahhh,” and snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Very cool!” said one student. “Can you do that again?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, I wanna post it!” another student added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She proceeded to do the demonstration two more times. The second time, she explained the steps in far greater detail, sharing the whys and hows of the chemical reactions. Students listened, nodded and were eager to see the demonstration again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the teacher set up to do the demonstration a final time, she encouraged students to get their phones ready once again. Students felt empowered and innovative as they prepared to snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding to their excitement may have been the fact that our school does not allow phone use unless approved by the teacher, making Snapchatting in the classroom a special treat. In addition, social media is especially frowned upon, unless once again, authorized by the classroom teacher. As you can imagine, not many teachers allow social media opportunities in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that day, the use of social media proved to be integral in helping to create the classroom community. As students watched each demonstration, they believed they, too, could create experiments of interest and importance. They asked questions — why did the mixed chemicals create that color? Why did they create that sound? What happens if you add more of this chemical or that chemical?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529383 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1.png 1193w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might have been the routine chemistry demonstration turned into something much more engaging. The students’ initial expectations of boring, stupid, or dull Chemistry classroom lessons were quickly changed as they took their Snapchat photos. In contrast, the questions they asked showed their curiosity and wonder — two vital characteristics of every scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students the permission to record the moment and snap it meant that the lesson was meant to be shared; that it was interesting and stimulating enough \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">to\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be shared. The snapping created an action for the students and made them more engaged because they felt like they were participating. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, I shared my enthusiasm with the teacher about her use of Snapchat. She smiled and said, “Students really like taking pictures and posting them about the experiments and demonstrations we do in class. I always tell them to take pictures of the demos and never of other students. I want students to know that our work is important enough and serious enough to be posted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After all,” she continued, “by posting our Chemistry experiments and demonstrations, students are telling me they like what we’re doing and want to share it with others, even if it is just a simple chem experiment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, we know there is nothing simple about engagement or building a sense of community. The teacher had created an environment where students were encouraged, even empowered to share their learning in a format most comfortable for them. 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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Discover new innovations in teaching and learning at the eighth annual \u003ca href=\"https://www.sxswedu.com/\">SXSW EDU\u003c/a> from March 5th through 8th in Austin. SXSW EDU is part of \u003ca href=\"https://www.sxsw.com/\">South By Southwest\u003c/a>, a program of conferences and festivals dedicated to inspiring collaboration among creative professionals. The conference provides administrators, teachers, and students with opportunities for professional networking and personal growth through speaker sessions, workshops, film screenings, discussions, and other events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make sure to catch a screening of the new PBS documentary \u003c/span>\u003ca href=\"http://www.pbs.org/program/american-creed/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, followed by a Q&A with director Sam Ball. Later, learn about empowering student learning through public media with KQED Education’s Executive Producer Annelise Wunderlich. If you need a break, come visit KQED in the PBS Teacher’s Lounge to connect with fellow educators over a cup of coffee. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>American Creed \u003c/i>\u003c/b>\u003cb>Film Screening and Q&A\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Wednesday, March 7th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">11:00 am – 1:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin Convention Center Room 15\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch the new PBS documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, followed by a Q&A with director Sam Ball and members of the cast about what it means to be an American. The documentary features former Secretary of State Condoleezza Rice and historian David Kennedy as they unite across party lines to explore American ideals. By highlighting stories from a diverse group of Americans, the film examines how Americans can come together across cultural and political differences. \u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED Session: Empowering Student Creators Through Public Media\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Wednesday, March 7th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2:00 – 3:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin Convention Center Room 17B\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Discover how public media resources help students become leaders and innovators both inside and outside the classroom. Join Annelise Wunderlich and several other public media representatives for a panel about how to enhance digital literacy, creativity, and critical thinking through public media. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Discover new innovations in teaching and learning at the eighth annual \u003ca href=\"https://www.sxswedu.com/\">SXSW EDU\u003c/a> from March 5th through 8th in Austin. SXSW EDU is part of \u003ca href=\"https://www.sxsw.com/\">South By Southwest\u003c/a>, a program of conferences and festivals dedicated to inspiring collaboration among creative professionals. The conference provides administrators, teachers, and students with opportunities for professional networking and personal growth through speaker sessions, workshops, film screenings, discussions, and other events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make sure to catch a screening of the new PBS documentary \u003c/span>\u003ca href=\"http://www.pbs.org/program/american-creed/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, followed by a Q&A with director Sam Ball. Later, learn about empowering student learning through public media with KQED Education’s Executive Producer Annelise Wunderlich. If you need a break, come visit KQED in the PBS Teacher’s Lounge to connect with fellow educators over a cup of coffee. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>American Creed \u003c/i>\u003c/b>\u003cb>Film Screening and Q&A\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Wednesday, March 7th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">11:00 am – 1:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin Convention Center Room 15\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch the new PBS documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, followed by a Q&A with director Sam Ball and members of the cast about what it means to be an American. The documentary features former Secretary of State Condoleezza Rice and historian David Kennedy as they unite across party lines to explore American ideals. By highlighting stories from a diverse group of Americans, the film examines how Americans can come together across cultural and political differences. \u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED Session: Empowering Student Creators Through Public Media\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Wednesday, March 7th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2:00 – 3:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin Convention Center Room 17B\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Explore how new technologies can enhance student learning at the \u003ca href=\"http://spring.cue.org/\">Cue National Conference\u003c/a> in Palm Springs from March 14th through 17th. Founded in 1978, \u003ca href=\"http://www.cue.org/about\">CUE\u003c/a> is an organization dedicated to inspiring student learning through digital media. The annual CUE conference is California’s premier education technology event, and provides educators, administrators, and students with opportunities to learn about innovative technologies and network with other education professionals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Visit KQED in the Exhibit Hall to explore our new service for inquiry -based learning and stop by our concurrent sessions to learn more about the role of technology in enhancing education.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>KQED Session Info:\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Collaborative Inquiry in the Connected Classroom\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Thursday, March 15th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">12:30 – 1:30 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Renaissance Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Discover how to use multimedia methods and resources to enhance student participation both in and beyond the classroom. Join KQED Science Education Manager Andrea Aust and News Education Manager Rachel Roberson as they explore how to use technology to connect classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Critical Thinkers and Media Makers\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">9:00 am – 12:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Hilton Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn how to create media projects in this workshop hosted by Andrea Aust and Rachel Roberson. This workshop centers on the role of digital media in helping students conduct science and humanities research. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Stories that Numbers Tell: Data Visualization in the Classroom\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2:00 – 3:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Hilton Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engage with data visualization tools in this session with Rachel Roberson. Discover how students can share their data collection and analysis using digital methods. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Multimedia Response: Arguing from Evidence in an Online World\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">3:30 – 4:30 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Renaissance Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Join Andrea Aust and Rachel Roberson to learn about free digital tools and techniques that allow students to use technology in the classroom. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Explore how new technologies can enhance student learning at the \u003ca href=\"http://spring.cue.org/\">Cue National Conference\u003c/a> in Palm Springs from March 14th through 17th. Founded in 1978, \u003ca href=\"http://www.cue.org/about\">CUE\u003c/a> is an organization dedicated to inspiring student learning through digital media. The annual CUE conference is California’s premier education technology event, and provides educators, administrators, and students with opportunities to learn about innovative technologies and network with other education professionals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Visit KQED in the Exhibit Hall to explore our new service for inquiry -based learning and stop by our concurrent sessions to learn more about the role of technology in enhancing education.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>KQED Session Info:\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Collaborative Inquiry in the Connected Classroom\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Thursday, March 15th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">12:30 – 1:30 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Renaissance Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Discover how to use multimedia methods and resources to enhance student participation both in and beyond the classroom. Join KQED Science Education Manager Andrea Aust and News Education Manager Rachel Roberson as they explore how to use technology to connect classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Critical Thinkers and Media Makers\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Friday, March 16th\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">9:00 am – 12:00 pm\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Hilton Palm Springs Hotel\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The Student Online Branding and Social Media Marketing Project",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">My niece Nina, a high school senior, recently showed me her new\u003c/span>\u003ca href=\"https://classicnina.weebly.com/\"> \u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.youtube.com/c/ninaward\"> \u003cspan style=\"font-weight: 400\">YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offering tips about makeup. Her homepage alone boasts more than 50 photos of creative ways to apply eyeshadow!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I discovered this was all part of her AP English Literature assignment, however, I began to ask more questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina’s teacher had explained to the class how his cousin had been laid off and couldn’t find employment for over a year. The cousin eventually took to the web and began to brand himself on social media. His efforts finally paid off when an employer reached out and offered him a good job. This inspired Nina’s teacher to prepare his students for the competition of the 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century work world and to teach them how to market themselves on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of which made me think: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Should children of any age be promoting themselves on the world wide web? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Although my initial response was no, I wanted more details and to know what Nina herself thought about its benefits.\u003c/span>\u003c/p>\n\u003ch4>The Student Online Branding and Social Media Marketing Project\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project-based assignment requires students to choose one aspect about themselves they wish to brand. The emphasis doesn’t have to be academic or a serious life goal; it can merely be a personal interest, talent, or hobby the student wishes to actively promote on the web. Popular subjects in Nina’s class include comedy sketches, cooking, music, pets, fashion, sports, art, social justice and the environment. The objective is for students to gain experience with making themselves appealing so that future employers and contacts come to them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students must create a website and YouTube channel for their brand, as well as use four types of social media (Twitter, Instagram, Pinterest, Facebook, Snapchat, SoundCloud, etc.) to promote it. During this ongoing assignment, students are required to upload two new videos per month, to show growth in followers and views and to do monthly class presentations using Google Slides explaining the techniques they’ve used to expand their brand and to engage with the online community they represent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(A similar student branding project could be justified through the\u003c/span>\u003ca href=\"https://namleboard.files.wordpress.com/2015/04/namlemleccssguide.pdf\"> \u003cspan style=\"font-weight: 400\">Media Literacy Education & The Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Expanding the Concept of Literacy; Empowering Students as Critical Thinkers through Media Production and Analysis.)