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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I still remember playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> back in 7th grade on an Apple IIe computer, hoping not to die too soon from seemingly random calamities like snakebites, or catching cholera or dysentery! \u003c/span>\u003cspan style=\"font-weight: 400\">First developed in the early 1970s(!) by the Minnesota Educational Computing Consortium (MECC), \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> put players on an often-precarious journey across 19th-century America. Aside from the original, versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">are still around, including\u003c/span>\u003ca href=\"http://www.pressmantoy.com/product/oregontrail/\"> \u003cspan style=\"font-weight: 400\">Pressman’s card game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mobile versions, and it also has inspired remixes and parodies — from the space-travel game\u003c/span>\u003ca href=\"http://store.steampowered.com/app/381260/Orion_Trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Orion Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the zombie apocalypse adventure\u003c/span>\u003ca href=\"http://store.steampowered.com/app/233740/Organ_Trail_Directors_Cut/\"> \u003cspan style=\"font-weight: 400\">Organ Trail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">can take about one class period — or less! (It is easy to lose, hence the famous catchphrase “You’ve died of dysentery.”) As I discovered, better than having students simply play through the seemingly endless versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, several educators have given their students the opportunity to hack and mod (modify) it, after playing. Here, the game becomes a model for students to study and analyze, and ultimately to tinker and play with. This approach is something I observed over and over again in my research of expert game-based learning teachers: the game is used as a centerpiece to drive student learning.\u003c/span>\u003c/p>\n\u003ch3>Having Students Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I helped to organize a series of “\u003c/span>\u003ca href=\"http://www.gamesforchange.org/2017/09/taking-advantage-of-the-power-of-play/\">\u003cspan style=\"font-weight: 400\">Moveable Game Jams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which were all-day events where youth met to make games about specific social impact themes), such as immigration, climate change and future communities. At one event, the\u003c/span>\u003ca href=\"http://www.movingimage.us/\"> \u003cspan style=\"font-weight: 400\">Museum of the Moving Image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created an activity for students in which they would update the classic — and for many, the prototypical educational game — \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the session was to \u003c/span>\u003cspan style=\"font-weight: 400\">compare and contrast the 1848 Oregon Trail to the transportation systems in modern-day America. First students played the original, which \u003c/span>\u003cspan style=\"font-weight: 400\">can still be played for free on the\u003c/span>\u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\"> \u003cspan style=\"font-weight: 400\">Internet Archive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students were then asked, “\u003c/span>\u003cspan style=\"font-weight: 400\">What kind of technology is available to the pioneers in the game?”\u003c/span>\u003cspan style=\"font-weight: 400\"> Next, using a graphic organizer, everyone brainstormed comparisons between 1848 and today. Finally, they considered how \u003c/span>\u003cspan style=\"font-weight: 400\">current and future smart technologies could be incorporated into the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than coding the game, they used sheets of butcher paper to plan out how it would look on a tablet screen. Teams had to prototype one specific part of the journey (e.g. traveling between Cincinnati, Ohio and Lexington, Kentucky, and then include a conflict or a challenge (e.g. someone broke a leg)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Having Students Analyze and then Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://gamesandlearning1.blogspot.com\">\u003cspan style=\"font-weight: 400\">Steve Isaacs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an 8th grade video game and development teacher from New Jersey, recently created a cross-discipline lesson about modding (modifying) and hacking. Students first played a\u003c/span>\u003ca href=\"https://classicreload.com/oregon-trail.html\"> \u003cspan style=\"font-weight: 400\">classic version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although Isaacs teaches a computer technology class, he also wound up teaching students about Westward Expansion, writing and computational thinking, all with a video game at the center of it all. Students played the original for a minimum of 20 minutes. Then they had to review the game in one of two ways: \u003c/span>\u003cspan style=\"font-weight: 400\">a video walkthrough that posted on his \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UCEOSFf4mB_xm1N_n-g-GFrQ/playlists\">\u003cspan style=\"font-weight: 400\">class YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or a blog post game review with screenshots of the students’ breakdowns of the game. Students critically analyzed the game in their reviews, similar to how students might evaluate a written text or a film. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reviews of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">were to include the following: storyline; game mechanics (decisions and actions players take, like trading, which have consequences in the game as a system); scoring mechanisms; win/loss conditions; how fun the game was as an experience; and replayability (did the student enjoy playing, and would they like to continue playing?). He also asked students more direct questions, like, “What did you learn from the game?” and “How would you suggest using this game in a learning environment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The culminating activity was to have students play the downloadable\u003c/span>\u003ca href=\"https://education.minecraft.net/oregon-trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for\u003c/span>\u003ca href=\"https://education.minecraft.net/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once downloaded (adventure maps are free if you have already used \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), students can start by playing through mini-lessons (the download portal provides lesson plans) that teach concepts like economics (supply-and-demand on the Trail) and geography (map-making skills). Isaacs went one step further, challenging his students to mod (modify) the world by\u003c/span>\u003cspan style=\"font-weight: 400\"> improving on the experience, or by adding even more game elements to the lessons.\u003c/span>\u003c/p>\n\u003ch3>Using a Game as an Anchor of a Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like reading and analyzing books or film, games can be the center of a lesson. In my classroom, I have had students play the social deduction game \u003c/span>\u003ca href=\"https://www.playwerewolf.co/rules/\">\u003ci>\u003cspan style=\"font-weight: 400\">Werewolf\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and then \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/history-empathy-systems-thinking-gaming-matthew-farber\">\u003cspan style=\"font-weight: 400\">had them remake\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the cards to be about the Salem Witch Trials. I also use free digital tools, such as \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to ask students to make sequels to educational games played in class. Not only are students learning coding in a situated cross-curricular context, they are having fun doing it. The best part (for me, selfishly, as a teacher), is that when the projects are all completed, each one is different. And for students, the game became an excuse for them to learn deeper and engage closely with content that may have otherwise seemed boring. \u003c/span>\u003cspan style=\"font-weight: 400\"> \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\">I still remember playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> back in 7th grade on an Apple IIe computer, hoping not to die too soon from seemingly random calamities like snakebites, or catching cholera or dysentery! \u003c/span>\u003cspan style=\"font-weight: 400\">First developed in the early 1970s(!) by the Minnesota Educational Computing Consortium (MECC), \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> put players on an often-precarious journey across 19th-century America. Aside from the original, versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">are still around, including\u003c/span>\u003ca href=\"http://www.pressmantoy.com/product/oregontrail/\"> \u003cspan style=\"font-weight: 400\">Pressman’s card game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mobile versions, and it also has inspired remixes and parodies — from the space-travel game\u003c/span>\u003ca href=\"http://store.steampowered.com/app/381260/Orion_Trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Orion Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the zombie apocalypse adventure\u003c/span>\u003ca href=\"http://store.steampowered.com/app/233740/Organ_Trail_Directors_Cut/\"> \u003cspan style=\"font-weight: 400\">Organ Trail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">can take about one class period — or less! (It is easy to lose, hence the famous catchphrase “You’ve died of dysentery.”) As I discovered, better than having students simply play through the seemingly endless versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, several educators have given their students the opportunity to hack and mod (modify) it, after playing. Here, the game becomes a model for students to study and analyze, and ultimately to tinker and play with. This approach is something I observed over and over again in my research of expert game-based learning teachers: the game is used as a centerpiece to drive student learning.\u003c/span>\u003c/p>\n\u003ch3>Having Students Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I helped to organize a series of “\u003c/span>\u003ca href=\"http://www.gamesforchange.org/2017/09/taking-advantage-of-the-power-of-play/\">\u003cspan style=\"font-weight: 400\">Moveable Game Jams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which were all-day events where youth met to make games about specific social impact themes), such as immigration, climate change and future communities. At one event, the\u003c/span>\u003ca href=\"http://www.movingimage.us/\"> \u003cspan style=\"font-weight: 400\">Museum of the Moving Image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created an activity for students in which they would update the classic — and for many, the prototypical educational game — \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the session was to \u003c/span>\u003cspan style=\"font-weight: 400\">compare and contrast the 1848 Oregon Trail to the transportation systems in modern-day America. First students played the original, which \u003c/span>\u003cspan style=\"font-weight: 400\">can still be played for free on the\u003c/span>\u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\"> \u003cspan style=\"font-weight: 400\">Internet Archive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students were then asked, “\u003c/span>\u003cspan style=\"font-weight: 400\">What kind of technology is available to the pioneers in the game?”