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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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"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>\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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"title": "Putting Empathy and Digital Citizenship at the Center of our Classrooms",
"headTitle": "Putting Empathy and Digital Citizenship at the Center of our Classrooms | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers and students on our middle school campus rely on free resources from \u003ca href=\"http://scratch.mit.edu/\" target=\"_blank\" rel=\"noopener\">Scratch.mit.edu\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, a site developed by the \u003c/span>\u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">\u003cspan style=\"font-weight: 400\">Lifelong Kindergarten Group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the MIT Media Lab, to introduce students to coding and engage them in creative projects. Some of our teachers include Scratch in their annual \u003c/span>\u003ca href=\"https://hourofcode.com/\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offerings; two teachers offer Scratch coding as part of their Design Lab classes; students in my English classes further their study of narrative by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">designing and coding Scratch games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; another teacher uses Scratch in his Robotics and Engineering class; our librarian hosts a coding club in the library; and many of our students continue to build their coding skills with Scratch on their own. On any given day, one can expect to see some of our students working on Scratch coding projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to being a 1:1 iPad school where technology is integrated in many content areas, we have also been teaching digital citizenship through a campus-wide approach for a few years. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=toK_BAYnjoU\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our teachers use lessons from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as work together to develop lessons of our own. We also take advantage of the many \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=psa+digital+citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on YouTube to encourage our students to work and play safely and responsibly in online spaces.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528618 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528623 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine my surprise, then, when a Design Lab student logging into his Scratch account called out, “Hey! What happened? My account’s been banned!” I assumed it was an error on his part. After years of working with middle school students and technology, I know that, “It won’t let me log in,” often means, “I forgot my password.” But then the student said, “Our whole school has been banned! It’s our I.P. address!” Now we’re talking serious business. A temporarily banned account can happen when a user violates a term of use, but a banned I.P. address means many of our students must have been seriously inappropriate on the site. This called for an investigation and prompt action.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I exchanged some frantic emails with a few other teachers who were currently using Scratch, and we decided to start by contacting Scratch to get as much information from them as possible, such as student names and how the \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were violated. Scratch replied within days and provided us with a list of usernames, email addresses, and the messages that each student had received, explaining why their account had been blocked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were shocked and disappointed to see that four of our students had repeatedly received messages from Scratch about their inappropriate usernames, disrespectful behavior towards other community members, and their attempts to create new accounts to work around a blocked account. Initially we thought some of the students might have violated some guidelines because they hadn’t read them, but now we could see that they continued to behave inappropriately even after being warned by Scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our administration joined us to meet with parents and students to explain the consequences for this behavior (one day of on-site-suspension, as directed by our district discipline policy), and to ask each student to write a letter of apology to Scratch. We wanted them to understand that they had violated the trust of the online community, and that they owed this community a heartfelt response. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next on our agenda: how can we better teach our students to be responsible digital citizens? We were already actively teaching digital citizenship in our classes, but with a middle school population of nearly 1000 students on a campus where online work was encouraged, we had learned the hard way that we can’t possibly monitor them all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this unfortunate incident shows that we are still learning how to help our kids develop strong digital citizenship skills, we think our experience can help other schools. We suggest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start every school year with campus-wide lessons that align with digital citizenship standards, such as \u003c/span>\u003ca href=\"https://www.iste.org/standards/for-students\">\u003cspan style=\"font-weight: 400\">these from ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (International Society for Technology in Education), or from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/aasl_6-8.pdf\">\u003cspan style=\"font-weight: 400\">the AASL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (American Association of School Librarians). \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/educators/classroom-curriculum/alignment\">\u003cspan style=\"font-weight: 400\">This Common Sense Media chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aligns both the ISTE and AASL standards with the Common Core Standards.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Include examples of actual online community expectations in these lessons. Scratch’s \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Young Writers Progam \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/codes-of-conduct\">\u003cspan style=\"font-weight: 400\">Codes of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and KQED Learn’s \u003c/span>\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Code+of+Conduct.pdf\">\u003cspan style=\"font-weight: 400\">Code of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all kid-friendly examples of how we want students to behave online.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Review these expectations every time students join and work in an online community.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go beyond stand-alone lessons and incoporate digital citizenship into the work students do across the curriculum. \u003c/span>\u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=1076&category=Digital-citizenship&article=14+projects+that+teach+students+to+be+good+digital+citizens\">\u003cspan style=\"font-weight: 400\">These projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can deepen the learning in social studies, science, math and English while also developing strong citizenship skills.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>But before our students leave their first online footprint, we need to ask some tough questions about our face-to-face relationships. Is our school itself a community that models good citizenship? Are we teaching (and modeling) empathy alongside our academic and digital lessons? Do we have clear expectations for how our students should treat each other in our classrooms and on the yard? Do the adults model respectful and caring community behavior?\u003c/p>\n\u003cp>When teaching students how to behave in online communities, it would make so much more sense if we could connect those online expectations to our own face-to-face relationships. Since most online communities encourage feedback and dialogue, our students need to first learn how to do so in person. Do we teach them how to disagree respectfully? Or to offer kind and constructive feedback? Does empathy drive our students’ design thinking? If we don’t teach empathy and respect in our classroom communities, how can we expect students to practice them online?\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"560\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528615\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png\" width=\"560\" height=\"1453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-160x415.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-768x1993.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-1020x2647.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-960x2491.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-240x623.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-375x973.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-520x1349.