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"title": "Influential Leaders, Past and Present: 20 Black History Month Resources",
"headTitle": "Influential Leaders, Past and Present: 20 Black History Month Resources | KQED",
"content": "\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">For Black History Month, explore the contributions of prominent individuals beginning with this resource list highlighting influential black leaders of the past and present. These public media videos, images, and articles shed light on the significant achievements of both notable and lesser-known African American artists, scientists, innovators, educators, and activists. Use this list to consider the enduring legacy of inequality in the United States, both this month and throughout the year.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After introducing students to influential African American leaders in society, encourage them to think critically about the origins and observance of Black History Month by watching Shukree Hassan Tilghman’s documentary \u003c/span>\u003ca href=\"http://www.pbs.org/independentlens/films/more-than-a-month/\">\u003ci>\u003cspan style=\"font-weight: 400\">More than a Month\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Art and Culture\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">These painters, musicians, and photographers use art to drive social change, showcasing their work in a variety of contexts, from jazz clubs to Instagram. Explore these resources to learn more about how artistic expression helps individuals develop their personal and collective identities.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/#.WmDqsLenHIU\">Picturing America on Screen: Jacob Lawrence and Martin Puryear\u003c/a> (Video, Grades 6-12)\u003c/p>\n\u003cp>This video centers on the paintings of two influential artists, Jacob Lawrence and Martin Puryear. Lawrence’s \u003ci>Migration\u003c/i> series depicts the northern migration of African Americans and Puryear’s \u003ci>Ladder for Booker T. Washington\u003c/i>\u003cspan style=\"font-weight: 400\"> highlights the different phases of black history, from the Jim Crow period to integration and beyond.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to research a black artist of their choice and share their findings with the class. Were students familiar with the artists? What does their research illuminate about the appreciation and representation of black artists in the media?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/#.WmDqoLenHIU\">\u003cspan style=\"font-weight: 400\">Duke Ellington: The Piano Prince and His Orchestra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 1-4)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video tells the story of Duke Ellington, influential jazz giant who toured the world as a performer and composer for almost fifty years. He made a huge impact on contemporary music by transcending traditional musical conventions.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Use Duke Ellington’s music as a jumping off point to discuss the Harlem Renaissance, a period of artistic innovation for writers, artists, and musicians. Show students a \u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.whatharlem/what-was-the-harlem-renaissance/#.WmeBy7enHIU\">short video\u003c/a> about the Harlem Renaissance or use this \u003ca href=\"https://ca.pbslearningmedia.org/resource/pbs_org14_fillmore_soc_2/the-fillmore-classroom-content-harlem-renaissance/#.WmeCY7enHIU\">lesson plan\u003c/a> to examine how San Francisco’s Fillmore District became a cultural center for the black community during the 1950s, much like Harlem during the 1920s.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/27c37b07-9d05-45a7-862d-3413f700c679/27c37b07-9d05-45a7-862d-3413f700c679/#.WmeAVLenHIV\">\u003cspan style=\"font-weight: 400\">Langston Hughes’ “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Primary Source Documents, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Langston Hughes, one of the greatest poets of the 20th century and a key figure in the Harlem Renaissance, by reading several of his poems, including “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students learn about the writing process by reading the five different drafts of “The Ballad of Booker T.” Afterwards, use other primary source documents from the Library of Congress to delve deeper into the art, music, and literature of the Harlem Renaissance. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/arts/2016/02/25/black-as-ink-revisiting-black-history-through-sf-artists-work/\">\u003cspan style=\"font-weight: 400\">Black as Ink: Revisiting Black History through SF Artist’s Work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Artwork, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These Instagram portraits created by Bay Area art director George McCalman honor black artists, activists, and educators, such as Kathleen Cleaver and Alain LeRoy Locke, who are often left out of history books.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to produce their own pieces of art, music, or writing to publish on Instagram.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/independentlens/films/through-a-lens-darkly/\">\u003cspan style=\"font-weight: 400\">Through a Lens Darkly: Black Photographers and the Emergence of a People\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying article \u003c/span>\u003ca href=\"https://ww2.kqed.org/arts/2015/02/06/celebrating-black-love-and-reclaiming-a-place-in-history/\">\u003cspan style=\"font-weight: 400\">Celebrating Black Love and Reclaiming a Place in History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch clips from Thomas Allen Harris’ documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Through a Lens Darkly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which explores the role of photography in shaping the personal and cultural identities of African Americans.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students use the photographs to examine the role of art in constructing both identity and social change. Encourage them to take a photograph that represents their own cultural identity. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Science and Innovation \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether participating in climate change research, designing a jewelry business, working in aerospace engineering, or discovering hundreds of uses for the peanut, all of these individuals have contributed significantly to science and innovation. Use these resources to learn about the work of influential black scientists, engineers, and innovators. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-vid-george-w-carver/video/#.Wmd3Y7enHIU\">\u003cspan style=\"font-weight: 400\">George Washington Carver: Scientist, Inventor, and Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-lp-george-w-carver/george-w-carver/#.Wmd3bbenHIU\">\u003cspan style=\"font-weight: 400\">Primary Source Documents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video/Lesson Plan, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about the life and work of George Washington Carver, an influential botanist and agricultural chemist. After growing up in slavery and fighting to receive a basic education, he went on to revolutionize agriculture by pioneering the practice of crop rotation.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Introduce students to primary source documents, including a photograph of Carver outside the Tuskegee Institute and a transcript of his 1921 testimony to Congress. Encourage students to use these primary sources to analyze the intersectionality of science, education, and politics. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/arct14.sci.nvbarrier/barriers-for-black-scientists/#.WmEP27enHIU\">\u003cspan style=\"font-weight: 400\">Barriers for Black Scientists\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and excerpts from the film \u003c/span>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/forgotten-genius.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003c/a>\u003cb>\u003ci> (\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">Article and Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The film \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> centers on chemist Percy Julian and the discrimination he faced as an African American scientist.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to examine the lingering challenges faced by African Americans in STEM by talking to a scientist in the community. Help them represent their findings using quantitative methods, much like the article uses data to help portray the experiences of black scientists. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2016/02/22/celebrating-bay-area-black-engineers/\">\u003cspan style=\"font-weight: 400\">Celebrating Bay Area Black Engineers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black engineers are underrepresented in engineering fields, making up less than seven percent of the engineering workforce. Learn about African American engineers in the San Francisco Bay Area who have helped increase diversity in engineering and other STEM fields.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to discuss diversity in STEM with an engineer in their community and share those findings with the class.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/bayareabites/2017/02/16/meet-freda-deknight-a-hidden-figure-and-titan-of-african-american-food/\">\u003cspan style=\"font-weight: 400\">Meet Freda DeKnight, a “Hidden Figure” and Titan of African American Food\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Freda DeKnight, a chef and culinary writer responsible for challenging stereotypes about African American food. Her cookbook brought widespread attention to African American cooking and culture, but she remains an “hidden figure” in United States history.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the article as a starting point to research other “hidden figures” who have been left out of U.S. history narratives because of their race, class, or gender. Why is it important that these individuals be recognized?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2017/06/16/black-bay-area-businesswomen-strive-to-beat-odds/\">\u003cspan style=\"font-weight: 400\">Bay Area Black Businesswomen Strive to Beat Odds\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">(Radio Segment and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This KQED report reveals the challenges faced by black businesswomen in San Francisco, such as Candice Cox, the owner of a profitable jewelry business.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to reflect on the social, economic, and political factors that limit the success of many black entrepreneurs.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Education and Social Justice\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout history, African Americans have fought for racial equality against unimaginable odds. Engage with these resources to learn about educators and activists who have resisted slavery, segregation, and policy brutality in their collective fight for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/#.WmDqtbenHIU\">\u003cspan style=\"font-weight: 400\">Remembering Civil Rights Leader Dorothy Height, PBS NewsHour\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/?#.WmDtPrenHIU\">\u003cspan style=\"font-weight: 400\">Lesson Plan\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video highlights the accomplishments of Dorothy Height, a lifelong activist who played a key role in both the Civil Rights and Women’s Rights Movements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the lesson plan to help students think about how they can contribute to the fight for racial and gender equality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/#.WmER1benHIU\">\u003cspan style=\"font-weight: 400\">Interview with Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosa Parks describes her role in the Montgomery Bus Boycott, where she refused to give up her seat to a white man. Her actions sparked a massive bus boycott that ended when the Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to consider the role of other women in both the Civil Rights Movement and current social movements. Facilitate a class discussion about the intersectionality of race and gender in the fight for social change.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/#.WmDqubenHIU\">\u003cspan style=\"font-weight: 400\">The Rise and Fall of Jim Crow: Lucy Laney\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Lucy Laney, an influential educator who founded the Haines Normal and Industrial School during the Jim Crow era. She provided young, black women with the opportunity to become teachers and educate the next generation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to think about how the leadership of Laney and other women-of-color shaped the educational system by asking students to research another educator. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/885da785-598d-4037-8ce4-1a935ce6a788/the-black-panther-party-through-a-kqed-lens/#.WmDUC7enHIU\">\u003cspan style=\"font-weight: 400\">The Black Panther Party: Through a KQED Lens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These videos from the late 1960s and early 1970s showcase the political, artistic, and cultural influence of the Black Panther Party. Watch interviews with prominent party members including Huey Newton, Stokely Carmichael, and Eldridge and Kathleen Cleaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to research a member of the Black Panther Party in greater detail using these \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/dpla-pss-051/primary-source-set-the-black-power-movement/#.Wme0HLenHIU\">\u003cspan style=\"font-weight: 400\">primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/ruby-bridges-goes-to-school/\">\u003cspan style=\"font-weight: 400\">Ruby Bridges Goes to School \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(Video, Grades 2-6)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch footage of 6-year-old Ruby Bridges on her first day at an all-white elementary school and listen to her reflect on her experiences with desegregation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After watching the video, show students Norman Rockwell’s painting “The Problem We All Live With” and ask whether the expression of the girl in the painting seems to match Ruby Bridges’ personal account of her experiences. Encourage students to search for another pivotal moment that has been captured through art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/03/09/bryan-stevenson-on-why-we-cant-forget-americas-troubled-racial-history/\">\u003cspan style=\"font-weight: 400\">Bryan Stevenson: On Teaching America’s Long History of Racial Injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with accompanying video \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=OY88OkjnPQ0\">\u003cspan style=\"font-weight: 400\">The Lynching of Private James Neely\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article/Interview/Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this interview with KQED, Bryan Stevenson discusses his work with the Equal Justice Initiative and stresses the importance of confronting the racial violence of America’s past and present.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Educate students about the horrors of lynching by showing a short video detailing the 1898 lynching of veteran Private James Neely. After watching the video, discuss the legacy of racism and violence against African Americans in the United States. Consider using this \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/arts/this-flag-once-protested-lynching-now-its-an-artists-response-to-police-violence\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to situate modern-day police violence in the context of history.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">For Black History Month, explore the contributions of prominent individuals beginning with this resource list highlighting influential black leaders of the past and present. These public media videos, images, and articles shed light on the significant achievements of both notable and lesser-known African American artists, scientists, innovators, educators, and activists. Use this list to consider the enduring legacy of inequality in the United States, both this month and throughout the year.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After introducing students to influential African American leaders in society, encourage them to think critically about the origins and observance of Black History Month by watching Shukree Hassan Tilghman’s documentary \u003c/span>\u003ca href=\"http://www.pbs.org/independentlens/films/more-than-a-month/\">\u003ci>\u003cspan style=\"font-weight: 400\">More than a Month\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Art and Culture\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">These painters, musicians, and photographers use art to drive social change, showcasing their work in a variety of contexts, from jazz clubs to Instagram. Explore these resources to learn more about how artistic expression helps individuals develop their personal and collective identities.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/#.WmDqsLenHIU\">Picturing America on Screen: Jacob Lawrence and Martin Puryear\u003c/a> (Video, Grades 6-12)\u003c/p>\n\u003cp>This video centers on the paintings of two influential artists, Jacob Lawrence and Martin Puryear. Lawrence’s \u003ci>Migration\u003c/i> series depicts the northern migration of African Americans and Puryear’s \u003ci>Ladder for Booker T. Washington\u003c/i>\u003cspan style=\"font-weight: 400\"> highlights the different phases of black history, from the Jim Crow period to integration and beyond.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to research a black artist of their choice and share their findings with the class. Were students familiar with the artists? What does their research illuminate about the appreciation and representation of black artists in the media?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/#.WmDqoLenHIU\">\u003cspan style=\"font-weight: 400\">Duke Ellington: The Piano Prince and His Orchestra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 1-4)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video tells the story of Duke Ellington, influential jazz giant who toured the world as a performer and composer for almost fifty years. He made a huge impact on contemporary music by transcending traditional musical conventions.