\u003c/span>\u003cspan style=\"font-weight: 400\"> Next, using a graphic organizer, everyone brainstormed comparisons between 1848 and today. Finally, they considered how \u003c/span>\u003cspan style=\"font-weight: 400\">current and future smart technologies could be incorporated into the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than coding the game, they used sheets of butcher paper to plan out how it would look on a tablet screen. Teams had to prototype one specific part of the journey (e.g. traveling between Cincinnati, Ohio and Lexington, Kentucky, and then include a conflict or a challenge (e.g. someone broke a leg)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Having Students Analyze and then Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://gamesandlearning1.blogspot.com\">\u003cspan style=\"font-weight: 400\">Steve Isaacs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an 8th grade video game and development teacher from New Jersey, recently created a cross-discipline lesson about modding (modifying) and hacking. Students first played a\u003c/span>\u003ca href=\"https://classicreload.com/oregon-trail.html\"> \u003cspan style=\"font-weight: 400\">classic version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail.\u003c/span>\u003c/i>\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\">Although Isaacs teaches a computer technology class, he also wound up teaching students about Westward Expansion, writing and computational thinking, all with a video game at the center of it all. Students played the original for a minimum of 20 minutes. Then they had to review the game in one of two ways: \u003c/span>\u003cspan style=\"font-weight: 400\">a video walkthrough that posted on his \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UCEOSFf4mB_xm1N_n-g-GFrQ/playlists\">\u003cspan style=\"font-weight: 400\">class YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or a blog post game review with screenshots of the students’ breakdowns of the game. Students critically analyzed the game in their reviews, similar to how students might evaluate a written text or a film. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reviews of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">were to include the following: storyline; game mechanics (decisions and actions players take, like trading, which have consequences in the game as a system); scoring mechanisms; win/loss conditions; how fun the game was as an experience; and replayability (did the student enjoy playing, and would they like to continue playing?). He also asked students more direct questions, like, “What did you learn from the game?” and “How would you suggest using this game in a learning environment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The culminating activity was to have students play the downloadable\u003c/span>\u003ca href=\"https://education.minecraft.net/oregon-trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for\u003c/span>\u003ca href=\"https://education.minecraft.net/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once downloaded (adventure maps are free if you have already used \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), students can start by playing through mini-lessons (the download portal provides lesson plans) that teach concepts like economics (supply-and-demand on the Trail) and geography (map-making skills). Isaacs went one step further, challenging his students to mod (modify) the world by\u003c/span>\u003cspan style=\"font-weight: 400\"> improving on the experience, or by adding even more game elements to the lessons.\u003c/span>\u003c/p>\n\u003ch3>Using a Game as an Anchor of a Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like reading and analyzing books or film, games can be the center of a lesson. In my classroom, I have had students play the social deduction game \u003c/span>\u003ca href=\"https://www.playwerewolf.co/rules/\">\u003ci>\u003cspan style=\"font-weight: 400\">Werewolf\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and then \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/history-empathy-systems-thinking-gaming-matthew-farber\">\u003cspan style=\"font-weight: 400\">had them remake\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the cards to be about the Salem Witch Trials. I also use free digital tools, such as \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to ask students to make sequels to educational games played in class. Not only are students learning coding in a situated cross-curricular context, they are having fun doing it. The best part (for me, selfishly, as a teacher), is that when the projects are all completed, each one is different. And for students, the game became an excuse for them to learn deeper and engage closely with content that may have otherwise seemed boring. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The \u003ca href=\"http://www.cvent.com/events/california-steam-symposium-2017/event-summary-63ca1f4255ca4904a8001aa741fc3201.aspx\">California STEAM conference\u003c/a> convenes nearly 3,000 educators from across California to catalyze improved STEAM instruction for all students. The California STEAM Symposium provides educators with opportunities for ongoing rigorous, high-quality, collaborative professional development. The conference also showcases innovative approaches to teaching and learning happening throughout the state. KQED will have a session, a booth in the exhibit hall, and an activity in the Maker Space.\u003c/p>\n\u003cp>\u003cstrong>Session Info:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Design Thinking and Engineering: Where Art Meets Science\u003c/strong>\u003cbr>\nSunday, December 10th\u003cbr>\n4:30 – 5:30 PM PST\u003cbr>\n\u003cem>Room: Nook 301\u003c/em>\u003cbr>\n\u003cem>Program ID: 21\u003c/em>\u003c/p>\n\u003cp>\u003cem>Pathways: Making Standards Come Alive\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Develop knowledge of the engineering design process with a media-rich, hands-on, student-centered design challenge for middle school. Discover how to engage students in sharing their own engineering stories and solutions through media-making activities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Additional Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/lessonplanunit/view/engineering-for-good-3\">\u003cb>Engineering for Good\u003c/b>\u003c/a>\u003c/p>\n\u003cp>Engineering for Good is a three-week, project-based learning unit for middle school science classrooms focused on developing solutions for negative impacts of plastics on the environment. In these NGSS-aligned lessons, students use the engineering design process to define a problem, brainstorm solutions, develop prototypes and iterate on their designs.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/collection/art-and-the-environment/#.WgN7EXZryA9\">Art and the Environment \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This KQED Arts collection focuses on artists whose environmental concerns are apparent in their work. Integrate the arts into eco-literacy, and discover different ways that artists address environmental issues through their art practice.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.cvent.com/events/california-steam-symposium-2017/event-summary-63ca1f4255ca4904a8001aa741fc3201.aspx\">California STEAM conference\u003c/a> convenes nearly 3,000 educators from across California to catalyze improved STEAM instruction for all students. The California STEAM Symposium provides educators with opportunities for ongoing rigorous, high-quality, collaborative professional development. The conference also showcases innovative approaches to teaching and learning happening throughout the state. KQED will have a session, a booth in the exhibit hall, and an activity in the Maker Space.\u003c/p>\n\u003cp>\u003cstrong>Session Info:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Design Thinking and Engineering: Where Art Meets Science\u003c/strong>\u003cbr>\nSunday, December 10th\u003cbr>\n4:30 – 5:30 PM PST\u003cbr>\n\u003cem>Room: Nook 301\u003c/em>\u003cbr>\n\u003cem>Program ID: 21\u003c/em>\u003c/p>\n\u003cp>\u003cem>Pathways: Making Standards Come Alive\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Develop knowledge of the engineering design process with a media-rich, hands-on, student-centered design challenge for middle school. Discover how to engage students in sharing their own engineering stories and solutions through media-making activities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Additional Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/lessonplanunit/view/engineering-for-good-3\">\u003cb>Engineering for Good\u003c/b>\u003c/a>\u003c/p>\n\u003cp>Engineering for Good is a three-week, project-based learning unit for middle school science classrooms focused on developing solutions for negative impacts of plastics on the environment. In these NGSS-aligned lessons, students use the engineering design process to define a problem, brainstorm solutions, develop prototypes and iterate on their designs.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/collection/art-and-the-environment/#.WgN7EXZryA9\">Art and the Environment \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This KQED Arts collection focuses on artists whose environmental concerns are apparent in their work. Integrate the arts into eco-literacy, and discover different ways that artists address environmental issues through their art practice.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Flipping the Fit Lab: How iPads Improve Learning in Physical Education",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The physical education department at Kenilworth Junior High School in Petaluma, California is serious about helping kids to not only get fit, but also to have fun and find activities they enjoy so they will continue to be active into their adult lives. In 1992, the Kenilworth physical education department was recognized by the California Association of Physical Education, Recreation, and Dance (CAHPERD) as an outstanding program in the state. Kenilworth became a model demonstration school and spent four years working with other physical education programs in the state on curriculum and instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kenilworth P.E. teachers are also active grant writers, earning over $36,000 in grants since 2008, and implementing programs such as rock climbing, disc golf, archery, spin bikes and a 21-station fit lab to their students. While weight lifting was once considered detrimental to children and young teenagers, \u003c/span>\u003ca href=\"https://well.blogs.nytimes.com/2010/11/24/phys-ed-the-benefits-of-weight-training-for-kids/?mcubz=0\">\u003cspan style=\"font-weight: 400\">new research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when young students learn to safely and effectively lift weights in a supervised setting, they not only build strength, but also reduce the risks of injury when playing sports. This wide variety of activities and equipment make the Kenilworth P.E. department a place that develops not only kids’ fitness, but also their social and collaboration skills, and points them in the direction of life-long active living.