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final.png 1024w\" sizes=\"(max-width: 560px) 100vw, 560px\">[/media-credit]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these resources for putting empathy and citizenship at the center of our classrooms, both in person and online:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From KQED MindShift: \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/01/teaching-and-modeling-good-digital-citizenship/\">\u003cspan style=\"font-weight: 400\">Teaching and modeling good digital citizenship\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From ISTE: \u003c/span>\u003ca href=\"https://www.iste.org/explore/articledetail?articleid=188\">\u003cspan style=\"font-weight: 400\">Three strategies for using empathy as an antidote to cyberbullying\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Edutopia: \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teaching-empathy-through-design-thinking-rusul-alrubail\">\u003cspan style=\"font-weight: 400\">Teaching empathy through design thinking\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From the Net Safety Collaborative: \u003c/span>\u003ca href=\"https://icanhelpdeletenegativity.org/\">\u003cspan style=\"font-weight: 400\">the #icanhelp campaign\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Common Sense Media: \u003c/span>\u003ca href=\"https://d1e2bohyu2u2w9.cloudfront.net/sites/default/files/tlr-asset/sel-cheat-sheet-pdf.pdf\">\u003cspan style=\"font-weight: 400\">Turning students’ empathy into action with digital tools\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers and students on our middle school campus rely on free resources from \u003ca href=\"http://scratch.mit.edu/\" target=\"_blank\" rel=\"noopener\">Scratch.mit.edu\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, a site developed by the \u003c/span>\u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">\u003cspan style=\"font-weight: 400\">Lifelong Kindergarten Group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the MIT Media Lab, to introduce students to coding and engage them in creative projects. Some of our teachers include Scratch in their annual \u003c/span>\u003ca href=\"https://hourofcode.com/\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offerings; two teachers offer Scratch coding as part of their Design Lab classes; students in my English classes further their study of narrative by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">designing and coding Scratch games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; another teacher uses Scratch in his Robotics and Engineering class; our librarian hosts a coding club in the library; and many of our students continue to build their coding skills with Scratch on their own. On any given day, one can expect to see some of our students working on Scratch coding projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to being a 1:1 iPad school where technology is integrated in many content areas, we have also been teaching digital citizenship through a campus-wide approach for a few years. \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/toK_BAYnjoU'\n title='//www.youtube.com/embed/toK_BAYnjoU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Our teachers use lessons from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as work together to develop lessons of our own. We also take advantage of the many \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=psa+digital+citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on YouTube to encourage our students to work and play safely and responsibly in online spaces.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528618 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528623 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine my surprise, then, when a Design Lab student logging into his Scratch account called out, “Hey! What happened? My account’s been banned!” I assumed it was an error on his part. After years of working with middle school students and technology, I know that, “It won’t let me log in,” often means, “I forgot my password.” But then the student said, “Our whole school has been banned! It’s our I.P. address!” Now we’re talking serious business. A temporarily banned account can happen when a user violates a term of use, but a banned I.P. address means many of our students must have been seriously inappropriate on the site. This called for an investigation and prompt action.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I exchanged some frantic emails with a few other teachers who were currently using Scratch, and we decided to start by contacting Scratch to get as much information from them as possible, such as student names and how the \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were violated. Scratch replied within days and provided us with a list of usernames, email addresses, and the messages that each student had received, explaining why their account had been blocked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were shocked and disappointed to see that four of our students had repeatedly received messages from Scratch about their inappropriate usernames, disrespectful behavior towards other community members, and their attempts to create new accounts to work around a blocked account. Initially we thought some of the students might have violated some guidelines because they hadn’t read them, but now we could see that they continued to behave inappropriately even after being warned by Scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our administration joined us to meet with parents and students to explain the consequences for this behavior (one day of on-site-suspension, as directed by our district discipline policy), and to ask each student to write a letter of apology to Scratch. We wanted them to understand that they had violated the trust of the online community, and that they owed this community a heartfelt response. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next on our agenda: how can we better teach our students to be responsible digital citizens? We were already actively teaching digital citizenship in our classes, but with a middle school population of nearly 1000 students on a campus where online work was encouraged, we had learned the hard way that we can’t possibly monitor them all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this unfortunate incident shows that we are still learning how to help our kids develop strong digital citizenship skills, we think our experience can help other schools. We suggest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start every school year with campus-wide lessons that align with digital citizenship standards, such as \u003c/span>\u003ca href=\"https://www.iste.org/standards/for-students\">\u003cspan style=\"font-weight: 400\">these from ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (International Society for Technology in Education), or from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/aasl_6-8.pdf\">\u003cspan style=\"font-weight: 400\">the AASL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (American Association of School Librarians). \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/educators/classroom-curriculum/alignment\">\u003cspan style=\"font-weight: 400\">This Common Sense Media chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aligns both the ISTE and AASL standards with the Common Core Standards.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Include examples of actual online community expectations in these lessons. Scratch’s \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Young Writers Progam \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/codes-of-conduct\">\u003cspan style=\"font-weight: 400\">Codes of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and KQED Learn’s \u003c/span>\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Code+of+Conduct.pdf\">\u003cspan style=\"font-weight: 400\">Code of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all kid-friendly examples of how we want students to behave online.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Review these expectations every time students join and work in an online community.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go beyond stand-alone lessons and incoporate digital citizenship into the work students do across the curriculum. \u003c/span>\u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=1076&category=Digital-citizenship&article=14+projects+that+teach+students+to+be+good+digital+citizens\">\u003cspan style=\"font-weight: 400\">These projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can deepen the learning in social studies, science, math and English while also developing strong citizenship skills.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>But before our students leave their first online footprint, we need to ask some tough questions about our face-to-face relationships. Is our school itself a community that models good citizenship? Are we teaching (and modeling) empathy alongside our academic and digital lessons? Do we have clear expectations for how our students should treat each other in our classrooms and on the yard? Do the adults model respectful and caring community behavior?\u003c/p>\n\u003cp>When teaching students how to behave in online communities, it would make so much more sense if we could connect those online expectations to our own face-to-face relationships. Since most online communities encourage feedback and dialogue, our students need to first learn how to do so in person. Do we teach them how to disagree respectfully? Or to offer kind and constructive feedback? Does empathy drive our students’ design thinking? If we don’t teach empathy and respect in our classroom communities, how can we expect students to practice them online?\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"560\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528615\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png\" width=\"560\" height=\"1453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-160x415.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-768x1993.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-1020x2647.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-960x2491.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-240x623.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-375x973.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-520x1349.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final.png 1024w\" sizes=\"(max-width: 560px) 100vw, 560px\">[/media-credit]\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\">Check out these resources for putting empathy and citizenship at the center of our classrooms, both in person and online:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From KQED MindShift: \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/01/teaching-and-modeling-good-digital-citizenship/\">\u003cspan style=\"font-weight: 400\">Teaching and modeling good digital citizenship\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From ISTE: \u003c/span>\u003ca href=\"https://www.iste.org/explore/articledetail?articleid=188\">\u003cspan style=\"font-weight: 400\">Three strategies for using empathy as an antidote to cyberbullying\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Edutopia: \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teaching-empathy-through-design-thinking-rusul-alrubail\">\u003cspan style=\"font-weight: 400\">Teaching empathy through design thinking\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From the Net Safety Collaborative: \u003c/span>\u003ca href=\"https://icanhelpdeletenegativity.org/\">\u003cspan style=\"font-weight: 400\">the #icanhelp campaign\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Common Sense Media: \u003c/span>\u003ca href=\"https://d1e2bohyu2u2w9.cloudfront.net/sites/default/files/tlr-asset/sel-cheat-sheet-pdf.pdf\">\u003cspan style=\"font-weight: 400\">Turning students’ empathy into action with digital tools\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Free, Robust and “Unglitchy”: Digital Portfolios with Seesaw",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Language teachers are known for scouring physical and virtual places for resources for their classes. We are quite lucky in way, really, because almost anything one could think of could become useful in our classes. So it’s not surprising that we are equally likely to also adapt educational tools that may have been created for a different grade level or subject area in order to enhance our students’ achievement. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one such tool. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tlw-tUKvnNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw is an app and Web platform with a robust free version and additional features in their “Seesaw Plus” and “Seesaw School” versions. \u003c/span>\u003cspan style=\"font-weight: 400\">When I first looked at it, I was pretty sure it was designed for elementary school teachers. It’s a very easy, simple and uncluttered interface with limited use of print language. And very, very good features for building interactive digital portfolios. So, of course, I began using it in my high school French classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw allows teachers to create a folder for each student and even add other thematic folders that will appear inside each student’s folder. Once the folders are created, the students and the teacher can easily add a variety of content to their accounts in a digital platform. For example, once a teacher creates a class and adds the students, each student has a file or folder. The teacher can put content in the students’ folders, but the students themselves can also add content. What kind of content? More than I was expecting, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Links\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Photos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Videos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Notes\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Drawings\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>NEW!! \u003c/b>\u003cspan style=\"font-weight: 400\">File (including files from Google Drive)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students can access the Seesaw app on their phones, as well as on Chromebooks and computers (as long as the computers have a webcam for the photo and/or video entries) by going to \u003c/span>\u003ca href=\"https://app.seesaw.me\">\u003cspan style=\"font-weight: 400\">https://app.seesaw.me\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it works so seamlessly on their phones, it is one of the easiest ways to capture students’ speaking or other video- or photo-based activities \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">no need to create the video on their phones and then attempt to upload the video online to eventually work with it on a computer. Students are able to quickly and efficiently record and upload directly into their folders (which teachers can also access from any device) using the phones they already carry with them. And if the students don’t have phones, they can share devices: once one student is finished recording, he or she chooses his/her name from the class list along with the name of his/her partner(s) (if applicable) and the video is dropped into all of those students’ folders. They can then give their phone to someone else who needs it and that student can record and drop the file into appropriate folder from the class list that appears. For very young students, this would be best done with a class set of iPads, Chromebooks or laptops with webcams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some samples of what my students have added to their portfolios. These are different speaking samples that students submitted across my levels of French. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr1period5\">\u003cspan style=\"font-weight: 400\">French 1 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr3period2\">\u003cspan style=\"font-weight: 400\">French 3 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr4apperiod4/#!/\">\u003cspan style=\"font-weight: 400\">French 4/AP blog\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another possible use of this tool includes teachers sharing a link or file that would be a good resource by posting it to the class feed in Seesaw. Teachers can even share a resource with individual students. Or they can pose a question and students can submit a video with their response, which allows us to capture evidence of their speaking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes it interactive? Well, teachers can comment on students’ posts either by typing a comment or submitting an audio recording. This is great for universal access and accessibility but also particularly good for language classes, where teachers can model correct pronunciation and rhythm of the target language. In addition to the commenting feature, teachers can also choose to publish students’ posts to a blog (their names are removed) and share their work with the world. If desired, teachers can also toggle the settings to allow students to comment on each other’s posts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the additional benefits of Seesaw is the ability to easily and safely share their students’ work with others from within the tool, whether using the app or the web version. For example, teachers can grant parents access to their students’ folders so that they can get a glimpse into the class and the kinds of learning opportunities students have participated in. To give their students’ work a public audience beyond the classroom, teachers can choose to use Seesaw’s “blog” feature to post selected artifacts from students’ journals to a class blog on the Seesaw platform. Teachers can post a link to the blog on their personal teacher website or share it via social media. Students’ names are only shown as initials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a paid version of Seesaw with a few more features, but everything I have mentioned above I do with the free version. \u003c/span>\u003cspan style=\"font-weight: 400\">You can compare the features of all three Seesaw plans here: \u003c/span>\u003ca href=\"https://web.seesaw.me/pricing/\">\u003cspan style=\"font-weight: 400\">https://web.seesaw.me/pricing/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Language teachers are known for scouring physical and virtual places for resources for their classes. We are quite lucky in way, really, because almost anything one could think of could become useful in our classes. So it’s not surprising that we are equally likely to also adapt educational tools that may have been created for a different grade level or subject area in order to enhance our students’ achievement. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one such tool. \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/tlw-tUKvnNc'\n title='//www.youtube.com/embed/tlw-tUKvnNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw is an app and Web platform with a robust free version and additional features in their “Seesaw Plus” and “Seesaw School” versions. \u003c/span>\u003cspan style=\"font-weight: 400\">When I first looked at it, I was pretty sure it was designed for elementary school teachers. It’s a very easy, simple and uncluttered interface with limited use of print language. And very, very good features for building interactive digital portfolios. So, of course, I began using it in my high school French classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw allows teachers to create a folder for each student and even add other thematic folders that will appear inside each student’s folder. Once the folders are created, the students and the teacher can easily add a variety of content to their accounts in a digital platform. For example, once a teacher creates a class and adds the students, each student has a file or folder. The teacher can put content in the students’ folders, but the students themselves can also add content. What kind of content? More than I was expecting, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Links\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Photos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Videos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Notes\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Drawings\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>NEW!! \u003c/b>\u003cspan style=\"font-weight: 400\">File (including files from Google Drive)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students can access the Seesaw app on their phones, as well as on Chromebooks and computers (as long as the computers have a webcam for the photo and/or video entries) by going to \u003c/span>\u003ca href=\"https://app.seesaw.me\">\u003cspan style=\"font-weight: 400\">https://app.seesaw.me\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it works so seamlessly on their phones, it is one of the easiest ways to capture students’ speaking or other video- or photo-based activities \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">no need to create the video on their phones and then attempt to upload the video online to eventually work with it on a computer. Students are able to quickly and efficiently record and upload directly into their folders (which teachers can also access from any device) using the phones they already carry with them. And if the students don’t have phones, they can share devices: once one student is finished recording, he or she chooses his/her name from the class list along with the name of his/her partner(s) (if applicable) and the video is dropped into all of those students’ folders. They can then give their phone to someone else who needs it and that student can record and drop the file into appropriate folder from the class list that appears. For very young students, this would be best done with a class set of iPads, Chromebooks or laptops with webcams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some samples of what my students have added to their portfolios. These are different speaking samples that students submitted across my levels of French. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr1period5\">\u003cspan style=\"font-weight: 400\">French 1 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr3period2\">\u003cspan style=\"font-weight: 400\">French 3 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr4apperiod4/#!