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Use Duke Ellington’s music as a jumping off point to discuss the Harlem Renaissance, a period of artistic innovation for writers, artists, and musicians. Show students a \u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.whatharlem/what-was-the-harlem-renaissance/#.WmeBy7enHIU\">short video\u003c/a> about the Harlem Renaissance or use this \u003ca href=\"https://ca.pbslearningmedia.org/resource/pbs_org14_fillmore_soc_2/the-fillmore-classroom-content-harlem-renaissance/#.WmeCY7enHIU\">lesson plan\u003c/a> to examine how San Francisco’s Fillmore District became a cultural center for the black community during the 1950s, much like Harlem during the 1920s.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/27c37b07-9d05-45a7-862d-3413f700c679/27c37b07-9d05-45a7-862d-3413f700c679/#.WmeAVLenHIV\">\u003cspan style=\"font-weight: 400\">Langston Hughes’ “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Primary Source Documents, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Langston Hughes, one of the greatest poets of the 20th century and a key figure in the Harlem Renaissance, by reading several of his poems, including “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students learn about the writing process by reading the five different drafts of “The Ballad of Booker T.” Afterwards, use other primary source documents from the Library of Congress to delve deeper into the art, music, and literature of the Harlem Renaissance. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/arts/2016/02/25/black-as-ink-revisiting-black-history-through-sf-artists-work/\">\u003cspan style=\"font-weight: 400\">Black as Ink: Revisiting Black History through SF Artist’s Work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Artwork, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These Instagram portraits created by Bay Area art director George McCalman honor black artists, activists, and educators, such as Kathleen Cleaver and Alain LeRoy Locke, who are often left out of history books.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to produce their own pieces of art, music, or writing to publish on Instagram.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/independentlens/films/through-a-lens-darkly/\">\u003cspan style=\"font-weight: 400\">Through a Lens Darkly: Black Photographers and the Emergence of a People\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying article \u003c/span>\u003ca href=\"https://ww2.kqed.org/arts/2015/02/06/celebrating-black-love-and-reclaiming-a-place-in-history/\">\u003cspan style=\"font-weight: 400\">Celebrating Black Love and Reclaiming a Place in History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch clips from Thomas Allen Harris’ documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Through a Lens Darkly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which explores the role of photography in shaping the personal and cultural identities of African Americans.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students use the photographs to examine the role of art in constructing both identity and social change. Encourage them to take a photograph that represents their own cultural identity. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Science and Innovation \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether participating in climate change research, designing a jewelry business, working in aerospace engineering, or discovering hundreds of uses for the peanut, all of these individuals have contributed significantly to science and innovation. Use these resources to learn about the work of influential black scientists, engineers, and innovators. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-vid-george-w-carver/video/#.Wmd3Y7enHIU\">\u003cspan style=\"font-weight: 400\">George Washington Carver: Scientist, Inventor, and Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-lp-george-w-carver/george-w-carver/#.Wmd3bbenHIU\">\u003cspan style=\"font-weight: 400\">Primary Source Documents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video/Lesson Plan, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about the life and work of George Washington Carver, an influential botanist and agricultural chemist. After growing up in slavery and fighting to receive a basic education, he went on to revolutionize agriculture by pioneering the practice of crop rotation.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Introduce students to primary source documents, including a photograph of Carver outside the Tuskegee Institute and a transcript of his 1921 testimony to Congress. Encourage students to use these primary sources to analyze the intersectionality of science, education, and politics. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/arct14.sci.nvbarrier/barriers-for-black-scientists/#.WmEP27enHIU\">\u003cspan style=\"font-weight: 400\">Barriers for Black Scientists\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and excerpts from the film \u003c/span>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/forgotten-genius.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003c/a>\u003cb>\u003ci> (\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">Article and Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The film \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> centers on chemist Percy Julian and the discrimination he faced as an African American scientist.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to examine the lingering challenges faced by African Americans in STEM by talking to a scientist in the community. Help them represent their findings using quantitative methods, much like the article uses data to help portray the experiences of black scientists. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2016/02/22/celebrating-bay-area-black-engineers/\">\u003cspan style=\"font-weight: 400\">Celebrating Bay Area Black Engineers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black engineers are underrepresented in engineering fields, making up less than seven percent of the engineering workforce. Learn about African American engineers in the San Francisco Bay Area who have helped increase diversity in engineering and other STEM fields.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to discuss diversity in STEM with an engineer in their community and share those findings with the class.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/bayareabites/2017/02/16/meet-freda-deknight-a-hidden-figure-and-titan-of-african-american-food/\">\u003cspan style=\"font-weight: 400\">Meet Freda DeKnight, a “Hidden Figure” and Titan of African American Food\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Freda DeKnight, a chef and culinary writer responsible for challenging stereotypes about African American food. Her cookbook brought widespread attention to African American cooking and culture, but she remains an “hidden figure” in United States history.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the article as a starting point to research other “hidden figures” who have been left out of U.S. history narratives because of their race, class, or gender. Why is it important that these individuals be recognized?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2017/06/16/black-bay-area-businesswomen-strive-to-beat-odds/\">\u003cspan style=\"font-weight: 400\">Bay Area Black Businesswomen Strive to Beat Odds\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">(Radio Segment and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This KQED report reveals the challenges faced by black businesswomen in San Francisco, such as Candice Cox, the owner of a profitable jewelry business.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to reflect on the social, economic, and political factors that limit the success of many black entrepreneurs.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Education and Social Justice\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout history, African Americans have fought for racial equality against unimaginable odds. Engage with these resources to learn about educators and activists who have resisted slavery, segregation, and policy brutality in their collective fight for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/#.WmDqtbenHIU\">\u003cspan style=\"font-weight: 400\">Remembering Civil Rights Leader Dorothy Height, PBS NewsHour\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/?#.WmDtPrenHIU\">\u003cspan style=\"font-weight: 400\">Lesson Plan\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video highlights the accomplishments of Dorothy Height, a lifelong activist who played a key role in both the Civil Rights and Women’s Rights Movements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the lesson plan to help students think about how they can contribute to the fight for racial and gender equality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/#.WmER1benHIU\">\u003cspan style=\"font-weight: 400\">Interview with Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosa Parks describes her role in the Montgomery Bus Boycott, where she refused to give up her seat to a white man. Her actions sparked a massive bus boycott that ended when the Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to consider the role of other women in both the Civil Rights Movement and current social movements. Facilitate a class discussion about the intersectionality of race and gender in the fight for social change.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/#.WmDqubenHIU\">\u003cspan style=\"font-weight: 400\">The Rise and Fall of Jim Crow: Lucy Laney\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Lucy Laney, an influential educator who founded the Haines Normal and Industrial School during the Jim Crow era. She provided young, black women with the opportunity to become teachers and educate the next generation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to think about how the leadership of Laney and other women-of-color shaped the educational system by asking students to research another educator. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/885da785-598d-4037-8ce4-1a935ce6a788/the-black-panther-party-through-a-kqed-lens/#.WmDUC7enHIU\">\u003cspan style=\"font-weight: 400\">The Black Panther Party: Through a KQED Lens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These videos from the late 1960s and early 1970s showcase the political, artistic, and cultural influence of the Black Panther Party. Watch interviews with prominent party members including Huey Newton, Stokely Carmichael, and Eldridge and Kathleen Cleaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to research a member of the Black Panther Party in greater detail using these \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/dpla-pss-051/primary-source-set-the-black-power-movement/#.Wme0HLenHIU\">\u003cspan style=\"font-weight: 400\">primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/ruby-bridges-goes-to-school/\">\u003cspan style=\"font-weight: 400\">Ruby Bridges Goes to School \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(Video, Grades 2-6)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch footage of 6-year-old Ruby Bridges on her first day at an all-white elementary school and listen to her reflect on her experiences with desegregation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After watching the video, show students Norman Rockwell’s painting “The Problem We All Live With” and ask whether the expression of the girl in the painting seems to match Ruby Bridges’ personal account of her experiences. Encourage students to search for another pivotal moment that has been captured through art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/03/09/bryan-stevenson-on-why-we-cant-forget-americas-troubled-racial-history/\">\u003cspan style=\"font-weight: 400\">Bryan Stevenson: On Teaching America’s Long History of Racial Injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with accompanying video \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=OY88OkjnPQ0\">\u003cspan style=\"font-weight: 400\">The Lynching of Private James Neely\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article/Interview/Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this interview with KQED, Bryan Stevenson discusses his work with the Equal Justice Initiative and stresses the importance of confronting the racial violence of America’s past and present.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Educate students about the horrors of lynching by showing a short video detailing the 1898 lynching of veteran Private James Neely. After watching the video, discuss the legacy of racism and violence against African Americans in the United States. Consider using this \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/arts/this-flag-once-protested-lynching-now-its-an-artists-response-to-police-violence\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to situate modern-day police violence in the context of history.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "‘Stepping Up’ Youth Media Creators Shine at KQED's Silicon Valley Desk",
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"content": "\u003cp>[media-credit name=\"Alain McLaughlin\" align=\"alignnone\" width=\"690\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528973\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg\" width=\"690\" height=\"459\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-960x638.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-375x249.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-520x346.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021.jpg 1000w\" sizes=\"(max-width: 690px) 100vw, 690px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Friends, family, and community members filled our Silicon Valley Bureau on January 17 to help celebrate the work of seven student media makers from our Stepping Up Youth Media Challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were chosen from a number of local and national submissions to last fall’s challenge in which we asked students to share\u003c/span> \u003cspan style=\"font-weight: 400\">a story about how they’ve ‘stepped up’ to take action on an issue they’re passionate about.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bureau Chief and Senior Editor Tonya Mosley offered opening remarks, encouraging the youth media makers to continue telling their stories and the stories of their communities.\u003c/span>\u003c/p>\n\u003cp>[gallery type=\"slideshow\" link=\"none\" ids=\"528973,528974,528975,528980,528976,528977,528978,528979,528981,528982,528971\"]\u003c/p>\n\u003ch6 style=\"text-align: right\">\u003cem>Photo credit: Alain McLaughlin\u003c/em>\u003c/h6>\n\u003cp>\u003cspan style=\"font-weight: 400\">In panels and readings, the students shared how their videos and written pieces captured just a snapshot of the work they’re doing, and told us more about their hopes for the year ahead. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Areeta Wong and Judy Ng from San Mateo High School shared their inspiration for \u003c/span>\u003ca href=\"http://superposition.tech/#header\">\u003cspan style=\"font-weight: 400\">Superposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a hack-a-thon created for girls to combat the large gender disparity in the tech industry. At the showcase, they were able to connect with the parent of another student who works in the tech industry about attending their upcoming event. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gursimran Singh Panesar from Mills High School \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eUC41q-fdIWwAPwwgqQWMyI6PeadJqqLe5bc3xmN4Q4/edit\">\u003cspan style=\"font-weight: 400\">raised money\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help rebuild the playground at The Anova Center for Education in Santa Rosa after it was destroyed by the Northern California fires last fall. So far he has raised over $3,000 for the school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view the entire collection of student selections, check out this \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2018/01/22/these-high-school-students-are-stepping-up-for-change-in-their-communities/\">\u003cspan style=\"font-weight: 400\">curated list\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from The Lowdown.\u003c/span>\u003c/p>\n\n",
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"excerpt": "Friends, family, and community members filled our Silicon Valley Bureau on January 17 to help celebrate the work of seven student media makers from our Stepping Up Youth Media Challenge.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>[media-credit name=\"Alain McLaughlin\" align=\"alignnone\" width=\"690\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528973\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg\" width=\"690\" height=\"459\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-960x638.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-375x249.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-520x346.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021.jpg 1000w\" sizes=\"(max-width: 690px) 100vw, 690px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Friends, family, and community members filled our Silicon Valley Bureau on January 17 to help celebrate the work of seven student media makers from our Stepping Up Youth Media Challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were chosen from a number of local and national submissions to last fall’s challenge in which we asked students to share\u003c/span> \u003cspan style=\"font-weight: 400\">a story about how they’ve ‘stepped up’ to take action on an issue they’re passionate about.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bureau Chief and Senior Editor Tonya Mosley offered opening remarks, encouraging the youth media makers to continue telling their stories and the stories of their communities.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch6 style=\"text-align: right\">\u003cem>Photo credit: Alain McLaughlin\u003c/em>\u003c/h6>\n\u003cp>\u003cspan style=\"font-weight: 400\">In panels and readings, the students shared how their videos and written pieces captured just a snapshot of the work they’re doing, and told us more about their hopes for the year ahead. \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\">Areeta Wong and Judy Ng from San Mateo High School shared their inspiration for \u003c/span>\u003ca href=\"http://superposition.tech/#header\">\u003cspan style=\"font-weight: 400\">Superposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a hack-a-thon created for girls to combat the large gender disparity in the tech industry. At the showcase, they were able to connect with the parent of another student who works in the tech industry about attending their upcoming event. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gursimran Singh Panesar from Mills High School \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eUC41q-fdIWwAPwwgqQWMyI6PeadJqqLe5bc3xmN4Q4/edit\">\u003cspan style=\"font-weight: 400\">raised money\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help rebuild the playground at The Anova Center for Education in Santa Rosa after it was destroyed by the Northern California fires last fall. So far he has raised over $3,000 for the school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view the entire collection of student selections, check out this \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2018/01/22/these-high-school-students-are-stepping-up-for-change-in-their-communities/\">\u003cspan style=\"font-weight: 400\">curated list\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from The Lowdown.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Flipgrid in the High School U.S. History Class",