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does a top-performing P.E. department do when the district goes high-tech and provides an iPad for every student? Not only did Kenilworth P.E. teachers embrace new technology in powerful ways, but they were far out in front by the time the rest of the district got on board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://edu.google.com/\">\u003cspan style=\"font-weight: 400\">Google district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all Kenilworth students have their own Google accounts. The P.E. teachers use Google Classroom to disseminate information to students, such as unit notes and home activity logs. Students access a Google calendar link on the P.E. website in order to sign up for make-up P.E. times, and they use apps like \u003c/span>\u003ca href=\"https://quizlet.com\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to take their P.E. tests. Students also use their iPads to take pictures and videos of themselves as they demonstrate new skills they have learned. They create Google Slides presentations, add written explanations of what they are doing and how each artifact demonstrates correct form and then submit this evidence of their P.E. skills’ development via Google Classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528321 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg\" width=\"640\" height=\"415\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-800x518.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-768x498.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1920x1244.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1180x765.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-960x622.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-240x156.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-375x243.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-520x337.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-528319 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg\" width=\"640\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-800x510.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-768x490.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1920x1224.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1180x752.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-960x612.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-240x153.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-375x239.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-520x332.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-528322 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the more unexpected places where iPads are used is in the fit lab, where two teachers have up to 70 students running the paces, from spin bike sessions to weight training circuits. No matter how much the teachers might pre-teach safe and effective use of the equipment, chances are that students will be distracted by their peers and will forget the different directions for each machine. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure students work safely and get the most out of the fit lab, Kenilworth teachers film their own tutorial videos to demonstrate how to use each machine. After filming with their iPads, they edit in iMovie, add voice-over narration, and upload the videos to their class website. They use \u003c/span>\u003ca href=\"https://lifehacker.com/5511793/make-qr-codes-in-a-jiffy-with-googl\">\u003cspan style=\"font-weight: 400\">Google’s URL shortener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create QR codes for each video, which students scan with their iPads so they can refresh their fit lab knowledge before climbing aboard a machine.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/D07XSmQstsw\u003c/p>\n\u003cp>https://youtu.be/apNAuAVS_7M\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers send students back to the tutorial videos when they notice unsafe or ineffective use of the machines. With so many students in the lab at once, the videos allow teachers to keep an eye on all the activity, retrain when necessary and flip the curriculum so that students are able to work and learn on their own while developing safe fit lab habits.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While critics of technology in schools voice concern that students are spending too much time seated in front of a screen, innovative teachers know that technology can improve their students’ learning in a wide variety of ways, including keeping them safe and active in P.E class.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The physical education department at Kenilworth Junior High School in Petaluma, California is serious about helping kids to not only get fit, but also to have fun and find activities they enjoy so they will continue to be active into their adult lives. In 1992, the Kenilworth physical education department was recognized by the California Association of Physical Education, Recreation, and Dance (CAHPERD) as an outstanding program in the state. Kenilworth became a model demonstration school and spent four years working with other physical education programs in the state on curriculum and instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kenilworth P.E. teachers are also active grant writers, earning over $36,000 in grants since 2008, and implementing programs such as rock climbing, disc golf, archery, spin bikes and a 21-station fit lab to their students. While weight lifting was once considered detrimental to children and young teenagers, \u003c/span>\u003ca href=\"https://well.blogs.nytimes.com/2010/11/24/phys-ed-the-benefits-of-weight-training-for-kids/?mcubz=0\">\u003cspan style=\"font-weight: 400\">new research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when young students learn to safely and effectively lift weights in a supervised setting, they not only build strength, but also reduce the risks of injury when playing sports. This wide variety of activities and equipment make the Kenilworth P.E. department a place that develops not only kids’ fitness, but also their social and collaboration skills, and points them in the direction of life-long active living.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does a top-performing P.E. department do when the district goes high-tech and provides an iPad for every student? Not only did Kenilworth P.E. teachers embrace new technology in powerful ways, but they were far out in front by the time the rest of the district got on board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://edu.google.com/\">\u003cspan style=\"font-weight: 400\">Google district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all Kenilworth students have their own Google accounts. The P.E. teachers use Google Classroom to disseminate information to students, such as unit notes and home activity logs. Students access a Google calendar link on the P.E. website in order to sign up for make-up P.E. times, and they use apps like \u003c/span>\u003ca href=\"https://quizlet.com\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to take their P.E. tests. Students also use their iPads to take pictures and videos of themselves as they demonstrate new skills they have learned. They create Google Slides presentations, add written explanations of what they are doing and how each artifact demonstrates correct form and then submit this evidence of their P.E. skills’ development via Google Classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528321 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg\" width=\"640\" height=\"415\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-800x518.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-768x498.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1920x1244.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1180x765.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-960x622.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-240x156.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-375x243.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-520x337.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-528319 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg\" width=\"640\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-800x510.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-768x490.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1920x1224.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1180x752.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-960x612.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-240x153.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-375x239.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-520x332.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-528322 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the more unexpected places where iPads are used is in the fit lab, where two teachers have up to 70 students running the paces, from spin bike sessions to weight training circuits. No matter how much the teachers might pre-teach safe and effective use of the equipment, chances are that students will be distracted by their peers and will forget the different directions for each machine. \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\">To ensure students work safely and get the most out of the fit lab, Kenilworth teachers film their own tutorial videos to demonstrate how to use each machine. After filming with their iPads, they edit in iMovie, add voice-over narration, and upload the videos to their class website. They use \u003c/span>\u003ca href=\"https://lifehacker.com/5511793/make-qr-codes-in-a-jiffy-with-googl\">\u003cspan style=\"font-weight: 400\">Google’s URL shortener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create QR codes for each video, which students scan with their iPads so they can refresh their fit lab knowledge before climbing aboard a machine.\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/D07XSmQstsw'\n title='//www.youtube.com/embed/D07XSmQstsw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>https://youtu.be/apNAuAVS_7M\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers send students back to the tutorial videos when they notice unsafe or ineffective use of the machines. With so many students in the lab at once, the videos allow teachers to keep an eye on all the activity, retrain when necessary and flip the curriculum so that students are able to work and learn on their own while developing safe fit lab habits.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While critics of technology in schools voice concern that students are spending too much time seated in front of a screen, innovative teachers know that technology can improve their students’ learning in a wide variety of ways, including keeping them safe and active in P.E class.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "KQED at the National Council for Social Studies Conference",