\u003c/span>\u003c/p>\n\u003ch4>Lessons Learned\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though this project is a large time commitment, Nina enjoys updating her social media platforms and interacting with her global audience. She often goes well beyond what is required because the subject she has chosen is intrinsically motivating to her and because she doesn’t want to disappoint her followers. In fact, Nina wishes she began this project as a freshman because she sees how the experience can be applied to her future chosen profession, most likely in finance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked what advice she would give to students beginning a similar self-marketing project, Nina recommends personally reaching out to people you admire in your online community, as opposed to waiting around for others to find you. She sagely states that quality is always better than quantity and advises students to be genuine, not phony or halfhearted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my part, I suggested she explore\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/09/15/twitter-education-chats-expanding-your-personalized-learning-network-edutopia/\"> \u003cspan style=\"font-weight: 400\">Twitter chats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to perhaps create a chat of her own. To show off and refine her literary skills, I also recommended that she start her own blog.\u003c/span>\u003c/p>\n\u003ch4>Assessing Advantages\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know sincere self-promotion works in the adult world because the reason I am now a KQED \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> blogger is due to the articles I have written and shared online. Although I have only been on social media for two years, I have been offered several professional opportunities, garnered many accolades and formed supportive friendships with colleagues from all over the globe — all directly stemming from my online presence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When one diligently shares their passion, wisdom and experience in an online forum where others in your field gather and connect, tangible and emotional benefits follow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet I come back to my original question: Is it right for us to encourage children to market themselves online? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina certainly thinks so, and she even asked me, “Uncle Robbie, don’t you wish you had begun your social media platforms way earlier?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I do, and I know it would’ve been much easier to promote my first two books if I had the online following and recognition I have now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cyberspace, I have defined my professional brand. I write about meeting the needs of the whole child and how teachers and parents must be allies in education. In fact, my friend Rita Platt, who I met on social media, wrote a compelling article on\u003c/span>\u003ca href=\"https://www.middleweb.com/36637/branding-can-strengthen-your-classroom-culture/\"> \u003cspan style=\"font-weight: 400\">why teachers themselves should define their own brand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Balancing Branding With Benefit\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When creating their own social media student project, I strongly suggest that teachers avoid these possibly pejorative terms: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">branding, marketing \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">promoting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Students can still gain valuable experience with those very real aspects of the work world while using words that instead emphasize contribution over consumption.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encourage your students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">share\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a part of themselves with the world that brings them joy. Embolden students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">define\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> what is important to them, to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more about it and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interact\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with others of like minds. Ask students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">pay homage\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to works and people who inspire them, so they can in turn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">inspire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> others. With children, make the measure of success less about followers and likes and more about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">message and meaning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before launching straight onto the web, students can first present their passions to the class.\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/12/04/the-super-ordinary-hero-project-matching-growth-mindset-with-benefit-mindset/\"> \u003cspan style=\"font-weight: 400\">The Super-Ordinary Hero Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assignment that serves this purpose. By beginning small, by having the opportunity to view other projects that balance altruism with ambition, and by gaining formative feedback from classmates, teachers, and parents, our students will be better prepared to create online content worthy of deeper exploration and exposure.\u003c/span>\u003c/p>\n\u003ch4>Related Articles\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/personal-branding-a-must-for-the-college-bound-ceo-and-everyone-in-between_b_8039674.html\">\u003cb>Personal Branding: A Must for the College-Bound, CEO and Everyone in Between\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html\">\u003cb>Why Every Personal Brand Deserves an Early Start\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5994/Developing-A-Personal-Brand-The-Younger-The-Better-Challenge\">\u003cb>Developing A Personal Brand: The Younger, The Better Challenge\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.slideshare.net/lizjostes1/memphis-prep-programliz\">\u003cb>Social Media & Personal Branding Tips for High School Students\u003c/b>\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">My niece Nina, a high school senior, recently showed me her new\u003c/span>\u003ca href=\"https://classicnina.weebly.com/\"> \u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.youtube.com/c/ninaward\"> \u003cspan style=\"font-weight: 400\">YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offering tips about makeup. Her homepage alone boasts more than 50 photos of creative ways to apply eyeshadow!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I discovered this was all part of her AP English Literature assignment, however, I began to ask more questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina’s teacher had explained to the class how his cousin had been laid off and couldn’t find employment for over a year. The cousin eventually took to the web and began to brand himself on social media. His efforts finally paid off when an employer reached out and offered him a good job. This inspired Nina’s teacher to prepare his students for the competition of the 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century work world and to teach them how to market themselves on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of which made me think: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Should children of any age be promoting themselves on the world wide web? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Although my initial response was no, I wanted more details and to know what Nina herself thought about its benefits.\u003c/span>\u003c/p>\n\u003ch4>The Student Online Branding and Social Media Marketing Project\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project-based assignment requires students to choose one aspect about themselves they wish to brand. The emphasis doesn’t have to be academic or a serious life goal; it can merely be a personal interest, talent, or hobby the student wishes to actively promote on the web. Popular subjects in Nina’s class include comedy sketches, cooking, music, pets, fashion, sports, art, social justice and the environment. The objective is for students to gain experience with making themselves appealing so that future employers and contacts come to them.