"headTitle": "Using Flipgrid in the High School U.S. History Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_A-pbE9qXD4&t=145s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the class. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hh72Mf8l9ps&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the comment section below, I would love to hear about the Flipgrid assignments that you have created to challenge your students. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\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/_A-pbE9qXD4'\n title='//www.youtube.com/embed/_A-pbE9qXD4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\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\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the 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/hh72Mf8l9ps'\n title='//www.youtube.com/embed/hh72Mf8l9ps'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\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\">In the comment section below, I would love to hear about the Flipgrid assignments that you have created to challenge your students. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What do your students think of the state of the union? Will they be watching on January 30 when President Trump takes the podium for one of the most-watched political events of the year?\u003c/p>\n\u003cp>Help students discuss the issues, fact-check the speech and evaluate the arguments with these resources for bringing the State of the Union into your classroom, including the ever-popular State of the Union bingo!\u003c/p>\n\u003cp>This year, Bay Area students will join KQED at The Mix at the San Francisco Public Library’s main branch to watch the speech and create media in response to what they hear from the president. The event is one of several media-making “break-a-thons” nationwide inspired by the \u003ca href=\"https://thelamp.org/22x20/\">22×20 campaign\u003c/a>, a national initiative promoting youth civic action. The name 22×20 refers to the 22 million teens who will be eligible to vote in the 2020 general election.\u003c/p>\n\u003cp>If you’re interested in bringing a group of young people (ages 13-18) to the event at The Mix, contact Chanelle Ignant, \u003ca href=\"mailto:cignant@kqed.org\">cignant@kqed.org\u003c/a>\u003c/p>\n\u003cp>Can’t join the break-a-thon in person? Here are some resources and ideas for bringing the State of the Union to your students and connecting them online to other young people during the speech.\u003c/p>\n\u003ch3>\u003cb>Before the speech\u003c/b>\u003c/h3>\n\u003cp>Get your students up to speed on the issues likely to be discussed on January 30. Start with \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown’s advanced coverage\u003c/a> of this year’s State of the Union, which includes a rundown of six key issues and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">the promised bingo card\u003c/a>!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For a deeper look at some of the issues, check out previous coverage from The Lowdown:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/immigration/\">Immigration \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/02/how-north-korea-became-one-of-the-americas-biggest-security-threats-a-brief-history-with-lesson-plan/\">North Korea\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/12/20/six-solid-resources-for-making-some-sense-of-the-republican-tax-plan/\">Tax reform\u003c/a> and \u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/money-and-taxes/\">economic policy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/civil-rights-struggles/\">Civil rights and liberties\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-Lesson-Plan.pdf\">This lesson plan\u003c/a> gives ideas for preparing students to watch the speech live. It recommends students choose one issue they feel strongly about, then focus on that topic as they watch the speech.\u003c/p>\n\u003ch3>\u003cb>During the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Connect online: \u003c/b>Students can discuss the speech with peers around the country on social media using the hashtag \u003cb>#22×20 \u003c/b>and \u003cstrong>#SOTU18\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Film a response:\u003c/b> Students can record their thoughts about the issues on our \u003ca href=\"https://flipgrid.com/cct6ej\">State of the Union grid\u003c/a> on Flipgrid, a free video discussion platform.\u003c/p>\n\u003cp>\u003cb>Fact-check:\u003c/b> Students can fact-check statements about an issue they care about or monitor fact-checking sites, like \u003ca href=\"http://www.politifact.com\">Politifact\u003c/a>, which will be posting live updates during the speech.\u003c/p>\n\u003cp>\u003cb>Make a meme:\u003c/b> At KQED’s break-a-thon, we’ll be making memes related to issues that come up in the speech. Memes are short, visual statements that use well-known images to communicate an idea or opinion. Students can create memes using a number of free generators, then share their creations on social media and with the class the next day. Don’t forget the \u003cb>#22×20\u003c/b> hashtag!\u003c/p>\n\u003cp>\u003cb>Democratic response:\u003c/b> Remind students that a response by a Democrat will follow Trump’s speech. The party who is not currently occupying the White House typically gives a televised response in a tradition dating back to 1966. Students can also make memes, share online responses and fact-check the Democratic response.\u003c/p>\n\u003ch3>\u003cb>After the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Debate and annotate:\u003c/b> Discuss the speech and ask students to share what they learned about their chosen issue. The State of the Union transcript will be available shortly after the speech. To spur discussion and allow everyone to share their ideas, students can annotate the speech online as a class using \u003ca href=\"https://web.hypothes.is/education/\">hypothesis\u003c/a>, a free web annotation tool. To learn more about online annotation, check out \u003ca href=\"https://teach.kqed.org/course/digital-annotation-with-hypothesis\">these resources\u003c/a> on KQED Teach.\u003c/p>\n\u003cp>\u003cb>Your own State of the Union:\u003c/b> How would your students define the state of the union? What ideas do they have for steering the nation? Students write their own state of the union speeches, or add their ideas to the class’s collective speech. Then share the speeches on \u003ca href=\"https://flipgrid.com/cct6ej\">Flipgrid\u003c/a> or in the comments of \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown post\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more information about how your students and future voters can make their voices heard, check out KQED’s \u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">Local Election Toolkit\u003c/a> and \u003ca href=\"http://thelamp.org/22-million-2020-campaign/\">22×20 campaign\u003c/a> sponsored by The Lamp.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What do your students think of the state of the union? Will they be watching on January 30 when President Trump takes the podium for one of the most-watched political events of the year?\u003c/p>\n\u003cp>Help students discuss the issues, fact-check the speech and evaluate the arguments with these resources for bringing the State of the Union into your classroom, including the ever-popular State of the Union bingo!\u003c/p>\n\u003cp>This year, Bay Area students will join KQED at The Mix at the San Francisco Public Library’s main branch to watch the speech and create media in response to what they hear from the president. The event is one of several media-making “break-a-thons” nationwide inspired by the \u003ca href=\"https://thelamp.org/22x20/\">22×20 campaign\u003c/a>, a national initiative promoting youth civic action. The name 22×20 refers to the 22 million teens who will be eligible to vote in the 2020 general election.\u003c/p>\n\u003cp>If you’re interested in bringing a group of young people (ages 13-18) to the event at The Mix, contact Chanelle Ignant, \u003ca href=\"mailto:cignant@kqed.org\">cignant@kqed.org\u003c/a>\u003c/p>\n\u003cp>Can’t join the break-a-thon in person? Here are some resources and ideas for bringing the State of the Union to your students and connecting them online to other young people during the speech.\u003c/p>\n\u003ch3>\u003cb>Before the speech\u003c/b>\u003c/h3>\n\u003cp>Get your students up to speed on the issues likely to be discussed on January 30. Start with \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown’s advanced coverage\u003c/a> of this year’s State of the Union, which includes a rundown of six key issues and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">the promised bingo card\u003c/a>!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For a deeper look at some of the issues, check out previous coverage from The Lowdown:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/immigration/\">Immigration \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/02/how-north-korea-became-one-of-the-americas-biggest-security-threats-a-brief-history-with-lesson-plan/\">North Korea\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/12/20/six-solid-resources-for-making-some-sense-of-the-republican-tax-plan/\">Tax reform\u003c/a> and \u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/money-and-taxes/\">economic policy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/civil-rights-struggles/\">Civil rights and liberties\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-Lesson-Plan.pdf\">This lesson plan\u003c/a> gives ideas for preparing students to watch the speech live. It recommends students choose one issue they feel strongly about, then focus on that topic as they watch the speech.\u003c/p>\n\u003ch3>\u003cb>During the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Connect online: \u003c/b>Students can discuss the speech with peers around the country on social media using the hashtag \u003cb>#22×20 \u003c/b>and \u003cstrong>#SOTU18\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Film a response:\u003c/b> Students can record their thoughts about the issues on our \u003ca href=\"https://flipgrid.com/cct6ej\">State of the Union grid\u003c/a> on Flipgrid, a free video discussion platform.\u003c/p>\n\u003cp>\u003cb>Fact-check:\u003c/b> Students can fact-check statements about an issue they care about or monitor fact-checking sites, like \u003ca href=\"http://www.politifact.com\">Politifact\u003c/a>, which will be posting live updates during the speech.\u003c/p>\n\u003cp>\u003cb>Make a meme:\u003c/b> At KQED’s break-a-thon, we’ll be making memes related to issues that come up in the speech. Memes are short, visual statements that use well-known images to communicate an idea or opinion. Students can create memes using a number of free generators, then share their creations on social media and with the class the next day. Don’t forget the \u003cb>#22×20\u003c/b> hashtag!\u003c/p>\n\u003cp>\u003cb>Democratic response:\u003c/b> Remind students that a response by a Democrat will follow Trump’s speech. The party who is not currently occupying the White House typically gives a televised response in a tradition dating back to 1966. Students can also make memes, share online responses and fact-check the Democratic response.\u003c/p>\n\u003ch3>\u003cb>After the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Debate and annotate:\u003c/b> Discuss the speech and ask students to share what they learned about their chosen issue. The State of the Union transcript will be available shortly after the speech. To spur discussion and allow everyone to share their ideas, students can annotate the speech online as a class using \u003ca href=\"https://web.hypothes.is/education/\">hypothesis\u003c/a>, a free web annotation tool. To learn more about online annotation, check out \u003ca href=\"https://teach.kqed.org/course/digital-annotation-with-hypothesis\">these resources\u003c/a> on KQED Teach.\u003c/p>\n\u003cp>\u003cb>Your own State of the Union:\u003c/b> How would your students define the state of the union? What ideas do they have for steering the nation? Students write their own state of the union speeches, or add their ideas to the class’s collective speech. Then share the speeches on \u003ca href=\"https://flipgrid.com/cct6ej\">Flipgrid\u003c/a> or in the comments of \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown post\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more information about how your students and future voters can make their voices heard, check out KQED’s \u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">Local Election Toolkit\u003c/a> and \u003ca href=\"http://thelamp.org/22-million-2020-campaign/\">22×20 campaign\u003c/a> sponsored by The Lamp.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Animated GIFs to Teach the Elements of Art",
"headTitle": "Using Animated GIFs to Teach the Elements of Art | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For inspiration, I spent some time on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/category/arts/\">\u003cspan style=\"font-weight: 400\">KQED Education Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website and I watched the KQED Elements of Art video.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were so many amazing ideas there, but I wanted to come up with something new. Still, if you’re looking to integrate tech and digital media into your Art classroom, I strongly suggest that you too take a look at the \u003ca href=\"https://ww2.kqed.org/education/category/arts/\">KQED Education Arts\u003c/a> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got the idea for using GIFs to teach the elements of art after watching a group of students laughing loudly at their phones and while \u003c/span>\u003cspan style=\"font-weight: 400\">The students were sharing an animated GIF. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GIF is short for \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/GIF\">\u003cspan style=\"font-weight: 400\">Graphic Interface Format\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, usually a short video clip that repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What the students were laughing at was not especially important, let’s just say it had something to do with Lebron James’ finger and his nose. It was silly yet endearing, and it made the lightbulb in my mind go off. Kids on phones, sharing animated GIFs of celebrities is a common pastime. Students know how to create their own GIFs, but they rip the photos or videos from Google. Instead of cutting and pasting a GIF, why not have the students create their own? From scratch? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students had a decent introduction to drawing lines, shapes, using value and space. I would let them use colored pencils, tell them not to worry too much about value and form, but think more of the movement of their pictures. The GIF would have to stay simple, a two step animation process, made and produced by the student from pencil and paper to publish-ready format. \u003c/span>\u003c/p>\n\u003ch4>The Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing I highly recommend is that you take the KQED Teach course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">“Digital Portfolios with Maker Ed.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then choose a platform. I chose Google Docs as my portfolio platform because the students are familiar with Google Docs and their work can be easily shared. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: remind students, especially seniors, to share their work with their personal gmail and Google docs, so that they may take the work with them after high school. Often, their student gmail account closes after graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next up, teach some Art History and culture. Most kids know about flipbooks, and some have made a flipbook before. I found it fun to show students that flipbooks were our GIF, and that we adults managed to entertain ourselves GIF style as kids with flip books. My favorite video on flipbooks, is created by none other than Dave Pilkey of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Captain Underpants\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> fame. This video, \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will get them a taste of what they’re about to create, and bring them back to their favorite grade school graphic novel. We will use the basic process shown on the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You may also want to familiarize students with early animation pioneers, even before Mickey Mouse flew a plane and drove a steamboat. \u003c/span>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Atlantic Monthly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2011/07/before-walt-disney-5-pioneers-of-early-animation/241448/\">Before Walt Disney: 5 Pioneers of Early Animation\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> is a great source and includes videos made by George Melieres and Thomas Edison:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now have your students analyze some fine art GIFs. It’s time for #pinkiesup. Fine art GIFs are amazing and pretty cool. \u003c/span>\u003ca href=\"https://giphy.com/artists\">\u003cspan style=\"font-weight: 400\">Giphy’s artists page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a perfect place to start. Students are already very familiar with Giphy but probably not the artist’s page. You can also have student’s google fine art GIFs.