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"content": "\u003cp>The National Council for Social Studies is holding their \u003ca href=\"https://www.socialstudies.org/conference\">97th annual conference\u003c/a> November 17th to 19th in San Francisco. This year the conference will be focused on the theme of “Expanding Visions and Bridging Traditions” which seeks to think through how to teach students in an rapidly changing world, how to cultivate media literacy, and how to integrate new technologies into the social studies classroom. KQED will be hosting a workshop, exhibiting and will present three sessions at the conference. More info about sessions and public media partner offerings listed below.\u003c/p>\n\u003cp>\u003cb>KQED Session Info:\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>Media Literacy Through the Eyes of Public Media Workshop\u003c/strong>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>Thursday, November 16, 3:00 – 4:30 pm\u003cbr>\n\u003c/em>KQED Studio, 2601 Mariposa Street, San Francisco\u003cbr>\nFree Event. Register for the workshop through conference registration.\u003c/p>\n\u003cp>Join Listenwise and KQED to explore high-quality resources for helping educators teach media literacy in their classrooms. Leave with easy-to-use educator resources built by trusted media sources to encourage critical thinking and show students how to be more discerning about the information they consume. Tour of station included.\u003c/p>\n\u003cp>\u003cb>Weaving Data Into Stories\u003c/b>\u003cbr>\n\u003cem>Friday, November 17, 10:00 – 11:00 am\u003c/em>\u003cbr>\nRoom: 2004, Moscone Center West\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Learn how the addition of simple media-making activities can make information visual in a way that deepens understanding and encourages students to share with a larger audience of peers and adults. See examples of student media projects and get hands-on experience to prepare students for producing effective media pieces for the classroom and beyond.\u003c/p>\n\u003cp>\u003cb>Unmute Your Classroom: Inspiring Student-Driven Inquiry and Interaction\u003c/b>\u003cbr>\n\u003cem>Friday, November 17, 3:30 – 4:30 pm\u003c/em>\u003cbr>\nRoom: 3018, Moscone Center West\u003c/p>\n\u003cp>Students are always asking questions. How can we go beyond the traditional research paper and put student inquiry at the center of historical learning and exploration? Join KQED to explore methods and resources designed to help students ask high-quality questions, investigate an answer, and create a multimedia response they can share with peers both in and out of the classroom.\u003c/p>\n\u003cp>\u003cb>From Viewer to Doer: Addressing Media Literacy Concepts through Media-Making\u003c/b>\u003cbr>\n\u003cem>Friday, November 17, 4:45 – 5:45 pm\u003c/em>\u003cbr>\nRoom: 3018, Moscone Center West\u003c/p>\n\u003cp>Explore how to integrate media-making projects into the social science classroom to support learning while building essential academic skills. Student media projects foster collaboration and critical thinking, and strengthen media literacy.\u003c/p>\n\u003cp>\u003cstrong>Partner Sessions:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>WE THE VOTERS: Twenty Short Films for the People\u003c/strong>\u003cbr>\n\u003cem>Friday, November 17th, 8:45 – 9:45 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: PBS Education\u003c/p>\n\u003cp>\u003cstrong>Tell Them We Are Rising: The Story of HBCU’s Workshop\u003c/strong>\u003cbr>\n\u003cem>Friday, November 17th, 1:00 – 3:00 PM\u003c/em>\u003cbr>\nRoom 3002, Moscone Center West\u003cbr>\nHost: ITVS\u003c/p>\n\u003cp>\u003cstrong> Secrets Revealed! How YOU Can Break the Fake News Cycle\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 9:15 – 10:15 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: PBS Student Reporting Labs\u003c/p>\n\u003cp>\u003cstrong>Teaching ‘The Great War’ through Compelling Themes and Media \u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 10:30 – 11:30 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: WGBH\u003c/p>\n\u003cp>\u003cstrong>Write Across the Curriculum: U.S. History for Grades 9-12\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 2:15 – 2:45 PM\u003c/em>\u003cbr>\nAlcove A, Second Floor, Moscone Center West\u003cbr>\nHost: WGBH\u003cbr>\n*Poster Session\u003c/p>\n\u003cp>\u003cstrong>Building Empathy: Examining the U.S. – Mexico Drug War through Documentary\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 4:05 – 5:05 PM\u003c/em>\u003cbr>\n3rd Floor Table 27, Moscone Center West\u003cbr>\nHost: POV\u003cbr>\n*Poster Session\u003c/p>\n\u003cp>\u003cstrong>Midterms Matter!\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 5:15 – 6:15 PM\u003c/em>\u003cbr>\nRoom 3000, Moscone Center West\u003cbr>\nHost: PBS NewsHour Extra\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>I Am Not Your Negro: James Baldwin, Race & America\u003c/strong>\u003cbr>\n\u003cem>Sunday, November 19th, 8:30 – 10:30 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: ITVS & Independent Lens\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The National Council for Social Studies is holding their \u003ca href=\"https://www.socialstudies.org/conference\">97th annual conference\u003c/a> November 17th to 19th in San Francisco. This year the conference will be focused on the theme of “Expanding Visions and Bridging Traditions” which seeks to think through how to teach students in an rapidly changing world, how to cultivate media literacy, and how to integrate new technologies into the social studies classroom. KQED will be hosting a workshop, exhibiting and will present three sessions at the conference. More info about sessions and public media partner offerings listed below.\u003c/p>\n\u003cp>\u003cb>KQED Session Info:\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>Media Literacy Through the Eyes of Public Media Workshop\u003c/strong>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>Thursday, November 16, 3:00 – 4:30 pm\u003cbr>\n\u003c/em>KQED Studio, 2601 Mariposa Street, San Francisco\u003cbr>\nFree Event. Register for the workshop through conference registration.\u003c/p>\n\u003cp>Join Listenwise and KQED to explore high-quality resources for helping educators teach media literacy in their classrooms. Leave with easy-to-use educator resources built by trusted media sources to encourage critical thinking and show students how to be more discerning about the information they consume. Tour of station included.\u003c/p>\n\u003cp>\u003cb>Weaving Data Into Stories\u003c/b>\u003cbr>\n\u003cem>Friday, November 17, 10:00 – 11:00 am\u003c/em>\u003cbr>\nRoom: 2004, Moscone Center West\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Learn how the addition of simple media-making activities can make information visual in a way that deepens understanding and encourages students to share with a larger audience of peers and adults. See examples of student media projects and get hands-on experience to prepare students for producing effective media pieces for the classroom and beyond.\u003c/p>\n\u003cp>\u003cb>Unmute Your Classroom: Inspiring Student-Driven Inquiry and Interaction\u003c/b>\u003cbr>\n\u003cem>Friday, November 17, 3:30 – 4:30 pm\u003c/em>\u003cbr>\nRoom: 3018, Moscone Center West\u003c/p>\n\u003cp>Students are always asking questions. How can we go beyond the traditional research paper and put student inquiry at the center of historical learning and exploration? Join KQED to explore methods and resources designed to help students ask high-quality questions, investigate an answer, and create a multimedia response they can share with peers both in and out of the classroom.\u003c/p>\n\u003cp>\u003cb>From Viewer to Doer: Addressing Media Literacy Concepts through Media-Making\u003c/b>\u003cbr>\n\u003cem>Friday, November 17, 4:45 – 5:45 pm\u003c/em>\u003cbr>\nRoom: 3018, Moscone Center West\u003c/p>\n\u003cp>Explore how to integrate media-making projects into the social science classroom to support learning while building essential academic skills. Student media projects foster collaboration and critical thinking, and strengthen media literacy.\u003c/p>\n\u003cp>\u003cstrong>Partner Sessions:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>WE THE VOTERS: Twenty Short Films for the People\u003c/strong>\u003cbr>\n\u003cem>Friday, November 17th, 8:45 – 9:45 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: PBS Education\u003c/p>\n\u003cp>\u003cstrong>Tell Them We Are Rising: The Story of HBCU’s Workshop\u003c/strong>\u003cbr>\n\u003cem>Friday, November 17th, 1:00 – 3:00 PM\u003c/em>\u003cbr>\nRoom 3002, Moscone Center West\u003cbr>\nHost: ITVS\u003c/p>\n\u003cp>\u003cstrong> Secrets Revealed! How YOU Can Break the Fake News Cycle\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 9:15 – 10:15 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: PBS Student Reporting Labs\u003c/p>\n\u003cp>\u003cstrong>Teaching ‘The Great War’ through Compelling Themes and Media \u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 10:30 – 11:30 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: WGBH\u003c/p>\n\u003cp>\u003cstrong>Write Across the Curriculum: U.S. History for Grades 9-12\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 2:15 – 2:45 PM\u003c/em>\u003cbr>\nAlcove A, Second Floor, Moscone Center West\u003cbr>\nHost: WGBH\u003cbr>\n*Poster Session\u003c/p>\n\u003cp>\u003cstrong>Building Empathy: Examining the U.S. – Mexico Drug War through Documentary\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 4:05 – 5:05 PM\u003c/em>\u003cbr>\n3rd Floor Table 27, Moscone Center West\u003cbr>\nHost: POV\u003cbr>\n*Poster Session\u003c/p>\n\u003cp>\u003cstrong>Midterms Matter!\u003c/strong>\u003cbr>\n\u003cem>Saturday, November 18th, 5:15 – 6:15 PM\u003c/em>\u003cbr>\nRoom 3000, Moscone Center West\u003cbr>\nHost: PBS NewsHour Extra\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>I Am Not Your Negro: James Baldwin, Race & America\u003c/strong>\u003cbr>\n\u003cem>Sunday, November 19th, 8:30 – 10:30 AM\u003c/em>\u003cbr>\nRoom 2003, Moscone Center West\u003cbr>\nHost: ITVS & Independent Lens\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Youth Media Challenge Captures Stepping Up Stories",
"headTitle": "Youth Media Challenge Captures Stepping Up Stories | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This fall, KQED launched a Youth Media Challenge. The topic? Something I’ve been passionate about and have encouraged my students to be passionate about, as well: Stepping Up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a message I deliver often in my classroom: Step up. Get behind something that you’re passionate about. Seek to make a difference. It doesn’t matter whether you seek to improve the school, the city, the state, country, or the planet. Just try to bring about some kind of change for the better and then, at the end of the term, be prepared to share what you did and how you did it. That’s what I tell my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students have responded to my challenge in remarkable and noteworthy ways. I know there are students everywhere taking actions big and small to effect change. And so many of those inspiring stories are just waiting to be shared and used as sparks to motivate others to action. That’s why I’ll be sharing \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge about Stepping Up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with my students, asking them to share \u003c/span>\u003cspan style=\"font-weight: 400\">in a video, audio, or written piece, an issue or event that sparked them to act, and what they are doing about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first student that I am going to encourage to take KQED’s Youth Media Challenge is junior Jinze Wu. Here’s how she has stepped up:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Jinze Wu gave an outstanding, ten-minute, college professor-like Google Slideshow presentation to the students enrolled in my first period Honors US History class. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528166\" class=\"wp-caption aligncenter\" style=\"max-width: 717px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"717\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528166 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png\" width=\"717\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png 717w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-240x148.