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students must create a website and YouTube channel for their brand, as well as use four types of social media (Twitter, Instagram, Pinterest, Facebook, Snapchat, SoundCloud, etc.) to promote it. During this ongoing assignment, students are required to upload two new videos per month, to show growth in followers and views and to do monthly class presentations using Google Slides explaining the techniques they’ve used to expand their brand and to engage with the online community they represent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(A similar student branding project could be justified through the\u003c/span>\u003ca href=\"https://namleboard.files.wordpress.com/2015/04/namlemleccssguide.pdf\"> \u003cspan style=\"font-weight: 400\">Media Literacy Education & The Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Expanding the Concept of Literacy; Empowering Students as Critical Thinkers through Media Production and Analysis.)\u003c/span>\u003c/p>\n\u003ch4>Lessons Learned\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though this project is a large time commitment, Nina enjoys updating her social media platforms and interacting with her global audience. She often goes well beyond what is required because the subject she has chosen is intrinsically motivating to her and because she doesn’t want to disappoint her followers. In fact, Nina wishes she began this project as a freshman because she sees how the experience can be applied to her future chosen profession, most likely in finance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked what advice she would give to students beginning a similar self-marketing project, Nina recommends personally reaching out to people you admire in your online community, as opposed to waiting around for others to find you. She sagely states that quality is always better than quantity and advises students to be genuine, not phony or halfhearted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my part, I suggested she explore\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/09/15/twitter-education-chats-expanding-your-personalized-learning-network-edutopia/\"> \u003cspan style=\"font-weight: 400\">Twitter chats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to perhaps create a chat of her own. To show off and refine her literary skills, I also recommended that she start her own blog.\u003c/span>\u003c/p>\n\u003ch4>Assessing Advantages\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know sincere self-promotion works in the adult world because the reason I am now a KQED \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> blogger is due to the articles I have written and shared online. Although I have only been on social media for two years, I have been offered several professional opportunities, garnered many accolades and formed supportive friendships with colleagues from all over the globe — all directly stemming from my online presence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When one diligently shares their passion, wisdom and experience in an online forum where others in your field gather and connect, tangible and emotional benefits follow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet I come back to my original question: Is it right for us to encourage children to market themselves online? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina certainly thinks so, and she even asked me, “Uncle Robbie, don’t you wish you had begun your social media platforms way earlier?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I do, and I know it would’ve been much easier to promote my first two books if I had the online following and recognition I have now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cyberspace, I have defined my professional brand. I write about meeting the needs of the whole child and how teachers and parents must be allies in education. In fact, my friend Rita Platt, who I met on social media, wrote a compelling article on\u003c/span>\u003ca href=\"https://www.middleweb.com/36637/branding-can-strengthen-your-classroom-culture/\"> \u003cspan style=\"font-weight: 400\">why teachers themselves should define their own brand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Balancing Branding With Benefit\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When creating their own social media student project, I strongly suggest that teachers avoid these possibly pejorative terms: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">branding, marketing \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">promoting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Students can still gain valuable experience with those very real aspects of the work world while using words that instead emphasize contribution over consumption.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encourage your students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">share\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a part of themselves with the world that brings them joy. Embolden students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">define\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> what is important to them, to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more about it and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interact\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with others of like minds. Ask students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">pay homage\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to works and people who inspire them, so they can in turn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">inspire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> others. With children, make the measure of success less about followers and likes and more about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">message and meaning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\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\">Before launching straight onto the web, students can first present their passions to the class.\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/12/04/the-super-ordinary-hero-project-matching-growth-mindset-with-benefit-mindset/\"> \u003cspan style=\"font-weight: 400\">The Super-Ordinary Hero Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assignment that serves this purpose. By beginning small, by having the opportunity to view other projects that balance altruism with ambition, and by gaining formative feedback from classmates, teachers, and parents, our students will be better prepared to create online content worthy of deeper exploration and exposure.\u003c/span>\u003c/p>\n\u003ch4>Related Articles\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/personal-branding-a-must-for-the-college-bound-ceo-and-everyone-in-between_b_8039674.html\">\u003cb>Personal Branding: A Must for the College-Bound, CEO and Everyone in Between\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html\">\u003cb>Why Every Personal Brand Deserves an Early Start\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5994/Developing-A-Personal-Brand-The-Younger-The-Better-Challenge\">\u003cb>Developing A Personal Brand: The Younger, The Better Challenge\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.slideshare.net/lizjostes1/memphis-prep-programliz\">\u003cb>Social Media & Personal Branding Tips for High School Students\u003c/b>\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Student Produced Podcasts Provide Opportunity to Demonstrate Content Knowledge and a Variety of Skills",