/\">\u003cspan style=\"font-weight: 400\">French 4/AP blog\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another possible use of this tool includes teachers sharing a link or file that would be a good resource by posting it to the class feed in Seesaw. Teachers can even share a resource with individual students. Or they can pose a question and students can submit a video with their response, which allows us to capture evidence of their speaking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes it interactive? Well, teachers can comment on students’ posts either by typing a comment or submitting an audio recording. This is great for universal access and accessibility but also particularly good for language classes, where teachers can model correct pronunciation and rhythm of the target language. In addition to the commenting feature, teachers can also choose to publish students’ posts to a blog (their names are removed) and share their work with the world. If desired, teachers can also toggle the settings to allow students to comment on each other’s posts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the additional benefits of Seesaw is the ability to easily and safely share their students’ work with others from within the tool, whether using the app or the web version. For example, teachers can grant parents access to their students’ folders so that they can get a glimpse into the class and the kinds of learning opportunities students have participated in. To give their students’ work a public audience beyond the classroom, teachers can choose to use Seesaw’s “blog” feature to post selected artifacts from students’ journals to a class blog on the Seesaw platform. Teachers can post a link to the blog on their personal teacher website or share it via social media. Students’ names are only shown as initials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a paid version of Seesaw with a few more features, but everything I have mentioned above I do with the free version. \u003c/span>\u003cspan style=\"font-weight: 400\">You can compare the features of all three Seesaw plans here: \u003c/span>\u003ca href=\"https://web.seesaw.me/pricing/\">\u003cspan style=\"font-weight: 400\">https://web.seesaw.me/pricing/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Do you teach grades 8-12? Are you passionate about integrating news and writing about current events in your classroom? We are looking for 20 Bay Area educators to \u003cstrong>pilot the first Youth Takeover of KQED News.\u003c/strong> This opportunity kicks off January 20, 2018. Teachers in all subject areas, including journalism and media arts, are encouraged to apply to the pilot by\u003c/span>\u003cb> December 17.\u003c/b>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education introduces a \u003c/span>\u003cspan style=\"font-weight: 400\">special opportunity to produce written and audio pieces for a \u003c/span>\u003cb>Youth Takeover of KQED News\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">All student-created blog posts and audio pieces will be due in mid-March. \u003c/span>\u003cspan style=\"font-weight: 400\">For one week in April 2018, select youth voices will take over segments of KQED News. These could be the voices of your students!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Youth-written and produced pieces will contribute specifically to KQED News’ special project exploring \u003c/span>\u003ca href=\"https://ww2.kqed.org/news/series/californiadream/\">\u003cspan style=\"font-weight: 400\">the status of the California Dream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with tracks focusing on higher education and immigration. KQED will pose a number of questions for each topic as options for students to respond to with their media. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Here’s how it could look:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In response to a question like “What is the status of today’s dream for higher education in California?”, a student writes a piece reflecting on their concerns about how they will afford to go to the college of their dreams.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> In response to a question about how their experience of the California Dream is different than previous generations, a student submits an audio recording of an interview or conversation with their parents, grandparents or other adult comparing and contrasting their outlooks on “living the dream” in California. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>How the Youth Takeover Works:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Educators receive curriculum and other resources from KQED to support your students in writing for radio, podcast and/or online content.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Students submit media content (writing, audio or Flipgrid video) by \u003c/span>\u003cb>March 16\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KQED staff and members of \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/10/26/meet-the-2017-18-youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluate the submissions and select approximately 20-30 to be featured on KQED News programs, such as The California Report, Perspectives, Newsroom, KQED podcasts, blogs, and more.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Other select submissions will be featured in a KQED-sponsored showcase. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Youth Takeover Pilot Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend a half-day kickoff event on Saturday, January 20, in San Francisco.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in the challenge and submit all student-created work by March 16. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teach in one of the nine Bay Area counties.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After completion of the challenge, teachers will receive a $250 stipend.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While multimedia integration is a key part of this project, the pilot is open to teachers regardless of previous mediamaking experience or the devices you use at your school site. KQED-produced resources are always free and make every effort to integrate widely accessible, online multimedia tools that are also free.\u003c/span>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Apply by December 17, 2017. The pilot group will be chosen and notified by December 21, 2017.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Do you teach grades 8-12? Are you passionate about integrating news and writing about current events in your classroom? We are looking for 20 Bay Area educators to \u003cstrong>pilot the first Youth Takeover of KQED News.\u003c/strong> This opportunity kicks off January 20, 2018. Teachers in all subject areas, including journalism and media arts, are encouraged to apply to the pilot by\u003c/span>\u003cb> December 17.\u003c/b>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education introduces a \u003c/span>\u003cspan style=\"font-weight: 400\">special opportunity to produce written and audio pieces for a \u003c/span>\u003cb>Youth Takeover of KQED News\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">All student-created blog posts and audio pieces will be due in mid-March. \u003c/span>\u003cspan style=\"font-weight: 400\">For one week in April 2018, select youth voices will take over segments of KQED News. These could be the voices of your students!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Youth-written and produced pieces will contribute specifically to KQED News’ special project exploring \u003c/span>\u003ca href=\"https://ww2.kqed.org/news/series/californiadream/\">\u003cspan style=\"font-weight: 400\">the status of the California Dream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with tracks focusing on higher education and immigration. KQED will pose a number of questions for each topic as options for students to respond to with their media. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Here’s how it could look:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In response to a question like “What is the status of today’s dream for higher education in California?”, a student writes a piece reflecting on their concerns about how they will afford to go to the college of their dreams.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> In response to a question about how their experience of the California Dream is different than previous generations, a student submits an audio recording of an interview or conversation with their parents, grandparents or other adult comparing and contrasting their outlooks on “living the dream” in California. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>How the Youth Takeover Works:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Educators receive curriculum and other resources from KQED to support your students in writing for radio, podcast and/or online content.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Students submit media content (writing, audio or Flipgrid video) by \u003c/span>\u003cb>March 16\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KQED staff and members of \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/10/26/meet-the-2017-18-youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluate the submissions and select approximately 20-30 to be featured on KQED News programs, such as The California Report, Perspectives, Newsroom, KQED podcasts, blogs, and more.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Other select submissions will be featured in a KQED-sponsored showcase. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Youth Takeover Pilot Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend a half-day kickoff event on Saturday, January 20, in San Francisco.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in the challenge and submit all student-created work by March 16. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teach in one of the nine Bay Area counties.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After completion of the challenge, teachers will receive a $250 stipend.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While multimedia integration is a key part of this project, the pilot is open to teachers regardless of previous mediamaking experience or the devices you use at your school site. KQED-produced resources are always free and make every effort to integrate widely accessible, online multimedia tools that are also free.\u003c/span>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Apply by December 17, 2017. The pilot group will be chosen and notified by December 21, 2017.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Integrating Current Events with KQED's \"The Lowdown\"",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers look to bring discussions of current local, national and international issues and events into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m one of these teachers because I believe that when students have an opportunity to discuss current events in their classrooms, they tend to develop a greater interest in civic life and politics. They also begin to look differently at the concepts they are being taught in their academic classes as those concepts take on a greater relevance. Finally, they also tend to develop improved critical thinking and communication skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I am particularly interested in incorporating current events that my students view as important to their lives, one of my never fail, go-to-resources is “The Lowdown” from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s ‘\u003ca href=\"https://ww2.kqed.org/lowdown/\">The Lowdown\u003c/a>?’” you ask. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a great multimedia, multi-content current events resource that has never failed to work for me.