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-520x321.png 520w\" sizes=\"(max-width: 717px) 100vw, 717px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS junior Jinze Wu at the start of her Google Slideshow presentation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s presentation was entitled \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1Ij9J-bbST0w7w-WHMKPX3apeLp19h2KdtDm7uk7_RYU/edit?ts=59e0d463#slide=id.g27b7575a54_0_0\">\u003cspan style=\"font-weight: 400\">The Battle off Samar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it was dedicated to Bob DeSpain, a survivor of the World War II Battle off Samar. This battle was the centermost action of the Battle of Leyte Gulf — one of the largest naval battles in history — and it took place in the Philippine Sea off Samar Island in the Philippines on October 25, 1944.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze got to know Bob over the course of the past two years while she was volunteering aboard the Battleship USS Iowa (berthed in San Pedro). Bob DeSpain spent several days in the water after his ship, the USS Hoel, was sunk by Japanese forces during the battle. Bob, who also served as a volunteer aboard the Iowa, recently passed away at age 93. Jinze came to view Bob as a dear shipmate and friend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s passion for World War II naval history was sparked in 7th grade when watching World War II movies with her father. That led her to read more about the history, and visit various historical ships. She chose to volunteer twice a month aboard the USS Iowa to help preserve and educate others on its significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best part of this story–Jinze didn’t do this for a grade or any kind of extra credit, or in response to an assignment. She felt so passionately about sharing Bob’s legacy and service, she stepped up on her own accord to tell the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m inspired by Jinze’s stepping up to volunteer with the Battleship USS Iowa, and then to share the knowledge and history she’s learned along the way with others, in honor of her friend and shipmate Bob. I think others would be, too. So I’m encouraging Jinze Wu to visit the \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSeoMxfqnhoiucqEGpuIVt7KIgkLJDWzS4JOL069yFgDTXLd1Q/viewform\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> webpage and \u003c/span>\u003cb>apply for both a chance to have her unique story published on KQED’s website, AND for it to be screened at a KQED-hosted media festival in January.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528177 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll bet you, my fellow educators, know a student–or two, or twenty–that have some great “stepping up” stories of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re looking to provide inspiration to students searching for a way to step up, check out this handy \u003c/span>\u003ca href=\"https://www.edutopia.org/discussion/50-great-civic-action-projects\">\u003cspan style=\"font-weight: 400\">doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I created\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>Here is the KQED \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\">Stepping Up Video Series\u003c/a>, \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Youth-Media-Challenge-classroom-guide.pdf\"> Classroom Guide, \u003c/a>and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Stepping-Up-Student-Viewing-handout.pdf\">Student Viewing Handout\u003c/a> to support KQED’s Youth Media Challenge. And click here to learn about \u003ca href=\"https://ww2.kqed.org/education/2017/10/16/join-kqed-in-celebrating-media-literacy-week/\">KQED’s Stepping Up Online Screening\u003c/a> featuring the stories of youth activist and what inspires them to change. This screening is happening \u003cspan class=\"aBn\">\u003cspan class=\"aQJ\">on Monday, November 6 (4:00-5:00 PM PST).\u003c/span>\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This fall, KQED launched a Youth Media Challenge. The topic? Something I’ve been passionate about and have encouraged my students to be passionate about, as well: Stepping Up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a message I deliver often in my classroom: Step up. Get behind something that you’re passionate about. Seek to make a difference. It doesn’t matter whether you seek to improve the school, the city, the state, country, or the planet. Just try to bring about some kind of change for the better and then, at the end of the term, be prepared to share what you did and how you did it. That’s what I tell my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students have responded to my challenge in remarkable and noteworthy ways. I know there are students everywhere taking actions big and small to effect change. And so many of those inspiring stories are just waiting to be shared and used as sparks to motivate others to action. That’s why I’ll be sharing \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge about Stepping Up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with my students, asking them to share \u003c/span>\u003cspan style=\"font-weight: 400\">in a video, audio, or written piece, an issue or event that sparked them to act, and what they are doing about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first student that I am going to encourage to take KQED’s Youth Media Challenge is junior Jinze Wu. Here’s how she has stepped up:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Jinze Wu gave an outstanding, ten-minute, college professor-like Google Slideshow presentation to the students enrolled in my first period Honors US History class. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528166\" class=\"wp-caption aligncenter\" style=\"max-width: 717px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"717\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528166 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png\" width=\"717\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png 717w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-240x148.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-520x321.png 520w\" sizes=\"(max-width: 717px) 100vw, 717px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS junior Jinze Wu at the start of her Google Slideshow presentation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s presentation was entitled \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1Ij9J-bbST0w7w-WHMKPX3apeLp19h2KdtDm7uk7_RYU/edit?ts=59e0d463#slide=id.g27b7575a54_0_0\">\u003cspan style=\"font-weight: 400\">The Battle off Samar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it was dedicated to Bob DeSpain, a survivor of the World War II Battle off Samar. This battle was the centermost action of the Battle of Leyte Gulf — one of the largest naval battles in history — and it took place in the Philippine Sea off Samar Island in the Philippines on October 25, 1944.\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\">Jinze got to know Bob over the course of the past two years while she was volunteering aboard the Battleship USS Iowa (berthed in San Pedro). Bob DeSpain spent several days in the water after his ship, the USS Hoel, was sunk by Japanese forces during the battle. Bob, who also served as a volunteer aboard the Iowa, recently passed away at age 93. Jinze came to view Bob as a dear shipmate and friend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s passion for World War II naval history was sparked in 7th grade when watching World War II movies with her father. That led her to read more about the history, and visit various historical ships. She chose to volunteer twice a month aboard the USS Iowa to help preserve and educate others on its significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best part of this story–Jinze didn’t do this for a grade or any kind of extra credit, or in response to an assignment. She felt so passionately about sharing Bob’s legacy and service, she stepped up on her own accord to tell the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m inspired by Jinze’s stepping up to volunteer with the Battleship USS Iowa, and then to share the knowledge and history she’s learned along the way with others, in honor of her friend and shipmate Bob. I think others would be, too. So I’m encouraging Jinze Wu to visit the \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSeoMxfqnhoiucqEGpuIVt7KIgkLJDWzS4JOL069yFgDTXLd1Q/viewform\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> webpage and \u003c/span>\u003cb>apply for both a chance to have her unique story published on KQED’s website, AND for it to be screened at a KQED-hosted media festival in January.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528177 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll bet you, my fellow educators, know a student–or two, or twenty–that have some great “stepping up” stories of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re looking to provide inspiration to students searching for a way to step up, check out this handy \u003c/span>\u003ca href=\"https://www.edutopia.org/discussion/50-great-civic-action-projects\">\u003cspan style=\"font-weight: 400\">doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I created\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>Here is the KQED \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\">Stepping Up Video Series\u003c/a>, \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Youth-Media-Challenge-classroom-guide.pdf\"> Classroom Guide, \u003c/a>and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Stepping-Up-Student-Viewing-handout.pdf\">Student Viewing Handout\u003c/a> to support KQED’s Youth Media Challenge. And click here to learn about \u003ca href=\"https://ww2.kqed.org/education/2017/10/16/join-kqed-in-celebrating-media-literacy-week/\">KQED’s Stepping Up Online Screening\u003c/a> featuring the stories of youth activist and what inspires them to change. This screening is happening \u003cspan class=\"aBn\">\u003cspan class=\"aQJ\">on Monday, November 6 (4:00-5:00 PM PST).\u003c/span>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Meet the 2017-18 Youth Advisory Board",
"headTitle": "Meet the 2017-18 Youth Advisory Board | KQED",