"headTitle": "Student Produced Podcasts Provide Opportunity to Demonstrate Content Knowledge and a Variety of Skills | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The students in my English classes read some of the best in nonfiction literature — Bryan Stevenson’s \u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ta-Nehisi Coates’ \u003c/span>\u003ca href=\"http://ta-nehisicoates.com/books/between-the-world-and-me/\">\u003ci>\u003cspan style=\"font-weight: 400\">Between the World and Me\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Rebecca Skloot’s \u003c/span>\u003ca href=\"http://rebeccaskloot.com/the-immortal-life/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and to demonstrate their understanding of these texts, I recently decided to have them make a podcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the students were skeptical, even fearful, at the thought of having to plan and produce this kind of work. And who could blame them? We all know how cringeworthy it can be to listen to our own voice. But the end results were inspiring and worthwhile.\u003c/span>\u003cspan style=\"font-weight: 400\">To listen to one particularly well-done, student produced podcast, click \u003c/span>\u003ca href=\"https://m.soundcloud.com/corinne-jackson-454043261/henrietta-lacks-podcast-52917\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11284 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529278\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png\" width=\"640\" height=\"340\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png 714w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-240x127.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-375x199.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-520x276.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For starters, the students read the book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">This book\u003c/span> \u003cspan style=\"font-weight: 400\">tells the story of how an African-American woman becomes an unwitting pioneer for medical breakthroughs when her cells were used without her consent to create the first immortal human cell line in the early 1950s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading the book, I encouraged my students to work in groups and start “low-tech” by using the voice memo apps on their cell phones. Some groups conducted campus-wide polls. Others interviewed fellow students. Still others wrote scripts and then staged reenactments. After recording all of their content, I had them edit their podcasts in class using \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the editing phase was over, I asked each group to upload their podcast to \u003c/span>\u003ca href=\"https://soundcloud.com/\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and then send me the link (consider using a hashtag for searchability). That way, I could easily share the links with their peers as well as any other interested party — colleagues, parents, the community at large.\u003c/span>\u003c/p>\n\u003ch4>Skills Demonstrated\u003c/h4>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mastery of content: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">First off, they had to know the content well enough to be able to discuss it at length. I required that they reference a minimum of two passages from their books, which ultimately resulted in a kind of on-air close reading. Their discussions spanned everything from a rhetorical analysis to a conversation about the nuances of the political and social implications of their issue. Bottom line: they couldn’t fake their way through this assignment.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Tone development: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Inevitably, after listening to hours of professionally-produced podcasts, my students began to develop a mature tone for discussions. They spoke with fewer sentence fillers and more substance. They maintained focus on a particular question or passage until coming to a natural conclusion. And, it helped that they knew they would have listeners — their peers — who were both familiar with the medium and the content of the episode.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Group dynamics:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> I realize that group projects often result in some students getting stuck doing the work of three or four when other group members ditch them. Producing a podcast can escape this common problem if group members are asked to speak for an equal amount of time during the recording. The real fairness comes at the editing phase. If you have students edit their podcasts outside of class, it is not unlikely that one student will get stuck doing all the work, like adding intro music and cutting out all the “ums.” I tried to avoid this by giving students a significant amount of in-class editing time, as well as stressing that I didn’t expect the production aspect to be professional on their very first podcast. If you partner with an audiovisual class, though, you might make the editing more important. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Problem-solving:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Because this assignment requires students to engage with some form of technology, the problem-solving learning curve is always going to be steep. I tell my students that most professionals record and edit about four or five “trashed” podcasts before sharing their final product with the world,so they have realistic expectations for their final product. I try my best to remove the pressure by emphasizing that their final products might not sound like something on the iTunes Top 100. Experimenting with the tools is a lesson in itself.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Risk taking: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once students start hitting the record\u003c/span> \u003cspan style=\"font-weight: 400\">button, their creative fears seem to dwindle and the number of creative risks that they were willing to take became extremely satisfying to see. I’m not sure how many other projects would have resulted in (no joke) a group actually calling up the \u003c/span>\u003ca href=\"https://www.eji.org/\">\u003cspan style=\"font-weight: 400\">Equal Justice Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and trying to schedule an interview with Bryan Stevenson himself (they got an on-air interview with a first-year Stanford law student working for the EJI, which is not a bad consolation prize). \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Putting out a finished product:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Having students create something that “lives” on the internet was both satisfying and terrifying. Sure, we think that this generation is comfortable putting their lives online, but in reality, publishing their final project was pretty intimidating. With the right encouragement, though, this pressure can result in a better product and some equally constructive feedback from peers. Publishing their podcasts to SoundCloud also showed them that they could produce a podcast for mass consumption on their own if they wanted. I realize most of them won’t, but I still like that it puts the idea in their minds … there’s no better reward than watching students learn to creatively and analytically think for themselves.\u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I didn’t care so much if the podcasts were ready for primetime. I was just satisfied that my students were invested in their final project — even proud of the final results — and that they seemed more invested in the texts we had studied. Best part, I got the impression that students would take some aspect of the project away and apply it to other classes and experiences. That for me was a win.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=22lGbAVWhro&vl=en\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/podcasting-student-broadcasts\">Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.chronicle.com/blogs/profhacker/four-mistakes-i-made-when-assigning-podcasts/41377\">Four Mistakes I Made When Assigning Podcasts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.readingrockets.org/article/creating-podcasts-your-students\">Creating Podcasts with Your Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Inspired By Serial, Teens Create Podcasts As A Final Exam\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Employing the ‘Serial’ Podcast as a Primary Text\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://www.usnews.com/education/blogs/high-school-notes/2016/02/29/high-school-teachers-tune-in-students-with-podcasts\">High School Teachers Tune In Students With Podcasts\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/10/how-listening-to-podcasts-helps-students-read-and-learn/\">How Listening to Podcasts Helps Students Read and Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The students in my English classes read some of the best in nonfiction literature — Bryan Stevenson’s \u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ta-Nehisi Coates’ \u003c/span>\u003ca href=\"http://ta-nehisicoates.com/books/between-the-world-and-me/\">\u003ci>\u003cspan style=\"font-weight: 400\">Between the World and Me\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Rebecca Skloot’s \u003c/span>\u003ca href=\"http://rebeccaskloot.com/the-immortal-life/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and to demonstrate their understanding of these texts, I recently decided to have them make a podcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the students were skeptical, even fearful, at the thought of having to plan and produce this kind of work. And who could blame them? We all know how cringeworthy it can be to listen to our own voice. But the end results were inspiring and worthwhile.