\u003c/span>\u003c/p>\n\u003cp>Now, have your students work to produce their animated GIFs.\u003c/p>\n\u003ch4>\u003cstrong>The Materials Needed:\u003c/strong>\u003c/h4>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Paper, at least 8.5 x 11\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Pencils, preferably 4B or softer\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Colored Pencils \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ruler\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Eraser\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">SmartPhone or Chromebook with camera\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/open?id=1nHJ4zZkVUDg7-Z2KtohspwiNGHoZoyiFl-sh_E9iQAw\">\u003cspan style=\"font-weight: 400\">Rubric for GIF project\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> As always, remind students to draw lightly. Mistakes can be erased and forgotten if drawn lightly. Only apply final color and drawing when you’re sure you have what you want. \u003c/span>\u003cspan style=\"font-weight: 400\">Also be sure to remind the students that they are to use the same process as shown in the \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Fold paper in half.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Draw a LIGHT one inch frame around each side of the two sides of paper so that the two drawings are matched up when it’s time to photograph the “flip” (this frame was not included in the Flip-O-Rama-Workshop but it really helps- they act as registration marks)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Design your drawing in your sketchbook before starting final on folded paper. Choose a subject that is personally interesting. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Open your folded paper like a book and draw first image on second piece of paper. Draw your two images with the 1-2 movement as seen in the video. The second image with the movement will be on top piece of folded paper. Keep the drawings simple, and easy to replicate as they will have to draw pretty much the same thing twice. Make sure the drawings line up perfectly (the bottom paper will show through to the top). Flip your images, and make sure that they are lined up, and look smooth, not jerky. Photograph each image, carefully lining up each image around the frame, and download to \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://gifmaker.me/\">gifmaker.me\u003c/a>\u003c/span>\u003c/li>\n\u003cli>Marvel at your creation and upload the GIF onto a Google Doc (with name, period and “GIF” in the title) and then place into your portfolio and share with the teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students really enjoyed making their GIFs and some even shared theirs on social media. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s a great example. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/i_lwpGtg17QeAO1D2mNGxaf5DeXx91Li7zczSdfmjE_7PcVKmlGiuqmG581GYYBVpYDGT1nt6vGB9Zhq_5D5ww-6tBIunIWv8sMqhD2tFzPZstPbfTiNwdH7nvexd6Q1s4LUgn_R\" width=\"480\" height=\"480\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And click \u003ca href=\"https://docs.google.com/document/d/1IjQE_9rpI6YVMVva3f-E8i8fzC576ET9xWEFhPJeQHQ/edit?ts=5a568186\">here\u003c/a> to view three more (Trampoline, Slam Dunk, and Broken Cell Phone.\u003c/p>\n\n",
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"description": "This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud. For inspiration, I spent some",
"title": "Using Animated GIFs to Teach the Elements of Art | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For inspiration, I spent some time on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/category/arts/\">\u003cspan style=\"font-weight: 400\">KQED Education Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website and I watched the KQED Elements of Art video.\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/BDePyEFT1gQ'\n title='//www.youtube.com/embed/BDePyEFT1gQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">There were so many amazing ideas there, but I wanted to come up with something new. Still, if you’re looking to integrate tech and digital media into your Art classroom, I strongly suggest that you too take a look at the \u003ca href=\"https://ww2.kqed.org/education/category/arts/\">KQED Education Arts\u003c/a> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got the idea for using GIFs to teach the elements of art after watching a group of students laughing loudly at their phones and while \u003c/span>\u003cspan style=\"font-weight: 400\">The students were sharing an animated GIF. \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\">GIF is short for \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/GIF\">\u003cspan style=\"font-weight: 400\">Graphic Interface Format\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, usually a short video clip that repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What the students were laughing at was not especially important, let’s just say it had something to do with Lebron James’ finger and his nose. It was silly yet endearing, and it made the lightbulb in my mind go off. Kids on phones, sharing animated GIFs of celebrities is a common pastime. Students know how to create their own GIFs, but they rip the photos or videos from Google. Instead of cutting and pasting a GIF, why not have the students create their own? From scratch? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students had a decent introduction to drawing lines, shapes, using value and space. I would let them use colored pencils, tell them not to worry too much about value and form, but think more of the movement of their pictures. The GIF would have to stay simple, a two step animation process, made and produced by the student from pencil and paper to publish-ready format. \u003c/span>\u003c/p>\n\u003ch4>The Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing I highly recommend is that you take the KQED Teach course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">“Digital Portfolios with Maker Ed.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then choose a platform. I chose Google Docs as my portfolio platform because the students are familiar with Google Docs and their work can be easily shared. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: remind students, especially seniors, to share their work with their personal gmail and Google docs, so that they may take the work with them after high school. Often, their student gmail account closes after graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next up, teach some Art History and culture. Most kids know about flipbooks, and some have made a flipbook before. I found it fun to show students that flipbooks were our GIF, and that we adults managed to entertain ourselves GIF style as kids with flip books. My favorite video on flipbooks, is created by none other than Dave Pilkey of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Captain Underpants\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> fame. This video, \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will get them a taste of what they’re about to create, and bring them back to their favorite grade school graphic novel. We will use the basic process shown on the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You may also want to familiarize students with early animation pioneers, even before Mickey Mouse flew a plane and drove a steamboat. \u003c/span>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Atlantic Monthly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2011/07/before-walt-disney-5-pioneers-of-early-animation/241448/\">Before Walt Disney: 5 Pioneers of Early Animation\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> is a great source and includes videos made by George Melieres and Thomas Edison:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now have your students analyze some fine art GIFs. It’s time for #pinkiesup. Fine art GIFs are amazing and pretty cool. \u003c/span>\u003ca href=\"https://giphy.com/artists\">\u003cspan style=\"font-weight: 400\">Giphy’s artists page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a perfect place to start. Students are already very familiar with Giphy but probably not the artist’s page. You can also have student’s google fine art GIFs.\u003c/span>\u003c/p>\n\u003cp>Now, have your students work to produce their animated GIFs.\u003c/p>\n\u003ch4>\u003cstrong>The Materials Needed:\u003c/strong>\u003c/h4>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Paper, at least 8.5 x 11\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Pencils, preferably 4B or softer\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Colored Pencils \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ruler\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Eraser\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">SmartPhone or Chromebook with camera\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/open?id=1nHJ4zZkVUDg7-Z2KtohspwiNGHoZoyiFl-sh_E9iQAw\">\u003cspan style=\"font-weight: 400\">Rubric for GIF project\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> As always, remind students to draw lightly. Mistakes can be erased and forgotten if drawn lightly. Only apply final color and drawing when you’re sure you have what you want. \u003c/span>\u003cspan style=\"font-weight: 400\">Also be sure to remind the students that they are to use the same process as shown in the \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Fold paper in half.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Draw a LIGHT one inch frame around each side of the two sides of paper so that the two drawings are matched up when it’s time to photograph the “flip” (this frame was not included in the Flip-O-Rama-Workshop but it really helps- they act as registration marks)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Design your drawing in your sketchbook before starting final on folded paper. Choose a subject that is personally interesting. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Open your folded paper like a book and draw first image on second piece of paper. Draw your two images with the 1-2 movement as seen in the video. The second image with the movement will be on top piece of folded paper. Keep the drawings simple, and easy to replicate as they will have to draw pretty much the same thing twice. Make sure the drawings line up perfectly (the bottom paper will show through to the top). Flip your images, and make sure that they are lined up, and look smooth, not jerky. Photograph each image, carefully lining up each image around the frame, and download to \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://gifmaker.me/\">gifmaker.me\u003c/a>\u003c/span>\u003c/li>\n\u003cli>Marvel at your creation and upload the GIF onto a Google Doc (with name, period and “GIF” in the title) and then place into your portfolio and share with the teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students really enjoyed making their GIFs and some even shared theirs on social media. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s a great example. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/i_lwpGtg17QeAO1D2mNGxaf5DeXx91Li7zczSdfmjE_7PcVKmlGiuqmG581GYYBVpYDGT1nt6vGB9Zhq_5D5ww-6tBIunIWv8sMqhD2tFzPZstPbfTiNwdH7nvexd6Q1s4LUgn_R\" width=\"480\" height=\"480\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And click \u003ca href=\"https://docs.google.com/document/d/1IjQE_9rpI6YVMVva3f-E8i8fzC576ET9xWEFhPJeQHQ/edit?ts=5a568186\">here\u003c/a> to view three more (Trampoline, Slam Dunk, and Broken Cell Phone.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teaching Students to Pay Attention: There are Self-Monitoring Apps for That!",
"headTitle": "Teaching Students to Pay Attention: There are Self-Monitoring Apps for That! | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It was a frustrated seventh grader who finally clued me in. “I hear you,” he sniffled, “but you don’t get it. I never learned \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to pay attention.” I was co-teacher in his math class, and had been gently (and probably too persistently) reminding him to attend to his teacher, then his peers, then his notes, then his teacher again —asking for his brief attention on me each time I reminded him.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> we learn the soft skills of success? Who is it that unlocks the multiple levels of metacognition so we can learn to pay attention, listen while taking notes or calm down when we get uncontrollable giggles? Some students seem to be born with these skills; others pick them up by osmosis. But, if you’re like me, your classroom has at least a handful of students whose biggest impediments are not academic skills but the prerequisite skills for “Studenting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Attention” and its various applications seems to top the list of skill deficits holding my students back. Students are distracted by sights, sounds or even their own thoughts. Their brains seem to fade for periods of time, their faces stalled and staring while they “space out.” From the outside, this can look like a choice and cause endless teacher frustration. But, what if I saw a lack of attention as a skill deficit rather than a behavior? If I adjust to see students as lacking skills rather than making bad choices, how would my approach change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turns out, teaching “studenting” (more formally known as “executive functioning”) is harder than it seems. I naturally just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">knew\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> how to ignore certain things, pay special attention to others and monitor my focus to make adjustments along the way. Delineating these skills into steps or patterns of thought was tough, and what I thought of may not at all match the thoughts or needs of my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did work, however, was to first sell students on the need for improvements (“Hey! Wouldn’t it be nice to not be in trouble all the time?”) then hit them where they already live: in their iPads and phones. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first group of apps my students and I explored helped students manage their independent work time. The free \u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/focus-keeper-work-study-timer/id830466924?mt=8\">\u003cspan style=\"font-weight: 400\">Focus Keeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> app was designed to support the \u003c/span>\u003ca href=\"https://lifehacker.com/productivity-101-a-primer-to-the-pomodoro-technique-1598992730\">\u003cspan style=\"font-weight: 400\">Pomodoro Method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which separates focused work time into twenty-or-so minute periods, with short breaks in between.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=CE_0f7vxyS4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few rounds of focus time and breaks, the user is prompted to take a longer break. The app can run in the background while students continue to work on their devices, but it will make a clock ticking sound if you don’t adjust the settings. (Leave the sound low, if possible, so students can hear the quick bell to indicate break time). My students were initially excited to be allowed to take breaks, and they eagerly jumped into using Focus Keeper. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first rookie move was illuminated 23, 24.5, 26, 22 minutes later, when each of their timers alerted them to take breaks — at different times. Needless to say, we moved to a single class timer after that! The app counts down the time and shows a visual of the time decreasing, which one student said helped him realize what twenty minutes felt like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One uber-pragmatic student, however, wondered aloud why a teacher would allow students time “off” a task and chose not to take the breaks at first. After a few days and some reflection, he conceded that breaks helped him feel less tired. “It doesn’t make sense at first, but it’s true,” he said, “I get more done when I give myself break time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of apps fell into the “brain training” category. These free apps claim to boost memory and other brain functions; they’re game-based, and most of them track progress over time, motivating students to beat their old scores. The idea is that if a student can practice focus using an app, he or she will be able to extend that improvement to other areas of life. These brain training apps also attempt to improve working memory, which is tied closely to successful attention in class. There are countless apps in the brain training category, so choosing them was my first hurdle. And ok, ok, I kind of got lost playing the games in the apps. I allowed my students to choose from a list of apps I had checked out ahead of time (and made sure were able to get past the district’s download restrictions). Here are their top choices: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://itunes.apple.com/us/app/numbers-flow-free-tap-new-focus-booster-games/id1181608645?mt=8\">\u003cspan style=\"font-weight: 400\">Numbers Flow \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is an app for Apple devices that asks users to tap numbers scattered across the screen in ascending order. The students enjoyed beating their own scores and excelling at something challenging. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Peak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Elevate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"http://www.fitbrains.com/\">\u003cspan style=\"font-weight: 400\">Fit Brains Trainer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allow students to choose their goal areas for growth, with options like problem solving, memory, and attention. Elevate even has a baseline assessment to personalize student games. I found these apps to be most appealing to students who truly want to improve in their areas of deficit. Students who were looking for more fun were likely to desert the apps when they required students engage with their deficit skills. I could almost always tell which type of game certain students were on when they started arguing with their iPads. Each of these apps is available for Android or Apple, all with free versions or the option to upgrade for a fee. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While I am thrilled with the excitement and growth mindsets of students seeing themselves as capable of improving, a question still lingers: will these apps be effective in supporting and improving student attention all year? Brain research shows that new, novel experiences command more attention and provide the brain with the chemicals matching higher levels of stimulation. Are these apps helping extend my students’ attention spans, or am I capitalizing on the flood of \u003c/span>\u003cspan style=\"font-weight: 400\">neurotransmitters \u003c/span>\u003cspan style=\"font-weight: 400\">that exciting things bring? \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maybe these questions point us to something else we’ve missed when demanding students pay attention: technology, and its high levels of stimulation, may be a teacher’s best tool in harnessing and maintaining student attention. \u003c/span>\u003c/p>\n\n",