"content": "\u003cdiv class=\"callout noborder\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528078 size-medium alignnone\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-800x533.png\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-800x533.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-768x512.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-1020x680.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-1180x787.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-960x640.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-240x160.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-375x250.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-520x347.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo.png 1624w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/div>\n\u003cp>The Youth Advisory Board is back for year two! This fall we invited six returning members and nine brand new students to help us shape our content and fulfill our mission of including youth voice in our production process.\u003c/p>\n\u003cp>Their primary roles:\u003c/p>\n\u003cul>\n\u003cli>Hear pitches from KQED staff on new products and media\u003c/li>\n\u003cli>Provide feedback on current and future KQED media and education tools\u003c/li>\n\u003cli>Produce an episode of KQED’s hit new YouTube series, \u003ca href=\"https://www.youtube.com/abovethenoise\">\u003ci>Above the Noise\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Last year, the Board’s impact was felt throughout our department and across the KQED community. Their feedback directly shaped the look and feel of our YouTube series, \u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">Above the Noise, \u003c/a>and members had the opportunity to represent the YAB at \u003ca href=\"https://www.instagram.com/p/BXrUEfTl4Yd/?taken-by=kqededucation\">public events\u003c/a>, \u003ca href=\"https://www.instagram.com/p/BVbSz6slAEv/?taken-by=kqededucation\">conferences\u003c/a>, and even on KQED’s airwaves! We’re ready for what is sure to be another great year.\u003c/p>\n\u003cp>Meet the 15 high school students helping to shape our content and tools.\u003c/p>\n\u003chr>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528075\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/ASIA-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Asia\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Senior, Salesian College Preparatory High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Richmond, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS:\u003c/strong> \u003cem>Arthur\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite movie:\u003c/strong> \u003cem>Girls Trip\u003c/em> \u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of social media:\u003c/strong> You can post anything and anyone in any place can see it.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528099\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/BRENDON-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Brendon\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, The Branson School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ross, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Video\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform:\u003c/strong> Snapchat\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>The lack of bias\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528102\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/CAMI-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Cami\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, International High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS:\u003c/strong> Jacques Pepin\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite movie: \u003c/strong> \u003cem>Dead Poets Society\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It is so accessible.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528108\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/CAZATHIA-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Cazathia\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, Mills High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Milbrae, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject:\u003c/strong> Spanish\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite book:\u003c/strong> The \u003cem>Harry Potter\u003c/em> series\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Books!\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-528110\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/EDWARD-800x576.jpg\" alt=\"\" width=\"800\" height=\"576\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD.jpg 1500w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003ch1>Edward\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, San Mateo High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Mateo, CA\u003c/span>\u003cbr>\n\u003cstrong>Preferred medium for storytelling:\u003c/strong> Video\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cb>Most inspiring part of today’s media landscape:\u003c/b>\u003c/span>\u003cspan style=\"font-weight: 400\"> The potential of the internet, giving people the ability to broadcast themselves excites me and should be utilized in order for all perspectives to be heard.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528114\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/ELKE-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Elke\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Mission High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS:\u003c/strong> PBS Kids Sprout \u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Audiobooks and movies\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>The interconnectedness and unity among people despite disagreements\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528116\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/GABE-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Gabe\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Lowell High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject: \u003c/strong>History\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite podcast:\u003c/strong> \u003cem>This American Life\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>NPR\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528118\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/GIA-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Gia\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, Notre Dame High School Belmont\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belmont, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject: \u003c/strong>History because you can see how far the country has grown\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform: \u003c/strong>Instagram\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>NPR\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528121\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/HARERISSON.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Harerisson\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, Capuchino High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Bruno, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject: \u003c/strong>Cultural Anthropology \u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform: \u003c/strong>Snapchat\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred platform for storytelling: \u003c/strong>YouTube\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528124\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/JULIE.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Julie\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Senior, Palo Alto High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palo Alto, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Highlights from last year’s YAB\u003cspan style=\"font-weight: 400\">: New perspectives, exposure to new ideas, really intellectual conversations and possibilities that I didn’t imagine previously.\u003c/span>\u003c/strong>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528126\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/MAXWELL.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Maxwell\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, Skyline High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS: \u003c/strong>\u003cem>Arthur\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject:\u003c/strong> Ethnic Studies\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It connects and informs people.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528129\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Nick.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Nick\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Sequoia High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Redwood City, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS or NPR: \u003c/strong>\u003cem>Sesame Street\u003c/em> and Terry Gross’ soothing way of saying “Welcome to Fresh Air”\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite book:\u003c/strong> \u003cem>“Tranny: Confessions of Punk Rock’s Most Infamous Anarchist Sellout”,\u003c/em> Laura Jane Grace\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It’s challenging, questioning, and authoritative.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528132\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/QADIR.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Qadir\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, Oakland Technical High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS: \u003c/strong>\u003cem>Cyberchase\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject:\u003c/strong> Math\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Video\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528135\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/RAQUEL.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Raquel\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Albany High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Albany, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS or NPR: \u003c/strong>\u003cem>Dragon Tales\u003c/em> and listening to NPR\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform:\u003c/strong> Tumblr\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It invokes a sense of community and connects people.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528137\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/TARIQ.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Tariq\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, Junipero Serra High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Mateo, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS: \u003c/strong>\u003cem>Caillou\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform:\u003c/strong> Instagram\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite movie:\u003c/strong>\u003cem>The Fast and the Furious\u003c/em> franchise\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "The Youth Advisory Board is back for year two! This fall we invited six returning members and nine brand new students to help us shape our content and fulfill our mission of including youth voice in our production process. Their primary roles: Hear pitches from KQED staff on new products and media Provide feedback on",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"callout noborder\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528078 size-medium alignnone\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-800x533.png\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-800x533.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-768x512.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-1020x680.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-1180x787.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-960x640.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-240x160.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-375x250.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo-520x347.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YAB-Group-Photo.png 1624w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/div>\n\u003cp>The Youth Advisory Board is back for year two! This fall we invited six returning members and nine brand new students to help us shape our content and fulfill our mission of including youth voice in our production process.