\u003c/span>\u003cspan style=\"font-weight: 400\">To listen to one particularly well-done, student produced podcast, click \u003c/span>\u003ca href=\"https://m.soundcloud.com/corinne-jackson-454043261/henrietta-lacks-podcast-52917\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11284 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529278\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png\" width=\"640\" height=\"340\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png 714w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-240x127.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-375x199.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-520x276.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For starters, the students read the book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">This book\u003c/span> \u003cspan style=\"font-weight: 400\">tells the story of how an African-American woman becomes an unwitting pioneer for medical breakthroughs when her cells were used without her consent to create the first immortal human cell line in the early 1950s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading the book, I encouraged my students to work in groups and start “low-tech” by using the voice memo apps on their cell phones. Some groups conducted campus-wide polls. Others interviewed fellow students. Still others wrote scripts and then staged reenactments. After recording all of their content, I had them edit their podcasts in class using \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the editing phase was over, I asked each group to upload their podcast to \u003c/span>\u003ca href=\"https://soundcloud.com/\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and then send me the link (consider using a hashtag for searchability). That way, I could easily share the links with their peers as well as any other interested party — colleagues, parents, the community at large.\u003c/span>\u003c/p>\n\u003ch4>Skills Demonstrated\u003c/h4>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mastery of content: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">First off, they had to know the content well enough to be able to discuss it at length. I required that they reference a minimum of two passages from their books, which ultimately resulted in a kind of on-air close reading. Their discussions spanned everything from a rhetorical analysis to a conversation about the nuances of the political and social implications of their issue. Bottom line: they couldn’t fake their way through this assignment.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Tone development: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Inevitably, after listening to hours of professionally-produced podcasts, my students began to develop a mature tone for discussions. They spoke with fewer sentence fillers and more substance. They maintained focus on a particular question or passage until coming to a natural conclusion. And, it helped that they knew they would have listeners — their peers — who were both familiar with the medium and the content of the episode.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Group dynamics:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> I realize that group projects often result in some students getting stuck doing the work of three or four when other group members ditch them. Producing a podcast can escape this common problem if group members are asked to speak for an equal amount of time during the recording. The real fairness comes at the editing phase. If you have students edit their podcasts outside of class, it is not unlikely that one student will get stuck doing all the work, like adding intro music and cutting out all the “ums.” I tried to avoid this by giving students a significant amount of in-class editing time, as well as stressing that I didn’t expect the production aspect to be professional on their very first podcast. If you partner with an audiovisual class, though, you might make the editing more important. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Problem-solving:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Because this assignment requires students to engage with some form of technology, the problem-solving learning curve is always going to be steep. I tell my students that most professionals record and edit about four or five “trashed” podcasts before sharing their final product with the world,so they have realistic expectations for their final product. I try my best to remove the pressure by emphasizing that their final products might not sound like something on the iTunes Top 100. Experimenting with the tools is a lesson in itself.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Risk taking: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once students start hitting the record\u003c/span> \u003cspan style=\"font-weight: 400\">button, their creative fears seem to dwindle and the number of creative risks that they were willing to take became extremely satisfying to see. I’m not sure how many other projects would have resulted in (no joke) a group actually calling up the \u003c/span>\u003ca href=\"https://www.eji.org/\">\u003cspan style=\"font-weight: 400\">Equal Justice Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and trying to schedule an interview with Bryan Stevenson himself (they got an on-air interview with a first-year Stanford law student working for the EJI, which is not a bad consolation prize). \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Putting out a finished product:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Having students create something that “lives” on the internet was both satisfying and terrifying. Sure, we think that this generation is comfortable putting their lives online, but in reality, publishing their final project was pretty intimidating. With the right encouragement, though, this pressure can result in a better product and some equally constructive feedback from peers. Publishing their podcasts to SoundCloud also showed them that they could produce a podcast for mass consumption on their own if they wanted. I realize most of them won’t, but I still like that it puts the idea in their minds … there’s no better reward than watching students learn to creatively and analytically think for themselves.\u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I didn’t care so much if the podcasts were ready for primetime. I was just satisfied that my students were invested in their final project — even proud of the final results — and that they seemed more invested in the texts we had studied. Best part, I got the impression that students would take some aspect of the project away and apply it to other classes and experiences. That for me was a win.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/22lGbAVWhro'\n title='//www.youtube.com/embed/22lGbAVWhro'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/podcasting-student-broadcasts\">Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.chronicle.com/blogs/profhacker/four-mistakes-i-made-when-assigning-podcasts/41377\">Four Mistakes I Made When Assigning Podcasts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.readingrockets.org/article/creating-podcasts-your-students\">Creating Podcasts with Your Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Inspired By Serial, Teens Create Podcasts As A Final Exam\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Employing the ‘Serial’ Podcast as a Primary Text\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://www.usnews.com/education/blogs/high-school-notes/2016/02/29/high-school-teachers-tune-in-students-with-podcasts\">High School Teachers Tune In Students With Podcasts\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/10/how-listening-to-podcasts-helps-students-read-and-learn/\">How Listening to Podcasts Helps Students Read and Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Interactive Maps Help Students Visualize How 'Frankenstein' Tracked Down His Monster",