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"headline": "Teaching Students to Pay Attention: There are Self-Monitoring Apps for That!",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It was a frustrated seventh grader who finally clued me in. “I hear you,” he sniffled, “but you don’t get it. I never learned \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to pay attention.” I was co-teacher in his math class, and had been gently (and probably too persistently) reminding him to attend to his teacher, then his peers, then his notes, then his teacher again —asking for his brief attention on me each time I reminded him.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> we learn the soft skills of success? Who is it that unlocks the multiple levels of metacognition so we can learn to pay attention, listen while taking notes or calm down when we get uncontrollable giggles? Some students seem to be born with these skills; others pick them up by osmosis. But, if you’re like me, your classroom has at least a handful of students whose biggest impediments are not academic skills but the prerequisite skills for “Studenting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Attention” and its various applications seems to top the list of skill deficits holding my students back. Students are distracted by sights, sounds or even their own thoughts. Their brains seem to fade for periods of time, their faces stalled and staring while they “space out.” From the outside, this can look like a choice and cause endless teacher frustration. But, what if I saw a lack of attention as a skill deficit rather than a behavior? If I adjust to see students as lacking skills rather than making bad choices, how would my approach change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turns out, teaching “studenting” (more formally known as “executive functioning”) is harder than it seems. I naturally just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">knew\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> how to ignore certain things, pay special attention to others and monitor my focus to make adjustments along the way. Delineating these skills into steps or patterns of thought was tough, and what I thought of may not at all match the thoughts or needs of my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did work, however, was to first sell students on the need for improvements (“Hey! Wouldn’t it be nice to not be in trouble all the time?”) then hit them where they already live: in their iPads and phones. \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\">The first group of apps my students and I explored helped students manage their independent work time. The free \u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/focus-keeper-work-study-timer/id830466924?mt=8\">\u003cspan style=\"font-weight: 400\">Focus Keeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> app was designed to support the \u003c/span>\u003ca href=\"https://lifehacker.com/productivity-101-a-primer-to-the-pomodoro-technique-1598992730\">\u003cspan style=\"font-weight: 400\">Pomodoro Method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which separates focused work time into twenty-or-so minute periods, with short breaks in between.\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/CE_0f7vxyS4'\n title='//www.youtube.com/embed/CE_0f7vxyS4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After a few rounds of focus time and breaks, the user is prompted to take a longer break. The app can run in the background while students continue to work on their devices, but it will make a clock ticking sound if you don’t adjust the settings. (Leave the sound low, if possible, so students can hear the quick bell to indicate break time). My students were initially excited to be allowed to take breaks, and they eagerly jumped into using Focus Keeper. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first rookie move was illuminated 23, 24.5, 26, 22 minutes later, when each of their timers alerted them to take breaks — at different times. Needless to say, we moved to a single class timer after that! The app counts down the time and shows a visual of the time decreasing, which one student said helped him realize what twenty minutes felt like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One uber-pragmatic student, however, wondered aloud why a teacher would allow students time “off” a task and chose not to take the breaks at first. After a few days and some reflection, he conceded that breaks helped him feel less tired. “It doesn’t make sense at first, but it’s true,” he said, “I get more done when I give myself break time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of apps fell into the “brain training” category. These free apps claim to boost memory and other brain functions; they’re game-based, and most of them track progress over time, motivating students to beat their old scores. The idea is that if a student can practice focus using an app, he or she will be able to extend that improvement to other areas of life. These brain training apps also attempt to improve working memory, which is tied closely to successful attention in class. There are countless apps in the brain training category, so choosing them was my first hurdle. And ok, ok, I kind of got lost playing the games in the apps. I allowed my students to choose from a list of apps I had checked out ahead of time (and made sure were able to get past the district’s download restrictions). Here are their top choices: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://itunes.apple.com/us/app/numbers-flow-free-tap-new-focus-booster-games/id1181608645?mt=8\">\u003cspan style=\"font-weight: 400\">Numbers Flow \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is an app for Apple devices that asks users to tap numbers scattered across the screen in ascending order. The students enjoyed beating their own scores and excelling at something challenging. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Peak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Elevate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"http://www.fitbrains.com/\">\u003cspan style=\"font-weight: 400\">Fit Brains Trainer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allow students to choose their goal areas for growth, with options like problem solving, memory, and attention. Elevate even has a baseline assessment to personalize student games. I found these apps to be most appealing to students who truly want to improve in their areas of deficit. Students who were looking for more fun were likely to desert the apps when they required students engage with their deficit skills. I could almost always tell which type of game certain students were on when they started arguing with their iPads. Each of these apps is available for Android or Apple, all with free versions or the option to upgrade for a fee. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While I am thrilled with the excitement and growth mindsets of students seeing themselves as capable of improving, a question still lingers: will these apps be effective in supporting and improving student attention all year? Brain research shows that new, novel experiences command more attention and provide the brain with the chemicals matching higher levels of stimulation. Are these apps helping extend my students’ attention spans, or am I capitalizing on the flood of \u003c/span>\u003cspan style=\"font-weight: 400\">neurotransmitters \u003c/span>\u003cspan style=\"font-weight: 400\">that exciting things bring? \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\">Maybe these questions point us to something else we’ve missed when demanding students pay attention: technology, and its high levels of stimulation, may be a teacher’s best tool in harnessing and maintaining student attention. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teachers Who Blog: The 20 Best of 2017",
"headTitle": "Teachers Who Blog: The 20 Best of 2017 | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">I read a lot of educational blogs. As both the coordinating editor for KQED’s “In the Classroom” and as a social studies teacher at San Marino High School, it comes with the territory. The best blogs I have read are generally those written by teachers that describe various teaching, learning, and assessment strategies.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Appearing in alphabetical order below are the 20 teacher-bloggers who have impacted me the most in 2017:\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp style=\"text-align: center\">_ _ _ _ _ _ _ _ _ _ _\u003c/p>\n\u003ch4>Alice Chen\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alice Chen is a Suzanne Middle School teacher (8th-grade Language Arts, Technology Coach). Alice’s school is located in Walnut, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/wondertechedu\">\u003cspan style=\"font-weight: 400\">@wondertechedu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com\">\u003cspan style=\"font-weight: 400\">Alice in Wonder Tech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Alice’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/14/real-news-fake-news-or-opinion-teaching-our-students-to-discern-the-difference/\">\u003cspan style=\"font-weight: 400\">Real News, Fake News or Opinion? Teaching Our Students to Discern the Difference\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/16/8-ways-for-students-to-reflect-on-their-learning/\">\u003cspan style=\"font-weight: 400\">8 Ways for Students to Reflect on Their Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/21/empowering-students-with-peer-designed-lessons/\">\u003cspan style=\"font-weight: 400\">Empowering Students with Peer-Designed Lessons\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Amy Rosenstein\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amy Rosenstein is a Concord Road Elementary School teacher. Amy’s school is located in Ardsley, New York and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/SkypeAmy\">\u003cspan style=\"font-weight: 400\">@SkypeAmy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Amy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/13/how-elementary-school-students-and-their-teachers-tell-stories-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">How Elementary School Students and their Teachers Tell Stories in the Digital Age\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/11/21/students-transform-into-global-change-agents-with-technology/\">\u003cspan style=\"font-weight: 400\">Students Transform into Global Change Agents with Technology\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">Video Conferencing Magic in the Elementary School Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528734\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-520x291.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Bob Kelly\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bob Kelly is a Minarets High School teacher (AP US History, US History, US Government, Economics, Psychology). Bob’s school is located outside Yosemite National Park in the Sierra Nevada foothills of California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MrKellyIII\">\u003cspan style=\"font-weight: 400\">@MrKellyIII\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://learningismybusiness.blogspot.com\">\u003cspan style=\"font-weight: 400\">Learning is My Business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Bob’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/11/30/integrating-current-events-with-kqeds-the-lowdown/\">\u003cspan style=\"font-weight: 400\">Integrating Current Events with KQED’s “The Lowdown”\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/08/how-can-we-understand-legacy-of-slavery.html\">\u003cspan style=\"font-weight: 400\">How can we understand the legacy of slavery, the Civil War, and what happened in Charlottesville, VA?\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/07/was-dr-seuss-racist-fake-news-or.html\">\u003cspan style=\"font-weight: 400\">Was Dr. Seuss Racist?!? Fake News or a Teachable Moment?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://learningismybusiness.blogspot.com/2017/02/moving-forward.html\">\u003cspan style=\"font-weight: 400\">Moving Forward\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Catlin Tucker\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Catlin Tucker is a Windsor High School teacher (9th and 10th grade English Language Arts). Catlin’s school is located in Windsor, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">@Catlin_Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://catlintucker.com\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Catlin’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/04/stop-taking-grading-home/\">\u003cspan style=\"font-weight: 400\">Stop Taking Grading Home\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/06/battle-traditional-perceptions/\">\u003cspan style=\"font-weight: 400\">Battling Against Traditional Perception of Teaching and Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/05/3-probs-trad-grades/\">\u003cspan style=\"font-weight: 400\">3 Problems with Traditional Grades\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/02/student-designed-stations/\">\u003cspan style=\"font-weight: 400\">Station Rotation Model: Student Designed & Led Stations\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/08/google-docs-scavenger-hunt/\">\u003cspan style=\"font-weight: 400\">Google Docs Scavenger Hunt\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Darcy Salvadore\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Darcy Salvadore is a Los Osos High School \u003c/span>\u003cspan style=\"font-weight: 400\">teacher (11th and 12th grade English). \u003c/span>\u003cspan style=\"font-weight: 400\"> Darcy’s school is located in Rancho Cucamonga, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/drcyslvdr\">\u003cspan style=\"font-weight: 400\">@drcyslvdr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Darcy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/19/when-the-wifi-doesnt-work-still-a-great-opportunity-for-learning/\">\u003cspan style=\"font-weight: 400\">When the WiFi Doesn’t Work Teach Resilience, Patience, and Problem-Solving\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/19/how-to-transform-research-into-curation-using-pinterest-and-flipboard/\">\u003cspan style=\"font-weight: 400\">How to Transform Research into Curation Using Pinterest and Flipboard\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528762 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-960x541.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>David Cutler\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">David Cutler is a Brimmer and May High School teacher (American History, Government, Latin American History). David’s school is an independent school located in Chestnut Hill, Massachusetts and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/spinedu\">\u003cspan style=\"font-weight: 400\">@SpinEDu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. David’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/column-use-george-washington-make-kids-care-fake-news\">\u003cspan style=\"font-weight: 400\">How I Use George Washington to Make Kids Care about ‘Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/teaching-kids-about-thanksgiving-or-columbus-they-deserve-the-real-story\">\u003cspan style=\"font-weight: 400\">Teaching Kids about Thanksgiving or Columbus? They Deserve the Real Story\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/why-i-teach-journalism-my-history-classes\">\u003cspan style=\"font-weight: 400\">Why I Teach Journalism in My History Classes\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/teaching-why-facts-still-matter-david-cutler\">\u003cspan style=\"font-weight: 400\">Teaching Why Facts Still Matter\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.edutopia.org/blog/you-cannot-cover-everything-david-cutler\">\u003cspan style=\"font-weight: 400\">You Can’t Cover Everything\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jen Roberts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jen Roberts is a Point Loma High School teacher (9th grade English). Jen’s school is located in San Diego, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/JenRoberts1\">\u003cspan style=\"font-weight: 400\">@JenRoberts1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.litandtech.com/\">\u003cspan style=\"font-weight: 400\">Literacy, Technology, Policy, Etc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Jen’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/differentiation-with-branching-google.html\">\u003cspan style=\"font-weight: 400\">Differentiation with Branching Google Forms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/05/reading-challenges-choice-with-subtle.html\">\u003cspan style=\"font-weight: 400\">Reading Challenges: Choice with a Subtle Nudge\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/09/self-evaluation-google-form-for-students.html\">\u003cspan style=\"font-weight: 400\">Self-Evaluation Google Form for Students\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/book-check-out-form-my-classroom.html\">\u003cspan style=\"font-weight: 400\">Book Check Out Form: My Classroom Library Solution\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/got-few-minutes-at-end-of-class.html\">\u003cspan style=\"font-weight: 400\">Got a Few Minutes at the End of Class?