\u003c/p>\n\u003cp>Their primary roles:\u003c/p>\n\u003cul>\n\u003cli>Hear pitches from KQED staff on new products and media\u003c/li>\n\u003cli>Provide feedback on current and future KQED media and education tools\u003c/li>\n\u003cli>Produce an episode of KQED’s hit new YouTube series, \u003ca href=\"https://www.youtube.com/abovethenoise\">\u003ci>Above the Noise\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Last year, the Board’s impact was felt throughout our department and across the KQED community. Their feedback directly shaped the look and feel of our YouTube series, \u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">Above the Noise, \u003c/a>and members had the opportunity to represent the YAB at \u003ca href=\"https://www.instagram.com/p/BXrUEfTl4Yd/?taken-by=kqededucation\">public events\u003c/a>, \u003ca href=\"https://www.instagram.com/p/BVbSz6slAEv/?taken-by=kqededucation\">conferences\u003c/a>, and even on KQED’s airwaves! We’re ready for what is sure to be another great year.\u003c/p>\n\u003cp>Meet the 15 high school students helping to shape our content and tools.\u003c/p>\n\u003chr>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528075\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/ASIA-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ASIA.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Asia\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Senior, Salesian College Preparatory High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Richmond, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS:\u003c/strong> \u003cem>Arthur\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite movie:\u003c/strong> \u003cem>Girls Trip\u003c/em> \u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of social media:\u003c/strong> You can post anything and anyone in any place can see it.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528099\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/BRENDON-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/BRENDON.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Brendon\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, The Branson School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ross, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Video\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform:\u003c/strong> Snapchat\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>The lack of bias\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528102\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/CAMI-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAMI.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Cami\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, International High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS:\u003c/strong> Jacques Pepin\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite movie: \u003c/strong> \u003cem>Dead Poets Society\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It is so accessible.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528108\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/CAZATHIA-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/CAZATHIA.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Cazathia\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, Mills High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Milbrae, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject:\u003c/strong> Spanish\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite book:\u003c/strong> The \u003cem>Harry Potter\u003c/em> series\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Books!\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-528110\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/EDWARD-800x576.jpg\" alt=\"\" width=\"800\" height=\"576\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/EDWARD.jpg 1500w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003ch1>Edward\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, San Mateo High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Mateo, CA\u003c/span>\u003cbr>\n\u003cstrong>Preferred medium for storytelling:\u003c/strong> Video\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cb>Most inspiring part of today’s media landscape:\u003c/b>\u003c/span>\u003cspan style=\"font-weight: 400\"> The potential of the internet, giving people the ability to broadcast themselves excites me and should be utilized in order for all perspectives to be heard.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528114\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/ELKE-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/ELKE.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Elke\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Mission High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS:\u003c/strong> PBS Kids Sprout \u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Audiobooks and movies\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>The interconnectedness and unity among people despite disagreements\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528116\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/GABE-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GABE.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Gabe\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Lowell High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject: \u003c/strong>History\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite podcast:\u003c/strong> \u003cem>This American Life\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>NPR\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528118\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/GIA-800x576.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA-520x374.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/GIA.jpg 1500w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Gia\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, Notre Dame High School Belmont\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belmont, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject: \u003c/strong>History because you can see how far the country has grown\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform: \u003c/strong>Instagram\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media: \u003c/strong>NPR\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528121\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/HARERISSON.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/HARERISSON-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Harerisson\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, Capuchino High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Bruno, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject: \u003c/strong>Cultural Anthropology \u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform: \u003c/strong>Snapchat\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred platform for storytelling: \u003c/strong>YouTube\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528124\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/JULIE.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/JULIE-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Julie\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Senior, Palo Alto High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palo Alto, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Highlights from last year’s YAB\u003cspan style=\"font-weight: 400\">: New perspectives, exposure to new ideas, really intellectual conversations and possibilities that I didn’t imagine previously.\u003c/span>\u003c/strong>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528126\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/MAXWELL.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/MAXWELL-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Maxwell\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Freshman, Skyline High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS: \u003c/strong>\u003cem>Arthur\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject:\u003c/strong> Ethnic Studies\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It connects and informs people.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528129\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Nick.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Nick-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Nick\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Sequoia High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Redwood City, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS or NPR: \u003c/strong>\u003cem>Sesame Street\u003c/em> and Terry Gross’ soothing way of saying “Welcome to Fresh Air”\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite book:\u003c/strong> \u003cem>“Tranny: Confessions of Punk Rock’s Most Infamous Anarchist Sellout”,\u003c/em> Laura Jane Grace\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It’s challenging, questioning, and authoritative.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528132\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/QADIR.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/QADIR-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Qadir\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, Oakland Technical High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS: \u003c/strong>\u003cem>Cyberchase\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite academic subject:\u003c/strong> Math\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Preferred medium for storytelling:\u003c/strong> Video\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528135\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/RAQUEL.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/RAQUEL-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Raquel\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Junior, Albany High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Albany, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS or NPR: \u003c/strong>\u003cem>Dragon Tales\u003c/em> and listening to NPR\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform:\u003c/strong> Tumblr\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite aspect of public media:\u003c/strong> It invokes a sense of community and connects people.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>[media-credit id=11261 align=\"alignleft\" width=\"700\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528137\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/TARIQ.jpg\" width=\"700\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ.jpg 1500w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-160x115.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-800x576.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-768x553.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-1020x734.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-1180x850.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-960x691.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-240x173.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-375x270.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/TARIQ-520x374.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">[/media-credit]\u003c/p>\n\u003ch1>Tariq\u003c/h1>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Sophomore, Junipero Serra High School\u003c/strong>\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Mateo, CA\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Earliest Memory of PBS: \u003c/strong>\u003cem>Caillou\u003c/em>\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Most used social media platform:\u003c/strong> Instagram\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>Favorite movie:\u003c/strong>\u003cem>The Fast and the Furious\u003c/em> franchise\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Go Beyond Snapchat with Layered Selfies",