"headTitle": "Interactive Maps Help Students Visualize How ‘Frankenstein’ Tracked Down His Monster | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle with picturing a novel’s characters and plot. Often referred to as “making a mental movie,” this skill is vital to getting through a long and complicated piece of literature. When students struggle to picture what they’re reading, reading itself becomes much more challenging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every year, I teach \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to my senior English classes, and it is not uncommon for my students to struggle to imagine the story as we read it. Most of them have never been to Europe. Nor are they typically familiar with the streets of Geneva or the weather conditions of the Swiss Alps. How can I expect them to feel the bitter cold of the howling mountain winds as the Creature tracks Victor, if they can’t fathom the distance between Switzerland and the North Pole, or picture the mountain ranges looming over Europe?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, I have often asked students to do rudimentary contextual research before starting a novel, which I then have them use to produce short presentations using Google Slides. This works pretty well, though it won’t result in their interacting with the material as much as I’d like. When working with Slides, they’ll typically copy and paste the information (and hopefully cite it!), but they won’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the information in any meaningful way. And if I ask them about their presentations a few days later, they’ll often scramble to pull up their work again, having completely forgotten what they said only a few days before. \u003c/span>\u003c/p>\n\u003ch4>The KQED Making Interactive Maps Course\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a KQED Teacher Ambassador, I’m encouraged to poke around the \u003c/span>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform, and to take as many courses as I can. I started with the course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">chiefly because of the word “interactive” in the title, and because it can easily be applied to context research. It also seemed like it might be able to solve some of the issues I’ve mentioned around helping students connect with the contextual information they need before starting a novel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course clearly lays out the number of modules one needs to complete, and each module has the approximate time commitment listed. I love that you can pick at the course in pieces \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">in other words, you don’t need to complete everything all at once. You can determine your own pace, and complete the modules and course in whatever time frame works for you. The lessons build on each other, however, so you do need to complete one module before proceeding to the next. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Specifically, Making Interactive Maps has three modules: five lessons on how to make a basic interactive map; seven lessons about adding layers to maps; and three to practice making interactive maps. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course concludes with the teacher making a lesson plan that is then shared on the platform. There’s a very handy template for those of us who are no longer in the habit of writing out formal lesson plans; this can help guide you through the process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The great thing about this KQED Teach course is how the call for a lesson plans forces you to create something based on what you’ve learned, rather than just thinking abstractly about the concepts. (KQED Teach stores these lesson plans in a searchable database accessible by anyone. This allows other teachers to see your brilliant lesson plans, and for you to see theirs!)\u003c/span>\u003c/p>\n\u003ch4>The Mapping Frankenstein Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing the course, I told my students that I had just learned about some new technology and I wanted to try it out with them. I figured the students were familiar with Google Maps, but I learned how limited their comprehension of Maps actually was by the time our new project was completed. Many of my students had no idea that \u003c/span>\u003ca href=\"https://www.google.com/maps/d/u/0/edit?mid=1Ux95dOR27pAi4bwYyffVrw1MjN4&ll=59.09844397263123%2C-3.091425999999956&z=10\">\u003cspan style=\"font-weight: 400\">you can build your own map\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529074 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/1.--1020x570.png\" width=\"640\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1180x659.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--960x536.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.-.png 1339w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nor did they have an idea that you can \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14ZRdzrd6AByM_FjTGaf1DrRJfgU&usp=sharing\">\u003cspan style=\"font-weight: 400\">populate \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">it with whatever information you have.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529075 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png\" width=\"640\" height=\"353\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1180x650.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-520x287.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM.png 1343w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we added each layer of information, it was fun to hear their conversations about how they might use this technology for non-school-related things, like building a map of San Jose to share with visitors. Most importantly, they learned a great deal about the various locations in the novel, which helped them form more accurate “mental movies” as they read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The KQED Teach course on interactive maps recommends that students begin with a base map and then add layers of information. For \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I broke my class into small groups and assigned each group a specific location from the story. I asked that each group include a certain amount of mapping per contextual layer of information. If distances are important to what you are teaching, you can ask students to create a layer that includes walking routes, which can be fun: how far did Victor have to walk to reach the North Pole?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps/making-interactive-maps-pt-2/lesson-plan-making-interactive-maps?id=1&type=lesson_plan&dml=1\">\u003cspan style=\"font-weight: 400\">Click here to view my lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the Mapping \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> assignment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I noticed that my students were much more engaged in processing, collecting, analyzing and interpreting contextual information in the novel as they put together the maps. Rather than simply copying and pasting information into a slideshow, they considered each piece of information, and how to include it in a relevant and informative way. There was a slightly larger time commitment upfront, as I had to lead the students through this new technology, but I consider it an investment, as they can now use both the maps for any other book or project we undertake.