\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jim Pike\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout much of 2017, Jim Pike was an Albert Einstein Academy teacher (5th and 6th grade STEAM) and the director of Game-Based Learning and CodeREVKids.com Learning Centers (Santa Monica). In the fall, Jim became a Sycamore School teacher. This school is located in Malibu, CA. Jim can be reached via Twitter @joakleyiii. Jim’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/05/25/how-minecraft-teaches-5th-graders-video-game-design/\">\u003cspan style=\"font-weight: 400\">How Minecraft Teaches 5th Graders Video Game Design\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2016/10/20/harness-student-creativity-with-minecraft-movies/\">\u003cspan style=\"font-weight: 400\">Harness Student Creativity with Minecraft Movies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>John Walter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">John Walter is a Junction City High School teacher (Journalism, American Ethnic Studies.) John’s school is located in Junction City, Kansas and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/John_MWalter\">\u003cspan style=\"font-weight: 400\">@John_MWalter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. John’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/02/06/getting-started-with-snapchat-in-your-classroom/\">\u003cspan style=\"font-weight: 400\">Getting Started with Snapchat in Your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/28/the-iam-video-project-a-creative-get-to-know-you-activity/\">\u003cspan style=\"font-weight: 400\">The iAM Video Project: A Creative ‘Get-to-Know-You’ Activity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528738\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Kelley Hutchison\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kelley Hutchison lives in Portland, Oregon, having moved there recently. Previously, she taught English at both Amador Valley High School in Pleasanton, CA and Leland High School in San Jose, CA. She can be reached via Twitter @TheMrsHutch. Kelley’s best blog posts for 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\" target=\"_blank\" rel=\"noopener\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/11/17/embracing-annotations-the-know-how/\" target=\"_blank\" rel=\"noopener\">Embracing Annotations: The Know How\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Laura Bradley\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laura Bradley is a Kenilworth Junior High School teacher (English 8, Design Lab 8, and Broadcast Media 7/8). Laura’s school is located in Petaluma, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://laurabradley.me\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Laura’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/12/putting-empathy-and-digital-citizenship-at-the-center-of-our-classrooms/\">\u003cspan style=\"font-weight: 400\">Putting Empathy and Digital Citizenship at the Center of our Classrooms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/original-makerspace-laura-bradley\">\u003cspan style=\"font-weight: 400\">The Original Makerspace\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/flexible-seating-middle-school-laura-bradley\">\u003cspan style=\"font-weight: 400\">Flexible Seating in Middle School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.cue.org/novel-idea-student-writing/\">\u003cspan style=\"font-weight: 400\">A Novel Idea for Student Writing\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528736\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png\" width=\"640\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-520x302.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM.png 810w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Mariana Garcia-Serrato\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mariana Garcia-Serrato is an Oak Grove School District teacher (5th-8th grade Science, Engineering). Mariana’s school district is located in San Jose, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MarianaGSerrato\">\u003cspan style=\"font-weight: 400\">@MarianaGSerrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://teachingabovethetest.blogspot.com/\">\u003cspan style=\"font-weight: 400\">Teaching Above the Test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Mariana’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/twitter-tool-for-teacher-professional.html\">\u003cspan style=\"font-weight: 400\">Twitter, a Tool for Professional Development\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/leaderboard-and-badging-with-google.html\">\u003cspan style=\"font-weight: 400\">Leaderboards and Badging with Google Sheets\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/02/blogging-in-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">Blogging in the Science Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/24/go-beyond-snapchat-with-layered-selfies/\">\u003cspan style=\"font-weight: 400\">Go Beyond Snapchat with Layered Selfies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Michael Hernandez\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Hernandez is a Mira Costa High School teacher (Cinema, Journalism). Michael’s school is located in Manhattan Beach, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/cinehead\">\u003cspan style=\"font-weight: 400\">@cinehead\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://michael-hernandez.net\">\u003cspan style=\"font-weight: 400\">Michael Hernandez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Michael’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/2fL1CvW\">\u003cspan style=\"font-weight: 400\">What My Deaf And Hard Of Hearing Students Taught Me About Good Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edsurge.com/news/2017-09-26-from-analog-to-digital-why-and-how-to-teach-students-to-write-for-an-online-audience\">\u003cspan style=\"font-weight: 400\">Why and How to Write For An Online Audience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/FilmAndLit\">\u003cspan style=\"font-weight: 400\">Embracing Film Theory in ELA Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://to.pbs.org/2j6aUmX\">\u003cspan style=\"font-weight: 400\">Service-Learning Leads to Personalized Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/17/explainer-videos-a-fun-way-for-students-to-show-what-they-know/\">\u003cspan style=\"font-weight: 400\">Explainer Videos: A Fun Way for Students to Show What They Know\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Nicole Naditz\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nicole Naditz is a Bella Vista High School teacher (French Language and Culture). Nicole’s school is located near Sacramento, California and she can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/NicoleNaditz\">\u003cspan style=\"font-weight: 400\">@NicoleNaditz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nicole’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/15/flipgrid-the-global-classroom-connections-maker/\">\u003cspan style=\"font-weight: 400\">Flipgrid: The Global Classroom Connections Maker\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/05/free-robust-and-unglitchy-digital-portfolios-with-seesaw/\">\u003cspan style=\"font-weight: 400\">Free, Robust and “Unglitchy”: Digital Portfolios with Seesaw\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528766\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-240x135.jpg 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Robert Ward\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Robert Ward is a T.S. King Middle School teacher (8th grade English). Robert’s school is located in Los Angeles, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/rewardingedu?lang=en\">\u003cspan style=\"font-weight: 400\">@RewardingEdu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and on his \u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/\">\u003cspan style=\"font-weight: 400\">Rewarding Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Robert’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/young-adult-novels-teach-growth-mindset-robert-ward\">\u003cspan style=\"font-weight: 400\">Young Adult Novels that Teach a Growth Mindset\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://inservice.ascd.org/the-fallacy-of-failure/\">\u003cspan style=\"font-weight: 400\">The Fallacy of Failure\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www2.ncte.org/blog/2017/03/dispelling-myth-intelligence-instant-easy/\">\u003cspan style=\"font-weight: 400\">Dispelling the Myth that Intelligence = Instant and Easy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://rewardingeducation.wordpress.com/2017/06/05/enduring-the-educational-pendulum-education-week/\">\u003cspan style=\"font-weight: 400\">Enduring the Educational Pendulum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\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>\u003c/li>\n\u003c/ul>\n\u003ch4>Scott Petri\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott Petri is a John F. Kennedy High School Medical Magnet teacher (World History & The Impact of Disease, US History & Public Health). Scott’s school is\u003c/span>\u003ca href=\"https://twitter.com/scottmpetri?lang=en\">\u003cspan style=\"font-weight: 400\"> located in Granada Hills, California \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/scottmpetri\">\u003cspan style=\"font-weight: 400\">@scottmpetri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Scott’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">Listening is a 21st-Century Skill\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">Automated Writing Feedback Programs Help Teachers Coach Students How to Write\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/12/13/learning-from-student-reflection/\">\u003cspan style=\"font-weight: 400\">Learning from Student Reflection\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/29/dark-side-of-gifted-ed/\">\u003cspan style=\"font-weight: 400\">Dark Side of Gifted Ed\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/20/teaching-study-skills/\">\u003cspan style=\"font-weight: 400\">Teaching Study Skill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">s\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Vicki Davis\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vicki Davis is a \u003c/span>\u003cspan style=\"font-weight: 400\">Westwood Schools teacher (Computer Science, Computers Apps Games & Society, Keyboarding, Digital Filmmaking). Vicki’s school is located \u003c/span>\u003cspan style=\"font-weight: 400\">in \u003c/span>\u003cspan style=\"font-weight: 400\">Camilla, Georgia and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/coolcatteacher\">\u003cspan style=\"font-weight: 400\">@coolcatteacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/\">\u003cspan style=\"font-weight: 400\">Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. \u003c/span>\u003cspan style=\"font-weight: 400\">Vicki’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/google-classroom-resources/\">\u003cspan style=\"font-weight: 400\">100+ Great Google Classroom and Gsuite Resources for Educators\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/e115/\">\u003cspan style=\"font-weight: 400\">5 Mistakes Teachers Make the First Week of School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/3-fast-free-lesson-plans-fight-fake-news/\">\u003cspan style=\"font-weight: 400\">3 Fast, Free lesson Plans to Fight Fake News\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/10-ways-to-flip-a-kid-and-turn-their-day-around/\">\u003cspan style=\"font-weight: 400\">10 Ways to Flip and Kid and Turn Their Day Around\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/best-google-drive-add-ons/\">\u003cspan style=\"font-weight: 400\">15 Best Google Drive Add-Ons for Education\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Photo by Matylda Czarnecka via Flickr, CC BY-SA 2.0\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528739\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The three teachers mentioned below have recently left the classroom, but given how impressed I’ve been with their blogging in 2017, I had to include them:\u003c/span>\u003c/i>\u003c/p>\n\u003ch4>Cori Orlando\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Orlando is a Simi Valley Unified School District TOSA. Previously, she taught K-4. Cori’s district is located in Simi Valley, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/CoriOrlando1\">\u003cspan style=\"font-weight: 400\">@CoriOrlando1 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and her \u003c/span>\u003ca href=\"http://leadinginlimbo.weebly.com/\">\u003cspan style=\"font-weight: 400\">Leading in Limbo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Blog. Cori’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/archives/02-2017\">\u003cspan style=\"font-weight: 400\">Children Don’t Come in a Box\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/en-pointe\">\u003cspan style=\"font-weight: 400\">En Pointe\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/yeah-but\">\u003cspan style=\"font-weight: 400\">Yeah, But…\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/june-25th-2017\">\u003cspan style=\"font-weight: 400\">Dear Perfection Seekers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/stop-the-insanity\">\u003cspan style=\"font-weight: 400\">Stop The Insanity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Matthew Farber\u003c/h4>\n\u003cp>\u003ca href=\"http://matthewfarber.com/\">\u003cspan style=\"font-weight: 400\">Matthew Farber, Ed.D.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a University of Northern Colorado Assistant Professor. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously, he was a 6th and 7th-grade social studies teacher for 9 years at Valleyview Middle School in Denville, New Jersey. \u003c/span>\u003cspan style=\"font-weight: 400\">His current school (UNC) is located in Greeley, Colorado and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/matthewfarber?lang=en\">\u003cspan style=\"font-weight: 400\">@MatthewFarber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Farber’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/blog/how-games-can-be-a-centerpiece-for-student-driven-learning\">\u003cspan style=\"font-weight: 400\">How Games Can Be a Centerpiece for Student-Driven Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/learning-tinkering\">\u003cspan style=\"font-weight: 400\">Learning by Tinkering\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/taking-advantage-power-play\">\u003cspan style=\"font-weight: 400\">Taking Advantage of the Power of Play\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://edut.to/2sZqsAx\">\u003cspan style=\"font-weight: 400\">Standards-Aligned Genius Hour\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/border-crossings-matthew-farber\">\u003cspan style=\"font-weight: 400\">Exploring the World in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Peg Grafwallner\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed. is a Ronald Reagan IB High School Instructional Coach/Reading Specialist. Previously, she taught freshmen English. Peg’s current school (RRHS) is located in Milwaukee, Wisconsin and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/peggrafwallner?lang=en\">\u003cspan style=\"font-weight: 400\">@PegGrafwallner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://www.peggrafwallner.com/\">\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Peg’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-novice-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Novice Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-veteran-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Veteran Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/keeping-learning-real-relevant-and-relatable\">\u003cspan style=\"font-weight: 400\">Keeping Learning Real, Relevant and Relatable\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/what-ive-learned-special-ed-teachers\">\u003cspan style=\"font-weight: 400\">What I’ve Learned From Special Ed Teachers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/discussion/how-i-spent-my-holiday-break\">\u003cspan style=\"font-weight: 400\">How I Spent My Holiday Break\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about each of the above-mentioned teacher bloggers, \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1nol149sch-_C5vAzURcDn8kQ2kYNVtWmWnNeeph5wmM/edit\">\u003cspan style=\"font-weight: 400\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528764\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-800x449.png\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-800x449.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-768x431.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-375x210.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM.png 940w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">I read a lot of educational blogs. As both the coordinating editor for KQED’s “In the Classroom” and as a social studies teacher at San Marino High School, it comes with the territory. The best blogs I have read are generally those written by teachers that describe various teaching, learning, and assessment strategies.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Appearing in alphabetical order below are the 20 teacher-bloggers who have impacted me the most in 2017:\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp style=\"text-align: center\">_ _ _ _ _ _ _ _ _ _ _\u003c/p>\n\u003ch4>Alice Chen\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alice Chen is a Suzanne Middle School teacher (8th-grade Language Arts, Technology Coach). Alice’s school is located in Walnut, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/wondertechedu\">\u003cspan style=\"font-weight: 400\">@wondertechedu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com\">\u003cspan style=\"font-weight: 400\">Alice in Wonder Tech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Alice’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/14/real-news-fake-news-or-opinion-teaching-our-students-to-discern-the-difference/\">\u003cspan style=\"font-weight: 400\">Real News, Fake News or Opinion? Teaching Our Students to Discern the Difference\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/16/8-ways-for-students-to-reflect-on-their-learning/\">\u003cspan style=\"font-weight: 400\">8 Ways for Students to Reflect on Their Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/21/empowering-students-with-peer-designed-lessons/\">\u003cspan style=\"font-weight: 400\">Empowering Students with Peer-Designed Lessons\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Amy Rosenstein\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amy Rosenstein is a Concord Road Elementary School teacher. Amy’s school is located in Ardsley, New York and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/SkypeAmy\">\u003cspan style=\"font-weight: 400\">@SkypeAmy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Amy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/13/how-elementary-school-students-and-their-teachers-tell-stories-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">How Elementary School Students and their Teachers Tell Stories in the Digital Age\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/11/21/students-transform-into-global-change-agents-with-technology/\">\u003cspan style=\"font-weight: 400\">Students Transform into Global Change Agents with Technology\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">Video Conferencing Magic in the Elementary School Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528734\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-520x291.