\u003c/span>\u003c/p>\n\u003ch3>Versatility Exemplified\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it so great?” you ask.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its versatility exemplified for teachers who want to add current events into any content area. Each edition has a number of embedded resources within densely informative text. Take a look at the last edition I used in my psychology classes regarding consciousness, which I will use later in the year with my government classes regarding policy, “\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/24/should-school-start-later-with-lesson-plan/\">\u003cspan style=\"font-weight: 400\">Does your school start too early in the morning?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Bw_3Q6CRxGA\u003c/p>\n\u003ch3>Wide Array of Excellent Resources\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/author/matthewgreen/\">\u003cspan style=\"font-weight: 400\">Matthew Green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> produces and edits “The Lowdown” and often collaborates with “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">Above The Noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” “Above the Noise” is a new YouTube video series produced by KQED that supplements “The Lowdown” by cutting through the hype around controversial issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another regular aspect to “The Lowdown” are the substantial, but flexible \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/rroberson/\">\u003cspan style=\"font-weight: 400\">Rachel Roberson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The Lowdown” \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> combined with its informative text, engaging and instructive videos, other interactives like graphs, comics, and maps, alongside the lesson plans \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> gives teachers all the resources they need to allow their students to get depth in and work with the issues. This wealth of materials is what allows teachers from all content areas to see “The Lowdown” as a go to resource.\u003c/span>\u003c/p>\n\u003ch3>Substantial Text and Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whenever I use a new resource, I have to personalize it some way. The first thing I do is read or watch it and create a corresponding set of questions for my students geared toward how I want to use the resource. Before using the “Does your school start too early?” edition, I created a set of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1dGVw7m9pXQHDzMdTcKugrhQgpsIX85430VtTXutCeiY/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how/why questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for both the video and the text that references the interactives that I want my psychology students to see. I also do it to make sure that I know what I want my students to get out of the resources. The questions give the class a common set of information that will act as the basis for a class discussion after I have perused the students’ answers and seen what they have for the discussion.\u003c/span>\u003c/p>\n\u003ch3>Flexible Lesson Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson plan is great for its depth which allows it to be used in a number of different settings, timings and content areas. The lessons follow the same template:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Opening Quick Write\u003c/li>\n\u003cli>Objective\u003c/li>\n\u003cli>Central Question with Context\u003c/li>\n\u003cli>Vocabulary Break Down\u003c/li>\n\u003cli>Investigate (with stop times for video discussions)\u003c/li>\n\u003cli>Make and Share\u003c/li>\n\u003cli>Assessment/Reflection\u003c/li>\n\u003cli>Extension/Homework\u003c/li>\n\u003cli>Common Core and NGSS Standards\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The level of specificity and the common template allow teachers to pick and choose how they would like to modify the resources for their classroom. I used the lesson plan as the backbone of my lesson with my students. Even though I created my own questions, I focused on the objective, used the “Investigate” for the video, the “Make and Share,” and the “Reflection.” I also use the “Extension” with my government classes as it connects to policy questions.\u003c/span>\u003c/p>\n\u003ch3>Favorites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite aspects to the lessons are the quick write, make and share, and the extension. I use them to make sure my students write everyday, but also are able to get their opinions out in the world and they have an option to take their opinions to the next level. As mentioned above, I usually create my own questions, but I also use the lesson’s questions to get started. The make and share revolves around Disqus comments or we have used Twitter to get our ideas out into social media. Finally, the extensions allow the students to apply their opinions to the real world. In my government class, we’ll actually contact school board members to survey their understandings and opinions of start times.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Lowdown” is a great resource for teachers of any content area. There are social studies, English, science and math issues that bring current events into any classroom. Try “The Lowdown” and let me know what you think. I think you’ll agree that it’s a great resource for your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers look to bring discussions of current local, national and international issues and events into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m one of these teachers because I believe that when students have an opportunity to discuss current events in their classrooms, they tend to develop a greater interest in civic life and politics. They also begin to look differently at the concepts they are being taught in their academic classes as those concepts take on a greater relevance. Finally, they also tend to develop improved critical thinking and communication skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I am particularly interested in incorporating current events that my students view as important to their lives, one of my never fail, go-to-resources is “The Lowdown” from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s ‘\u003ca href=\"https://ww2.kqed.org/lowdown/\">The Lowdown\u003c/a>?’” you ask. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a great multimedia, multi-content current events resource that has never failed to work for me.\u003c/span>\u003c/p>\n\u003ch3>Versatility Exemplified\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it so great?” you ask.\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\">Its versatility exemplified for teachers who want to add current events into any content area. Each edition has a number of embedded resources within densely informative text. Take a look at the last edition I used in my psychology classes regarding consciousness, which I will use later in the year with my government classes regarding policy, “\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/24/should-school-start-later-with-lesson-plan/\">\u003cspan style=\"font-weight: 400\">Does your school start too early in the morning?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\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/Bw_3Q6CRxGA'\n title='//www.youtube.com/embed/Bw_3Q6CRxGA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch3>Wide Array of Excellent Resources\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/author/matthewgreen/\">\u003cspan style=\"font-weight: 400\">Matthew Green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> produces and edits “The Lowdown” and often collaborates with “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">Above The Noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” “Above the Noise” is a new YouTube video series produced by KQED that supplements “The Lowdown” by cutting through the hype around controversial issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another regular aspect to “The Lowdown” are the substantial, but flexible \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/rroberson/\">\u003cspan style=\"font-weight: 400\">Rachel Roberson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The Lowdown” \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> combined with its informative text, engaging and instructive videos, other interactives like graphs, comics, and maps, alongside the lesson plans \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> gives teachers all the resources they need to allow their students to get depth in and work with the issues. This wealth of materials is what allows teachers from all content areas to see “The Lowdown” as a go to resource.\u003c/span>\u003c/p>\n\u003ch3>Substantial Text and Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whenever I use a new resource, I have to personalize it some way. The first thing I do is read or watch it and create a corresponding set of questions for my students geared toward how I want to use the resource. Before using the “Does your school start too early?” edition, I created a set of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1dGVw7m9pXQHDzMdTcKugrhQgpsIX85430VtTXutCeiY/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how/why questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for both the video and the text that references the interactives that I want my psychology students to see. I also do it to make sure that I know what I want my students to get out of the resources. The questions give the class a common set of information that will act as the basis for a class discussion after I have perused the students’ answers and seen what they have for the discussion.\u003c/span>\u003c/p>\n\u003ch3>Flexible Lesson Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson plan is great for its depth which allows it to be used in a number of different settings, timings and content areas. The lessons follow the same template:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Opening Quick Write\u003c/li>\n\u003cli>Objective\u003c/li>\n\u003cli>Central Question with Context\u003c/li>\n\u003cli>Vocabulary Break Down\u003c/li>\n\u003cli>Investigate (with stop times for video discussions)\u003c/li>\n\u003cli>Make and Share\u003c/li>\n\u003cli>Assessment/Reflection\u003c/li>\n\u003cli>Extension/Homework\u003c/li>\n\u003cli>Common Core and NGSS Standards\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The level of specificity and the common template allow teachers to pick and choose how they would like to modify the resources for their classroom. I used the lesson plan as the backbone of my lesson with my students. Even though I created my own questions, I focused on the objective, used the “Investigate” for the video, the “Make and Share,” and the “Reflection.” I also use the “Extension” with my government classes as it connects to policy questions.\u003c/span>\u003c/p>\n\u003ch3>Favorites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite aspects to the lessons are the quick write, make and share, and the extension. I use them to make sure my students write everyday, but also are able to get their opinions out in the world and they have an option to take their opinions to the next level. As mentioned above, I usually create my own questions, but I also use the lesson’s questions to get started. The make and share revolves around Disqus comments or we have used Twitter to get our ideas out into social media. Finally, the extensions allow the students to apply their opinions to the real world. In my government class, we’ll actually contact school board members to survey their understandings and opinions of start times.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Lowdown” is a great resource for teachers of any content area. There are social studies, English, science and math issues that bring current events into any classroom. Try “The Lowdown” and let me know what you think. I think you’ll agree that it’s a great resource for your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Students Transform into Global Change Agents with Technology",