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>https://www.youtube.com/watch?v=hAVXbop_kWs\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=dtDeZfffxWo\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=JNmfI2iCx-M\u003c/p>\n\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Students often struggle with picturing a novel’s characters and plot. Often referred to as “making a mental movie,” this skill is vital to getting through a long and complicated piece of literature. When students struggle to picture what they’re reading, reading itself becomes much more challenging. Every year, I teach Frankenstein to my senior",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle with picturing a novel’s characters and plot. Often referred to as “making a mental movie,” this skill is vital to getting through a long and complicated piece of literature. When students struggle to picture what they’re reading, reading itself becomes much more challenging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every year, I teach \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to my senior English classes, and it is not uncommon for my students to struggle to imagine the story as we read it. Most of them have never been to Europe. Nor are they typically familiar with the streets of Geneva or the weather conditions of the Swiss Alps. How can I expect them to feel the bitter cold of the howling mountain winds as the Creature tracks Victor, if they can’t fathom the distance between Switzerland and the North Pole, or picture the mountain ranges looming over Europe?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, I have often asked students to do rudimentary contextual research before starting a novel, which I then have them use to produce short presentations using Google Slides. This works pretty well, though it won’t result in their interacting with the material as much as I’d like. When working with Slides, they’ll typically copy and paste the information (and hopefully cite it!), but they won’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the information in any meaningful way. And if I ask them about their presentations a few days later, they’ll often scramble to pull up their work again, having completely forgotten what they said only a few days before. \u003c/span>\u003c/p>\n\u003ch4>The KQED Making Interactive Maps Course\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a KQED Teacher Ambassador, I’m encouraged to poke around the \u003c/span>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform, and to take as many courses as I can. I started with the course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">chiefly because of the word “interactive” in the title, and because it can easily be applied to context research. It also seemed like it might be able to solve some of the issues I’ve mentioned around helping students connect with the contextual information they need before starting a novel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course clearly lays out the number of modules one needs to complete, and each module has the approximate time commitment listed. I love that you can pick at the course in pieces \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">in other words, you don’t need to complete everything all at once. You can determine your own pace, and complete the modules and course in whatever time frame works for you. The lessons build on each other, however, so you do need to complete one module before proceeding to the next. \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, Making Interactive Maps has three modules: five lessons on how to make a basic interactive map; seven lessons about adding layers to maps; and three to practice making interactive maps. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course concludes with the teacher making a lesson plan that is then shared on the platform. There’s a very handy template for those of us who are no longer in the habit of writing out formal lesson plans; this can help guide you through the process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The great thing about this KQED Teach course is how the call for a lesson plans forces you to create something based on what you’ve learned, rather than just thinking abstractly about the concepts. (KQED Teach stores these lesson plans in a searchable database accessible by anyone. This allows other teachers to see your brilliant lesson plans, and for you to see theirs!)\u003c/span>\u003c/p>\n\u003ch4>The Mapping Frankenstein Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing the course, I told my students that I had just learned about some new technology and I wanted to try it out with them. I figured the students were familiar with Google Maps, but I learned how limited their comprehension of Maps actually was by the time our new project was completed. Many of my students had no idea that \u003c/span>\u003ca href=\"https://www.google.com/maps/d/u/0/edit?mid=1Ux95dOR27pAi4bwYyffVrw1MjN4&ll=59.09844397263123%2C-3.091425999999956&z=10\">\u003cspan style=\"font-weight: 400\">you can build your own map\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529074 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/1.--1020x570.png\" width=\"640\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1180x659.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--960x536.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.-.png 1339w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nor did they have an idea that you can \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14ZRdzrd6AByM_FjTGaf1DrRJfgU&usp=sharing\">\u003cspan style=\"font-weight: 400\">populate \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">it with whatever information you have.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529075 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png\" width=\"640\" height=\"353\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1180x650.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-520x287.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM.png 1343w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we added each layer of information, it was fun to hear their conversations about how they might use this technology for non-school-related things, like building a map of San Jose to share with visitors. Most importantly, they learned a great deal about the various locations in the novel, which helped them form more accurate “mental movies” as they read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The KQED Teach course on interactive maps recommends that students begin with a base map and then add layers of information. For \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I broke my class into small groups and assigned each group a specific location from the story. I asked that each group include a certain amount of mapping per contextual layer of information. If distances are important to what you are teaching, you can ask students to create a layer that includes walking routes, which can be fun: how far did Victor have to walk to reach the North Pole?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps/making-interactive-maps-pt-2/lesson-plan-making-interactive-maps?id=1&type=lesson_plan&dml=1\">\u003cspan style=\"font-weight: 400\">Click here to view my lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the Mapping \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> assignment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I noticed that my students were much more engaged in processing, collecting, analyzing and interpreting contextual information in the novel as they put together the maps. Rather than simply copying and pasting information into a slideshow, they considered each piece of information, and how to include it in a relevant and informative way. There was a slightly larger time commitment upfront, as I had to lead the students through this new technology, but I consider it an investment, as they can now use both the maps for any other book or project we undertake.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\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/hAVXbop_kWs'\n title='//www.youtube.com/embed/hAVXbop_kWs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>https://www.youtube.com/watch?v=dtDeZfffxWo\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/JNmfI2iCx-M'\n title='//www.youtube.com/embed/JNmfI2iCx-M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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