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Bob Kelly\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bob Kelly is a Minarets High School teacher (AP US History, US History, US Government, Economics, Psychology). Bob’s school is located outside Yosemite National Park in the Sierra Nevada foothills of California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MrKellyIII\">\u003cspan style=\"font-weight: 400\">@MrKellyIII\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://learningismybusiness.blogspot.com\">\u003cspan style=\"font-weight: 400\">Learning is My Business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Bob’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/11/30/integrating-current-events-with-kqeds-the-lowdown/\">\u003cspan style=\"font-weight: 400\">Integrating Current Events with KQED’s “The Lowdown”\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/08/how-can-we-understand-legacy-of-slavery.html\">\u003cspan style=\"font-weight: 400\">How can we understand the legacy of slavery, the Civil War, and what happened in Charlottesville, VA?\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/07/was-dr-seuss-racist-fake-news-or.html\">\u003cspan style=\"font-weight: 400\">Was Dr. Seuss Racist?!? Fake News or a Teachable Moment?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://learningismybusiness.blogspot.com/2017/02/moving-forward.html\">\u003cspan style=\"font-weight: 400\">Moving Forward\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Catlin Tucker\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Catlin Tucker is a Windsor High School teacher (9th and 10th grade English Language Arts). Catlin’s school is located in Windsor, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">@Catlin_Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://catlintucker.com\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Catlin’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/04/stop-taking-grading-home/\">\u003cspan style=\"font-weight: 400\">Stop Taking Grading Home\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/06/battle-traditional-perceptions/\">\u003cspan style=\"font-weight: 400\">Battling Against Traditional Perception of Teaching and Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/05/3-probs-trad-grades/\">\u003cspan style=\"font-weight: 400\">3 Problems with Traditional Grades\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/02/student-designed-stations/\">\u003cspan style=\"font-weight: 400\">Station Rotation Model: Student Designed & Led Stations\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/08/google-docs-scavenger-hunt/\">\u003cspan style=\"font-weight: 400\">Google Docs Scavenger Hunt\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Darcy Salvadore\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Darcy Salvadore is a Los Osos High School \u003c/span>\u003cspan style=\"font-weight: 400\">teacher (11th and 12th grade English). \u003c/span>\u003cspan style=\"font-weight: 400\"> Darcy’s school is located in Rancho Cucamonga, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/drcyslvdr\">\u003cspan style=\"font-weight: 400\">@drcyslvdr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Darcy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/19/when-the-wifi-doesnt-work-still-a-great-opportunity-for-learning/\">\u003cspan style=\"font-weight: 400\">When the WiFi Doesn’t Work Teach Resilience, Patience, and Problem-Solving\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/19/how-to-transform-research-into-curation-using-pinterest-and-flipboard/\">\u003cspan style=\"font-weight: 400\">How to Transform Research into Curation Using Pinterest and Flipboard\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528762 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-960x541.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>David Cutler\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">David Cutler is a Brimmer and May High School teacher (American History, Government, Latin American History). David’s school is an independent school located in Chestnut Hill, Massachusetts and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/spinedu\">\u003cspan style=\"font-weight: 400\">@SpinEDu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. David’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/column-use-george-washington-make-kids-care-fake-news\">\u003cspan style=\"font-weight: 400\">How I Use George Washington to Make Kids Care about ‘Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/teaching-kids-about-thanksgiving-or-columbus-they-deserve-the-real-story\">\u003cspan style=\"font-weight: 400\">Teaching Kids about Thanksgiving or Columbus? They Deserve the Real Story\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/why-i-teach-journalism-my-history-classes\">\u003cspan style=\"font-weight: 400\">Why I Teach Journalism in My History Classes\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/teaching-why-facts-still-matter-david-cutler\">\u003cspan style=\"font-weight: 400\">Teaching Why Facts Still Matter\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.edutopia.org/blog/you-cannot-cover-everything-david-cutler\">\u003cspan style=\"font-weight: 400\">You Can’t Cover Everything\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jen Roberts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jen Roberts is a Point Loma High School teacher (9th grade English). Jen’s school is located in San Diego, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/JenRoberts1\">\u003cspan style=\"font-weight: 400\">@JenRoberts1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.litandtech.com/\">\u003cspan style=\"font-weight: 400\">Literacy, Technology, Policy, Etc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Jen’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/differentiation-with-branching-google.html\">\u003cspan style=\"font-weight: 400\">Differentiation with Branching Google Forms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/05/reading-challenges-choice-with-subtle.html\">\u003cspan style=\"font-weight: 400\">Reading Challenges: Choice with a Subtle Nudge\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/09/self-evaluation-google-form-for-students.html\">\u003cspan style=\"font-weight: 400\">Self-Evaluation Google Form for Students\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/book-check-out-form-my-classroom.html\">\u003cspan style=\"font-weight: 400\">Book Check Out Form: My Classroom Library Solution\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/got-few-minutes-at-end-of-class.html\">\u003cspan style=\"font-weight: 400\">Got a Few Minutes at the End of Class?\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jim Pike\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout much of 2017, Jim Pike was an Albert Einstein Academy teacher (5th and 6th grade STEAM) and the director of Game-Based Learning and CodeREVKids.com Learning Centers (Santa Monica). In the fall, Jim became a Sycamore School teacher. This school is located in Malibu, CA. Jim can be reached via Twitter @joakleyiii. Jim’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/05/25/how-minecraft-teaches-5th-graders-video-game-design/\">\u003cspan style=\"font-weight: 400\">How Minecraft Teaches 5th Graders Video Game Design\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2016/10/20/harness-student-creativity-with-minecraft-movies/\">\u003cspan style=\"font-weight: 400\">Harness Student Creativity with Minecraft Movies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>John Walter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">John Walter is a Junction City High School teacher (Journalism, American Ethnic Studies.) John’s school is located in Junction City, Kansas and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/John_MWalter\">\u003cspan style=\"font-weight: 400\">@John_MWalter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. John’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/02/06/getting-started-with-snapchat-in-your-classroom/\">\u003cspan style=\"font-weight: 400\">Getting Started with Snapchat in Your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/28/the-iam-video-project-a-creative-get-to-know-you-activity/\">\u003cspan style=\"font-weight: 400\">The iAM Video Project: A Creative ‘Get-to-Know-You’ Activity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528738\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Kelley Hutchison\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kelley Hutchison lives in Portland, Oregon, having moved there recently. Previously, she taught English at both Amador Valley High School in Pleasanton, CA and Leland High School in San Jose, CA. She can be reached via Twitter @TheMrsHutch. Kelley’s best blog posts for 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\" target=\"_blank\" rel=\"noopener\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/11/17/embracing-annotations-the-know-how/\" target=\"_blank\" rel=\"noopener\">Embracing Annotations: The Know How\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Laura Bradley\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laura Bradley is a Kenilworth Junior High School teacher (English 8, Design Lab 8, and Broadcast Media 7/8). Laura’s school is located in Petaluma, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://laurabradley.me\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Laura’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/12/putting-empathy-and-digital-citizenship-at-the-center-of-our-classrooms/\">\u003cspan style=\"font-weight: 400\">Putting Empathy and Digital Citizenship at the Center of our Classrooms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/original-makerspace-laura-bradley\">\u003cspan style=\"font-weight: 400\">The Original Makerspace\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/flexible-seating-middle-school-laura-bradley\">\u003cspan style=\"font-weight: 400\">Flexible Seating in Middle School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.cue.org/novel-idea-student-writing/\">\u003cspan style=\"font-weight: 400\">A Novel Idea for Student Writing\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528736\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png\" width=\"640\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-520x302.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM.png 810w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Mariana Garcia-Serrato\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mariana Garcia-Serrato is an Oak Grove School District teacher (5th-8th grade Science, Engineering). Mariana’s school district is located in San Jose, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MarianaGSerrato\">\u003cspan style=\"font-weight: 400\">@MarianaGSerrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://teachingabovethetest.blogspot.com/\">\u003cspan style=\"font-weight: 400\">Teaching Above the Test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Mariana’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/twitter-tool-for-teacher-professional.html\">\u003cspan style=\"font-weight: 400\">Twitter, a Tool for Professional Development\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/leaderboard-and-badging-with-google.html\">\u003cspan style=\"font-weight: 400\">Leaderboards and Badging with Google Sheets\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/02/blogging-in-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">Blogging in the Science Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/24/go-beyond-snapchat-with-layered-selfies/\">\u003cspan style=\"font-weight: 400\">Go Beyond Snapchat with Layered Selfies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Michael Hernandez\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Hernandez is a Mira Costa High School teacher (Cinema, Journalism). Michael’s school is located in Manhattan Beach, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/cinehead\">\u003cspan style=\"font-weight: 400\">@cinehead\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://michael-hernandez.net\">\u003cspan style=\"font-weight: 400\">Michael Hernandez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Michael’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/2fL1CvW\">\u003cspan style=\"font-weight: 400\">What My Deaf And Hard Of Hearing Students Taught Me About Good Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edsurge.com/news/2017-09-26-from-analog-to-digital-why-and-how-to-teach-students-to-write-for-an-online-audience\">\u003cspan style=\"font-weight: 400\">Why and How to Write For An Online Audience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/FilmAndLit\">\u003cspan style=\"font-weight: 400\">Embracing Film Theory in ELA Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://to.pbs.org/2j6aUmX\">\u003cspan style=\"font-weight: 400\">Service-Learning Leads to Personalized Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/17/explainer-videos-a-fun-way-for-students-to-show-what-they-know/\">\u003cspan style=\"font-weight: 400\">Explainer Videos: A Fun Way for Students to Show What They Know\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Nicole Naditz\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nicole Naditz is a Bella Vista High School teacher (French Language and Culture). Nicole’s school is located near Sacramento, California and she can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/NicoleNaditz\">\u003cspan style=\"font-weight: 400\">@NicoleNaditz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nicole’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/15/flipgrid-the-global-classroom-connections-maker/\">\u003cspan style=\"font-weight: 400\">Flipgrid: The Global Classroom Connections Maker\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/05/free-robust-and-unglitchy-digital-portfolios-with-seesaw/\">\u003cspan style=\"font-weight: 400\">Free, Robust and “Unglitchy”: Digital Portfolios with Seesaw\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528766\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-240x135.jpg 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Robert Ward\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Robert Ward is a T.S. King Middle School teacher (8th grade English). Robert’s school is located in Los Angeles, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/rewardingedu?lang=en\">\u003cspan style=\"font-weight: 400\">@RewardingEdu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and on his \u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/\">\u003cspan style=\"font-weight: 400\">Rewarding Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Robert’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/young-adult-novels-teach-growth-mindset-robert-ward\">\u003cspan style=\"font-weight: 400\">Young Adult Novels that Teach a Growth Mindset\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://inservice.ascd.org/the-fallacy-of-failure/\">\u003cspan style=\"font-weight: 400\">The Fallacy of Failure\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www2.ncte.org/blog/2017/03/dispelling-myth-intelligence-instant-easy/\">\u003cspan style=\"font-weight: 400\">Dispelling the Myth that Intelligence = Instant and Easy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://rewardingeducation.wordpress.com/2017/06/05/enduring-the-educational-pendulum-education-week/\">\u003cspan style=\"font-weight: 400\">Enduring the Educational Pendulum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\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>\u003c/li>\n\u003c/ul>\n\u003ch4>Scott Petri\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott Petri is a John F. Kennedy High School Medical Magnet teacher (World History & The Impact of Disease, US History & Public Health). Scott’s school is\u003c/span>\u003ca href=\"https://twitter.com/scottmpetri?lang=en\">\u003cspan style=\"font-weight: 400\"> located in Granada Hills, California \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/scottmpetri\">\u003cspan style=\"font-weight: 400\">@scottmpetri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Scott’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">Listening is a 21st-Century Skill\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">Automated Writing Feedback Programs Help Teachers Coach Students How to Write\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/12/13/learning-from-student-reflection/\">\u003cspan style=\"font-weight: 400\">Learning from Student Reflection\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/29/dark-side-of-gifted-ed/\">\u003cspan style=\"font-weight: 400\">Dark Side of Gifted Ed\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/20/teaching-study-skills/\">\u003cspan style=\"font-weight: 400\">Teaching Study Skill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">s\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Vicki Davis\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vicki Davis is a \u003c/span>\u003cspan style=\"font-weight: 400\">Westwood Schools teacher (Computer Science, Computers Apps Games & Society, Keyboarding, Digital Filmmaking). Vicki’s school is located \u003c/span>\u003cspan style=\"font-weight: 400\">in \u003c/span>\u003cspan style=\"font-weight: 400\">Camilla, Georgia and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/coolcatteacher\">\u003cspan style=\"font-weight: 400\">@coolcatteacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/\">\u003cspan style=\"font-weight: 400\">Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. \u003c/span>\u003cspan style=\"font-weight: 400\">Vicki’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/google-classroom-resources/\">\u003cspan style=\"font-weight: 400\">100+ Great Google Classroom and Gsuite Resources for Educators\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/e115/\">\u003cspan style=\"font-weight: 400\">5 Mistakes Teachers Make the First Week of School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/3-fast-free-lesson-plans-fight-fake-news/\">\u003cspan style=\"font-weight: 400\">3 Fast, Free lesson Plans to Fight Fake News\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/10-ways-to-flip-a-kid-and-turn-their-day-around/\">\u003cspan style=\"font-weight: 400\">10 Ways to Flip and Kid and Turn Their Day Around\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/best-google-drive-add-ons/\">\u003cspan style=\"font-weight: 400\">15 Best Google Drive Add-Ons for Education\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Photo by Matylda Czarnecka via Flickr, CC BY-SA 2.0\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528739\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The three teachers mentioned below have recently left the classroom, but given how impressed I’ve been with their blogging in 2017, I had to include them:\u003c/span>\u003c/i>\u003c/p>\n\u003ch4>Cori Orlando\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Orlando is a Simi Valley Unified School District TOSA. Previously, she taught K-4. Cori’s district is located in Simi Valley, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/CoriOrlando1\">\u003cspan style=\"font-weight: 400\">@CoriOrlando1 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and her \u003c/span>\u003ca href=\"http://leadinginlimbo.weebly.com/\">\u003cspan style=\"font-weight: 400\">Leading in Limbo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Blog. Cori’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/archives/02-2017\">\u003cspan style=\"font-weight: 400\">Children Don’t Come in a Box\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/en-pointe\">\u003cspan style=\"font-weight: 400\">En Pointe\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/yeah-but\">\u003cspan style=\"font-weight: 400\">Yeah, But…\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/june-25th-2017\">\u003cspan style=\"font-weight: 400\">Dear Perfection Seekers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/stop-the-insanity\">\u003cspan style=\"font-weight: 400\">Stop The Insanity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Matthew Farber\u003c/h4>\n\u003cp>\u003ca href=\"http://matthewfarber.com/\">\u003cspan style=\"font-weight: 400\">Matthew Farber, Ed.D.