"headTitle": "Students Transform into Global Change Agents with Technology | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers around the country have become well-versed in using technology in their classrooms. They have taken risks and offered their students terrific opportunities to be \u003c/span>\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\">creative using all sorts of devices, programs, and apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others have not yet taken the leap, but this may be the year! Designing digital posters, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">conducting video conferences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and creating mini-movies and podcasts are all projects that students often find challenging and inspiring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, in the world outside our classrooms, many teachers are feeling the stress of the current times. Each day seems to bring bad news, whether natural disasters, political conflicts and the like. We all could use something positive to work toward, to take steps to better the world and teach our students that they can take action now, while they’re young. Many school mission statements these days involve the term “global citizens.” Let’s take action and make this a reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A clear path toward improving the world and teaching students about the potential of humanity is to incorporate the \u003c/span>\u003ca href=\"https://sustainabledevelopment.un.org/sdgs\">\u003cspan style=\"font-weight: 400\">United Nations Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into what’s already happening in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, world leaders came together to devise a group of 17 goals to be achieved by the year 2030. Goals such as Climate Action, Gender Equality and Life Below Water are only a few. Each goal has specific targets and action steps that will bring us all closer to a better world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528502 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg\" width=\"640\" height=\"513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-800x641.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1920x1538.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1180x945.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-960x769.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-240x192.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-375x300.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-520x416.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are 193 member states in the United Nations. The Sustainable Development Goals are the glue which binds us all. Incorporating the goals is an innovative and purposeful way to connect classrooms around the world. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Projects regarding the global goals can be done at all levels of education. To get started, there are several terrific videos produced by \u003c/span>\u003ca href=\"http://worldslargestlesson.globalgoals.org\">\u003cspan style=\"font-weight: 400\">World’s Largest Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (WLL), an organization that “introduces the Sustainable Development Goals to children and young people everywhere and unites them in action.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s one of the WLL videos introduced b Nobel Peace Prize winner, Malala Yousafzai.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ry_9SU0eq9M&t=21s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another one of the WLL videos, this one introduced by actress Emma Watson\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-cEUhHTlcDU&t=102s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the early elementary school years, \u003c/span>\u003ca href=\"https://app.edu.buncee.com/buncee/e3de2f790df84bb9bfeeca5df9f5799c\">\u003cspan style=\"font-weight: 400\">students may create digital posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, each focused on a goal in which they’re most interested. \u003c/span>\u003ca href=\"https://www.edu.buncee.com\">\u003cspan style=\"font-weight: 400\">Buncee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an easy-to-use platform for students to use for designing posters. As teachers know, students become more engaged when they know there is a real audience for their work. After creating the posters, students can share them with students in other locations around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember, the goals are international, and what a way to create a bond from nation to nation! My New York students created posters and then presented them to a group of children in Kenya via Skype. We also shared them with students in Kansas, who were so motivated as we taught them about the global goals, that they, in turn, created their own.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528528 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to find other classrooms working on the goals, connections are available through Skype in the Classroom on the Microsoft Educator Community site. The \u003c/span>\u003ca href=\"https://education.microsoft.com/Story/SkypeCollaboration?token=Yxkm9\">\u003cspan style=\"font-weight: 400\">#TeachSDGs Skype Collaboration \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">allows participants to find other classrooms working on similar goals. \u003c/span>\u003ca href=\"https://education.microsoft.com/teachsdgs\">\u003cspan style=\"font-weight: 400\">The site also offers a collection, all focused on the global goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a deeper level, classrooms may also connect to design and develop projects, from country to country, all tied to the goals. Recently, Canadian teacher, Sean Robinson, connected with Fred Sagwe’s class in Kenya, and Georgina Dimova’s class in Macedonia. All worked together on Global Goal 4: Quality Education and Global Goal 7: Affordable and Clean Energy, with their focus on solar lanterns.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528527 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Koen Timmers in Belgium, has created the\u003c/span>\u003ca href=\"http://www.climate-action.info\">\u003cspan style=\"font-weight: 400\"> Climate Action project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Global Goal 13: Climate Action is the focus of this worldwide project in which 250 schools in over 69 countries are participating. The culminating activity, after weeks of work on their projects, is students connecting via Skype with each other, again, providing real, authentic audiences. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://flipgrid.com/46ec23\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to hear teachers, in their own words, describing how they’re using the Global Goals for Sustainable Development with their students. This Flipgrid collection is introduced by author, speaker, and international advisor, Sir Ken Robinson.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528522 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg\" width=\"640\" height=\"321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-800x402.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-768x386.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1180x592.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-960x482.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-240x120.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-375x188.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-520x261.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41.jpg 1227w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use their ingenuity to develop lessons as basic or as complex as they’d like. \u003c/span>\u003ca href=\"http://www.teachsdgs.org\">\u003cspan style=\"font-weight: 400\">TeachSDGs.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers a first step. On this site (full disclosure: I’m a founding member), they can take the pledge to teach the goals. The \u003c/span>\u003ca href=\"http://www.teachsdgs.org/blog\">\u003cspan style=\"font-weight: 400\">blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are written by teachers, in their own voices, and offer ideas on what’s been done so far and what has yet to be accomplished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about the global goals, as well as the United Nations, take this \u003c/span>\u003ca href=\"https://education.microsoft.com/courses-and-resources/courses/sdg\">\u003cspan style=\"font-weight: 400\">comprehensive one-hour online course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s to changing the world, one student, one teacher, one class, one nation, one goal at a time. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528512 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers around the country have become well-versed in using technology in their classrooms. They have taken risks and offered their students terrific opportunities to be \u003c/span>\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\">creative using all sorts of devices, programs, and apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others have not yet taken the leap, but this may be the year! Designing digital posters, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">conducting video conferences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and creating mini-movies and podcasts are all projects that students often find challenging and inspiring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, in the world outside our classrooms, many teachers are feeling the stress of the current times. Each day seems to bring bad news, whether natural disasters, political conflicts and the like. We all could use something positive to work toward, to take steps to better the world and teach our students that they can take action now, while they’re young. Many school mission statements these days involve the term “global citizens.” Let’s take action and make this a reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A clear path toward improving the world and teaching students about the potential of humanity is to incorporate the \u003c/span>\u003ca href=\"https://sustainabledevelopment.un.org/sdgs\">\u003cspan style=\"font-weight: 400\">United Nations Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into what’s already happening in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, world leaders came together to devise a group of 17 goals to be achieved by the year 2030. Goals such as Climate Action, Gender Equality and Life Below Water are only a few. Each goal has specific targets and action steps that will bring us all closer to a better world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528502 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg\" width=\"640\" height=\"513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-800x641.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1920x1538.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1180x945.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-960x769.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-240x192.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-375x300.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-520x416.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are 193 member states in the United Nations. The Sustainable Development Goals are the glue which binds us all. Incorporating the goals is an innovative and purposeful way to connect classrooms around the world. \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\">Projects regarding the global goals can be done at all levels of education. To get started, there are several terrific videos produced by \u003c/span>\u003ca href=\"http://worldslargestlesson.globalgoals.org\">\u003cspan style=\"font-weight: 400\">World’s Largest Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (WLL), an organization that “introduces the Sustainable Development Goals to children and young people everywhere and unites them in action.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s one of the WLL videos introduced b Nobel Peace Prize winner, Malala Yousafzai.\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/ry_9SU0eq9M'\n title='//www.youtube.com/embed/ry_9SU0eq9M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another one of the WLL videos, this one introduced by actress Emma Watson\u003c/span>\u003cspan style=\"font-weight: 400\">.\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/-cEUhHTlcDU'\n title='//www.youtube.com/embed/-cEUhHTlcDU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In the early elementary school years, \u003c/span>\u003ca href=\"https://app.edu.buncee.com/buncee/e3de2f790df84bb9bfeeca5df9f5799c\">\u003cspan style=\"font-weight: 400\">students may create digital posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, each focused on a goal in which they’re most interested. \u003c/span>\u003ca href=\"https://www.edu.buncee.com\">\u003cspan style=\"font-weight: 400\">Buncee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an easy-to-use platform for students to use for designing posters. As teachers know, students become more engaged when they know there is a real audience for their work. After creating the posters, students can share them with students in other locations around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember, the goals are international, and what a way to create a bond from nation to nation! My New York students created posters and then presented them to a group of children in Kenya via Skype. We also shared them with students in Kansas, who were so motivated as we taught them about the global goals, that they, in turn, created their own.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528528 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to find other classrooms working on the goals, connections are available through Skype in the Classroom on the Microsoft Educator Community site. The \u003c/span>\u003ca href=\"https://education.microsoft.com/Story/SkypeCollaboration?token=Yxkm9\">\u003cspan style=\"font-weight: 400\">#TeachSDGs Skype Collaboration \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">allows participants to find other classrooms working on similar goals. \u003c/span>\u003ca href=\"https://education.microsoft.com/teachsdgs\">\u003cspan style=\"font-weight: 400\">The site also offers a collection, all focused on the global goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a deeper level, classrooms may also connect to design and develop projects, from country to country, all tied to the goals. Recently, Canadian teacher, Sean Robinson, connected with Fred Sagwe’s class in Kenya, and Georgina Dimova’s class in Macedonia. All worked together on Global Goal 4: Quality Education and Global Goal 7: Affordable and Clean Energy, with their focus on solar lanterns.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528527 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Koen Timmers in Belgium, has created the\u003c/span>\u003ca href=\"http://www.climate-action.info\">\u003cspan style=\"font-weight: 400\"> Climate Action project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Global Goal 13: Climate Action is the focus of this worldwide project in which 250 schools in over 69 countries are participating. The culminating activity, after weeks of work on their projects, is students connecting via Skype with each other, again, providing real, authentic audiences. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://flipgrid.com/46ec23\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to hear teachers, in their own words, describing how they’re using the Global Goals for Sustainable Development with their students. This Flipgrid collection is introduced by author, speaker, and international advisor, Sir Ken Robinson.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528522 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg\" width=\"640\" height=\"321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-800x402.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-768x386.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1180x592.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-960x482.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-240x120.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-375x188.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-520x261.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41.jpg 1227w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use their ingenuity to develop lessons as basic or as complex as they’d like. \u003c/span>\u003ca href=\"http://www.teachsdgs.org\">\u003cspan style=\"font-weight: 400\">TeachSDGs.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers a first step. On this site (full disclosure: I’m a founding member), they can take the pledge to teach the goals. The \u003c/span>\u003ca href=\"http://www.teachsdgs.org/blog\">\u003cspan style=\"font-weight: 400\">blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are written by teachers, in their own voices, and offer ideas on what’s been done so far and what has yet to be accomplished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about the global goals, as well as the United Nations, take this \u003c/span>\u003ca href=\"https://education.microsoft.com/courses-and-resources/courses/sdg\">\u003cspan style=\"font-weight: 400\">comprehensive one-hour online course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s to changing the world, one student, one teacher, one class, one nation, one goal at a time. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528512 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/unnamed-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1.jpg 1052w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528513 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/unnamed-2-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2.jpg 1052w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528524 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528525 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4625-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4625-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4625-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4625-800x600.jpg 800w, 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"title": "Protecting Students' Online Privacy in the Classroom",
"headTitle": "Protecting Students’ Online Privacy in the Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">With devices, digital platforms and online activities becoming more and more accessible, teachers across the country are increasingly integrating technology into their classrooms. And with this mass adoption of tech, there’s a growing concern for student privacy. It can be difficult for teachers to know where to turn for up-to-date guidance to help their students navigate a digital world. Students struggle to understand how their data can be collected and shared online—and the implications that has for their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help you and your students, KQED’s \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?view_as=subscriber\">Above the Noise\u003c/a> team produced the video \u003ca href=\"https://youtu.be/VlYjtWg4Thw\">Who’s Snooping on You Online?\u003c/a> and an \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Lesson-Plan_-Cybersecurity-1.pdf\">accompanying lesson plan \u003c/a>to serve as a digital literacy primer for middle- and high-school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video we meet up with the cybersecurity experts at \u003ca href=\"https://www.eff.org/\">Electronic Frontier Foundation (EFF) \u003c/a>to assist students in thinking about how to protect their data online. They recommend something called “Threat Modelling”–a set of five questions everyone should ask themselves when thinking about their digital privacy: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do I want to protect?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who do I want to protect it from?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How likely is it that you will need to protect it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How bad are the consequences if you fail? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much trouble are you willing to go through in order to avoid those consequences?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">From online data trackers to educational technology to open wifi networks, the video dives into common threats students face online and offers tips for how they can protect themselves, such as creating secure passphrases as passwords. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for schools and teachers to figure out how to balance opportunities for learning with technology with student privacy. EFF recently released \u003c/span>\u003ca href=\"https://www.eff.org/wp/school-issued-devices-and-student-privacy\">\u003cspan style=\"font-weight: 400\">a report on the risks to student privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with educational technology. They found that some edtech companies often collect more personally identifiable information than is necessary, and store that information for really long periods of time. And this is often done without the knowledge of students or parents. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the report, EFF makes several recommendations for schools, teachers, parents and students. Some of the suggestions for teachers include teaching digital literacy to students, advocating for digital literacy teacher training, picking ed tech tools carefully and getting parental consent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn more about protecting your students’ privacy online? Here are some additional resources we have found helpful:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.connectsafely.org/eduprivacy/\">Educator’s Guide to Student Data Privacy\u003c/a> (Connect Safely)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://tech.ed.gov/wp-content/uploads/2014/09/Student-Privacy-and-Online-Educational-Services-February-2014.pdf\">Protecting Student Privacy While Using Online Educaitonal Services: Requirements and Best Practices\u003c/a> (Department of Education, 2014)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://iapp.org/news/a/privacy-in-the-classroom-what-you-need-to-know-about-educational-software/\">Privacy in the Classroom: What You Need to Know About Educational Software\u003c/a> (iapp)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/starting-point-ensuring-student-online-privacy-anne-obrien\">A Starting Point for Ensuring Student Online Privacy\u003c/a> (Edutopia)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/blog/ask-your-kids-school-these-essential-student-privacy-and-safety-questions\">Ask Your Kid’s School These Essential Student Privacy and Safety Questions\u003c/a> (Common Sense Media)\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With devices, digital platforms and online activities becoming more and more accessible, teachers across the country are increasingly integrating technology into their classrooms. And with this mass adoption of tech, there’s a growing concern for student privacy. It can be difficult for teachers to know where to turn for up-to-date guidance to help their students navigate a digital world. Students struggle to understand how their data can be collected and shared online—and the implications that has for their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help you and your students, KQED’s \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?view_as=subscriber\">Above the Noise\u003c/a> team produced the video \u003ca href=\"https://youtu.be/VlYjtWg4Thw\">Who’s Snooping on You Online?\u003c/a> and an \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Lesson-Plan_-Cybersecurity-1.pdf\">accompanying lesson plan \u003c/a>to serve as a digital literacy primer for middle- and high-school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video we meet up with the cybersecurity experts at \u003ca href=\"https://www.eff.org/\">Electronic Frontier Foundation (EFF) \u003c/a>to assist students in thinking about how to protect their data online. They recommend something called “Threat Modelling”–a set of five questions everyone should ask themselves when thinking about their digital privacy: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do I want to protect?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who do I want to protect it from?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How likely is it that you will need to protect it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How bad are the consequences if you fail? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much trouble are you willing to go through in order to avoid those consequences?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">From online data trackers to educational technology to open wifi networks, the video dives into common threats students face online and offers tips for how they can protect themselves, such as creating secure passphrases as passwords. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for schools and teachers to figure out how to balance opportunities for learning with technology with student privacy. EFF recently released \u003c/span>\u003ca href=\"https://www.eff.org/wp/school-issued-devices-and-student-privacy\">\u003cspan style=\"font-weight: 400\">a report on the risks to student privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with educational technology. They found that some edtech companies often collect more personally identifiable information than is necessary, and store that information for really long periods of time. And this is often done without the knowledge of students or parents. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003c!--more-->\u003cem>This video is part of \"Stepping Up,\" a short video series featuring four impressive young people working for change in their communities and explaining what sparked them to action. Watch all four videos \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\" target=\"_blank\" rel=\"noopener\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\u003cb>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown\u003c/span>\u003c/span>\u003c/b>\u003cbr>\n\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/div>\n\u003cp>Suggestions for nonfiction analysis, writing/discussion prompts and multimedia projects. Browse our entire lesson plan collection \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\" target=\"_blank\" rel=\"noopener\">Youth Media Challenge\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Youth-Media-Challenge-classroom-guide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Classroom guide (PDF)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Stepping-Up-Student-Viewing-handout.pdf\" target=\"_blank\" rel=\"noopener\">Student viewing handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>For Walter Diaz, the message is in the music.\u003c/p>\n\u003cp>Amid heightened fears of federal immigration crackdowns that rattled undocumented communities after Donald Trump's unexpected election victory last November, Diaz took action in the most effective way he knew how.\u003c/p>\n\u003cp>Then a senior at Lincoln High School in San Francisco, the 19-year-old immigrant from El Salvador started a Latino marching band with his classmates.\u003c/p>\n\u003cp>Throughout the school year, Diaz developed the sprawling band, leading it on occasional marches through the long hallways of his school, culminating with performances in the main courtyard. As they played Latin-tinged melodies, band members proudly donned flags of their native countries, held pro-immigrant placards and passed out fliers to fellow classmates about immigration resources and legal rights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They've since gone on to march in other San Francisco schools and perform in several community festivals.\u003c/p>\n\u003cp>\"We created the band as a club to share with people who are not familiar with our culture, with our music,\" said Diaz. \"To create a band was create strength among different nationalities and show that we are all humans.\"\u003c/p>\n\u003cp>Diaz fled El Salvador when he was 17 after his family was threatened by a violent gang that his brother had once been involved with. He and his family traveled through Mexico and then tried crossing illegally into the U.S., but were apprehended by immigration officials. 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Are you a young person who's passionate about a social or political issue and taken action? Or do you know some who fits that description? Submit your video, audio or written piece to KQED Education's Fall Youth Media Challenge. \u003ca href=\"https://wp.me/p6Uslp-2dhX\" target=\"_blank\" rel=\"noopener\">Go here\u003c/a> for submission guidelines.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They've since gone on to march in other San Francisco schools and perform in several community festivals.\u003c/p>\n\u003cp>\"We created the band as a club to share with people who are not familiar with our culture, with our music,\" said Diaz. \"To create a band was create strength among different nationalities and show that we are all humans.\"\u003c/p>\n\u003cp>Diaz fled El Salvador when he was 17 after his family was threatened by a violent gang that his brother had once been involved with. He and his family traveled through Mexico and then tried crossing illegally into the U.S., but were apprehended by immigration officials. Diaz says that because of his tenuous situation, he was able to secure a visa, allowing him to settle in the U.S. as a legal resident.\u003c/p>\n\u003cp>But, he adds, \"I am still not at ease since many others don't have that opportunity. Many people are being deported. Many families are being separated.\"\u003c/p>\n\u003cp>The marching band is Diaz's unique form of activism, a way to celebrate and shine light on communities that are often relegated to the shadows. He's since graduated from Lincoln High and gone on to attend community college but returns regularly to help lead the band he started.\u003c/p>\n\u003cp>To find Walter and the three other students in our Stepping Up series, we searched across the Bay Area for a diverse array of young activists representing different cities and different perspectives who had inspiring stories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>AND we want to hear from you! Let us know if you have a story to share. Are you a young person who's passionate about a social or political issue and taken action? Or do you know some who fits that description? Submit your video, audio or written piece to KQED Education's Fall Youth Media Challenge. \u003ca href=\"https://wp.me/p6Uslp-2dhX\" target=\"_blank\" rel=\"noopener\">Go here\u003c/a> for submission guidelines.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"id": "baycurious",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
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"source": "Commonwealth Club of California"
},
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"title": "Forum",
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"meta": {
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"source": "WNYC"
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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