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a University of Northern Colorado Assistant Professor. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously, he was a 6th and 7th-grade social studies teacher for 9 years at Valleyview Middle School in Denville, New Jersey. \u003c/span>\u003cspan style=\"font-weight: 400\">His current school (UNC) is located in Greeley, Colorado and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/matthewfarber?lang=en\">\u003cspan style=\"font-weight: 400\">@MatthewFarber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Farber’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/blog/how-games-can-be-a-centerpiece-for-student-driven-learning\">\u003cspan style=\"font-weight: 400\">How Games Can Be a Centerpiece for Student-Driven Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/learning-tinkering\">\u003cspan style=\"font-weight: 400\">Learning by Tinkering\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/taking-advantage-power-play\">\u003cspan style=\"font-weight: 400\">Taking Advantage of the Power of Play\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://edut.to/2sZqsAx\">\u003cspan style=\"font-weight: 400\">Standards-Aligned Genius Hour\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/border-crossings-matthew-farber\">\u003cspan style=\"font-weight: 400\">Exploring the World in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Peg Grafwallner\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed. is a Ronald Reagan IB High School Instructional Coach/Reading Specialist. Previously, she taught freshmen English. Peg’s current school (RRHS) is located in Milwaukee, Wisconsin and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/peggrafwallner?lang=en\">\u003cspan style=\"font-weight: 400\">@PegGrafwallner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://www.peggrafwallner.com/\">\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Peg’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-novice-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Novice Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-veteran-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Veteran Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/keeping-learning-real-relevant-and-relatable\">\u003cspan style=\"font-weight: 400\">Keeping Learning Real, Relevant and Relatable\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/what-ive-learned-special-ed-teachers\">\u003cspan style=\"font-weight: 400\">What I’ve Learned From Special Ed Teachers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/discussion/how-i-spent-my-holiday-break\">\u003cspan style=\"font-weight: 400\">How I Spent My Holiday Break\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about each of the above-mentioned teacher bloggers, \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1nol149sch-_C5vAzURcDn8kQ2kYNVtWmWnNeeph5wmM/edit\">\u003cspan style=\"font-weight: 400\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "When the WiFi Doesn't Work Teach Resilience, Patience, and Problem-Solving",
"headTitle": "When the WiFi Doesn’t Work Teach Resilience, Patience, and Problem-Solving | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I applied for and received a full set of Chromebooks for my 11 and 12th grade English Language Arts classes. To get ready to use the Chromebooks on the first day of school, I attended several professional development days during the summer at the district office. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As excited as I was to provide my students with an opportunity to use these new computers, I was also a little apprehensive: Chromebooks are great educational tools, but they’ve got to have an internet connection to be useful—and what if the school’s WiFi connection didn’t work well? What if the WiFi didn’t work at all? How could I teach a Chromebooks-based lesson without using the Chromebooks? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began to consider whether or not to plan two distinct, separate lessons—one with the Chromebooks and one without. I saw one of my favorite tech coaches in the teacher’s lounge. With some urgency, I asked, “What do you think? Should I have the kids use technology tomorrow? Or, should I wait and see how well the WiFi is working? Should I make copies of the lesson just in case?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His answer was interesting: “So what if the WiFi is spotty, or doesn’t even work at all? It will still teach your students resilience, patience, and problem-solving. All very important skills to have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hmmm, I thought. That’s not really an answer. “Should I make hard copies of my lesson just in case?’’ \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you want.” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I decided that I would take my chances with our iffy WiFi and use my Chromebooks on the first day. And. The. WiFi. Didn’t. Work. The connection was spotty. The kids were frustrated. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was frustrated. We managed to get through the lesson, and I decided to try our luck again the next day. Again, we had trouble with the WiFi, and the parts of the lesson that I had thought should take minutes took the whole period. My colleagues clicked their tongues at me on their way to the copy room: “The WiFi doesn’t work here; that’s why we don’t use the technology. Not until the districts gets it to work properly, at least.” When I mentioned the fact that my classes had new Chromebooks and a chance to use the internet, my colleagues shook their heads and said they were going to wait to test out technology in their classrooms—because of the poor WiFi connection. Nearly everyone agreed that it was better to do things the old-fashioned way—with paper tests, homework, lessons, and textbooks—than to experience so much frustration trying it the new \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">21st-century \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the year went on, the WiFi got more consistent. When I reflected back on the successes and failures of the year, I was glad that I had decided to jump right in with the new technological opportunities, rather than wait. My students learned a ton that year, but the thing that stands out to me is the way they learned to deal with challenges regarding technology. Instead of immediately giving up, blaming a device, or deciding that there is something wrong with themselves—saying, for example, “I’m just bad at using technology,” or “I just don’t know how to use this”—they persevered through their challenges and simply tried again. They tried workarounds. They used their phones instead. They looked to each other. They reset devices and connections. Whatever they tried, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">they kept trying\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. And eventually, they figured it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student in particular learned to deal with his own frustration. At first, every time the WiFi didn’t work, he would get angry. We’re not talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">frustrated \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">irritated\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> here—we’re talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">angry. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">He would fold his arms across his chest and refuse to try any of my suggestions. He would leave class, and eventually tried to drop out of it. He believed he was failing because he didn’t like technology, and that he couldn’t learn to use it. Everyday though, I tried again. He tried again. And eventually, he actually began to be more patient with himself and with the technology. By the end of the first term, his grade was up and so was his mood. He had learned resiliency, and he had learned he was capable of “working” even when the WiFi connection wasn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can point to and measure student success in many ways — through test scores, writing skills, the number or kind of books they’ve read — but I am most impressed with the success my students had last year because they learned to cope when technology failed. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, the WiFi works almost everyday so, for the most part, my students haven’t had to learn how to get over being frustrated because the WiFi doesn’t work. They seem to be ready to figure things out on their own, and with a good WiFi connection, I can see that right away in the more traditional methods of measuring student success. Most of them used technology in at least one of their classes last year, and those who didn’t still seem to be willing to ask for help. Of course, I have a few that are like that particular student from last year—inexperienced and frustrated with technology and apt to blame their challenges on a personal inability to use technology. Thankfully, this year it is only a handful of them, and more importantly than anything else, I saw that my students could be relied upon to succeed with or without the WiFi’s help.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I applied for and received a full set of Chromebooks for my 11 and 12th grade English Language Arts classes. To get ready to use the Chromebooks on the first day of school, I attended several professional development days during the summer at the district office. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As excited as I was to provide my students with an opportunity to use these new computers, I was also a little apprehensive: Chromebooks are great educational tools, but they’ve got to have an internet connection to be useful—and what if the school’s WiFi connection didn’t work well? What if the WiFi didn’t work at all? How could I teach a Chromebooks-based lesson without using the Chromebooks? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began to consider whether or not to plan two distinct, separate lessons—one with the Chromebooks and one without. I saw one of my favorite tech coaches in the teacher’s lounge. With some urgency, I asked, “What do you think? Should I have the kids use technology tomorrow? Or, should I wait and see how well the WiFi is working? Should I make copies of the lesson just in case?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His answer was interesting: “So what if the WiFi is spotty, or doesn’t even work at all? It will still teach your students resilience, patience, and problem-solving. All very important skills to have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hmmm, I thought. That’s not really an answer. “Should I make hard copies of my lesson just in case?’’ \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\">“If you want.” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I decided that I would take my chances with our iffy WiFi and use my Chromebooks on the first day. And. The. WiFi. Didn’t. Work. The connection was spotty. The kids were frustrated. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was frustrated. We managed to get through the lesson, and I decided to try our luck again the next day. Again, we had trouble with the WiFi, and the parts of the lesson that I had thought should take minutes took the whole period. My colleagues clicked their tongues at me on their way to the copy room: “The WiFi doesn’t work here; that’s why we don’t use the technology. Not until the districts gets it to work properly, at least.” When I mentioned the fact that my classes had new Chromebooks and a chance to use the internet, my colleagues shook their heads and said they were going to wait to test out technology in their classrooms—because of the poor WiFi connection. Nearly everyone agreed that it was better to do things the old-fashioned way—with paper tests, homework, lessons, and textbooks—than to experience so much frustration trying it the new \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">21st-century \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the year went on, the WiFi got more consistent. When I reflected back on the successes and failures of the year, I was glad that I had decided to jump right in with the new technological opportunities, rather than wait. My students learned a ton that year, but the thing that stands out to me is the way they learned to deal with challenges regarding technology. Instead of immediately giving up, blaming a device, or deciding that there is something wrong with themselves—saying, for example, “I’m just bad at using technology,” or “I just don’t know how to use this”—they persevered through their challenges and simply tried again. They tried workarounds. They used their phones instead. They looked to each other. They reset devices and connections. Whatever they tried, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">they kept trying\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. And eventually, they figured it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student in particular learned to deal with his own frustration. At first, every time the WiFi didn’t work, he would get angry. We’re not talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">frustrated \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">irritated\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> here—we’re talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">angry. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">He would fold his arms across his chest and refuse to try any of my suggestions. He would leave class, and eventually tried to drop out of it. He believed he was failing because he didn’t like technology, and that he couldn’t learn to use it. Everyday though, I tried again. He tried again. And eventually, he actually began to be more patient with himself and with the technology. By the end of the first term, his grade was up and so was his mood. He had learned resiliency, and he had learned he was capable of “working” even when the WiFi connection wasn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can point to and measure student success in many ways — through test scores, writing skills, the number or kind of books they’ve read — but I am most impressed with the success my students had last year because they learned to cope when technology failed. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, the WiFi works almost everyday so, for the most part, my students haven’t had to learn how to get over being frustrated because the WiFi doesn’t work. They seem to be ready to figure things out on their own, and with a good WiFi connection, I can see that right away in the more traditional methods of measuring student success. Most of them used technology in at least one of their classes last year, and those who didn’t still seem to be willing to ask for help. Of course, I have a few that are like that particular student from last year—inexperienced and frustrated with technology and apt to blame their challenges on a personal inability to use technology. Thankfully, this year it is only a handful of them, and more importantly than anything else, I saw that my students could be relied upon to succeed with or without the WiFi’s help.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"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.",
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"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.",
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"onourwatch": {
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"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?",
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"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",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"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.",
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"politicalbreakdown": {
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"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",
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"order": 5
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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