"headTitle": "Go Beyond Snapchat with Layered Selfies | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it, any person who has access to a camera has taken at least one selfie. But the obsession with self-portraits is not new. Artists from Vincent Van Gogh to Frida Kahlo have walked this path, which in itself is an exercise in self-awareness and points to how artists sees themselves. Photographic self-portraits were a common way for early photographers to discover new techniques and experiment with the equipment. When the model is yourself you can arrange and rearrange things to your liking without fear of outside judgment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In today’s world, students armed with smartphones take dozens of selfies every day. Selfie-taking happens everywhere, including our classrooms when we are not looking. These selfies are posted immediately to sites like Snapchat and Instagram as students tell the stories of their daily life. Through those selfies, students are making sense of their roles in their communities. As much as they can be a distraction, they also provide valuable insight into who your students are.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I decided to create a way for students to use their images to introduce themselves to our classroom at the beginning of the year. However, I did not want students to simply share a selfie or create a collage. I wanted students to use their selfies to tell their story. As I was pondering the idea, I remembered the “Communicating with Photography” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After going back to refresh myself on the content, the idea blossomed. What if the students use their selfies to create something beyond the traditional selfie? Could the students use selfies as an exploration of their identity, and then be willing to share it with their classmates? It turned out the answer to both those questions was yes.\u003c/span>\u003c/p>\n\u003ch3>The Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\"> We started this project with a series of lessons that helped students identify their values and interests, or “\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1AO0898qnf9E0mJlP1p8HLnmkxzfE4giAl0YqXGLCWrM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Personal Brands\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”. Armed with this information, students would also need explicit instruction on how to work with images to create a compelling product. This led me to develop not only my skills in the use of \u003c/span>\u003ca href=\"https://pixlr.com/\">\u003cspan style=\"font-weight: 400\">Pixlr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a free photo editing app), but to share the\u003c/span>\u003ca href=\"https://teach.kqed.org/lessonplan/view/all-about-me-selfies\">\u003cspan style=\"font-weight: 400\"> complete lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the \u003c/span>\u003ca href=\"https://teach.kqed.org/#\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that in place, I introduced the layered selfie project to my students, and they were immediately engaged. Not only were they going to be able to use their phones, they also “had” to take a selfie! The excitement about creating their own stories in a way that made total sense to them was palpable. They could not wait to get started.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the days progressed, you could hear the students starting to share things like places to find good backgrounds or using a brush eraser to create soft lines around their picture. The chatter in the classroom increased as they asked, “How did you do that?”. Students who would not have seen themselves as teachers were suddenly experts. After the tips, the conversation shifted to learning about each other. From the simple things such as, “I also have been practicing Tae Kwon Do, where do you train?” to “I didn’t know you also are Filipino!” New friendships began to form and even the shyest students were included in the conversation. \u003c/span>\u003c/p>\n\u003ch3>The Result\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I started assessing the work, I already knew that the project had been a success. Students who have trouble speaking and/or writing were still able to share complete visual stories, and they shared much more than I could have learned by using traditional getting to know your prompts. The classroom culture became one of acceptance and tolerance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The images they created are posted on the walls and continue to be a topic of conversation as students keep finding elements in them that point more to commonalities than differences.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528011 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1180x738.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-960x600.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-240x150.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-375x234.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-520x325.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey.jpg 1680w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528008 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3.jpg 1024w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528010\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/joser-800x600.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also think that something similar could be used to create layered images in response to a variety of topics in different content areas. What about creating a layered image to explain the plot or transformation of a character in a favorite book? I invite you to explore the options and play around with Pixlr as a way to tell a visual story.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it, any person who has access to a camera has taken at least one selfie. But the obsession with self-portraits is not new. Artists from Vincent Van Gogh to Frida Kahlo have walked this path, which in itself is an exercise in self-awareness and points to how artists sees themselves. Photographic self-portraits were a common way for early photographers to discover new techniques and experiment with the equipment. When the model is yourself you can arrange and rearrange things to your liking without fear of outside judgment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In today’s world, students armed with smartphones take dozens of selfies every day. Selfie-taking happens everywhere, including our classrooms when we are not looking. These selfies are posted immediately to sites like Snapchat and Instagram as students tell the stories of their daily life. Through those selfies, students are making sense of their roles in their communities. As much as they can be a distraction, they also provide valuable insight into who your students are.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I decided to create a way for students to use their images to introduce themselves to our classroom at the beginning of the year. However, I did not want students to simply share a selfie or create a collage. I wanted students to use their selfies to tell their story. As I was pondering the idea, I remembered the “Communicating with Photography” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After going back to refresh myself on the content, the idea blossomed. What if the students use their selfies to create something beyond the traditional selfie? Could the students use selfies as an exploration of their identity, and then be willing to share it with their classmates? It turned out the answer to both those questions was yes.\u003c/span>\u003c/p>\n\u003ch3>The Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\"> We started this project with a series of lessons that helped students identify their values and interests, or “\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1AO0898qnf9E0mJlP1p8HLnmkxzfE4giAl0YqXGLCWrM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Personal Brands\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”. Armed with this information, students would also need explicit instruction on how to work with images to create a compelling product. This led me to develop not only my skills in the use of \u003c/span>\u003ca href=\"https://pixlr.com/\">\u003cspan style=\"font-weight: 400\">Pixlr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a free photo editing app), but to share the\u003c/span>\u003ca href=\"https://teach.kqed.org/lessonplan/view/all-about-me-selfies\">\u003cspan style=\"font-weight: 400\"> complete lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the \u003c/span>\u003ca href=\"https://teach.kqed.org/#\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that in place, I introduced the layered selfie project to my students, and they were immediately engaged. Not only were they going to be able to use their phones, they also “had” to take a selfie! The excitement about creating their own stories in a way that made total sense to them was palpable. They could not wait to get started.\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\">As the days progressed, you could hear the students starting to share things like places to find good backgrounds or using a brush eraser to create soft lines around their picture. The chatter in the classroom increased as they asked, “How did you do that?”. Students who would not have seen themselves as teachers were suddenly experts. After the tips, the conversation shifted to learning about each other. From the simple things such as, “I also have been practicing Tae Kwon Do, where do you train?” to “I didn’t know you also are Filipino!” New friendships began to form and even the shyest students were included in the conversation. \u003c/span>\u003c/p>\n\u003ch3>The Result\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I started assessing the work, I already knew that the project had been a success. Students who have trouble speaking and/or writing were still able to share complete visual stories, and they shared much more than I could have learned by using traditional getting to know your prompts. The classroom culture became one of acceptance and tolerance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The images they created are posted on the walls and continue to be a topic of conversation as students keep finding elements in them that point more to commonalities than differences.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528011 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1180x738.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-960x600.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-240x150.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-375x234.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-520x325.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey.jpg 1680w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528008 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3.jpg 1024w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528010\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/joser-800x600.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also think that something similar could be used to create layered images in response to a variety of topics in different content areas. What about creating a layered image to explain the plot or transformation of a character in a favorite book? I invite you to explore the options and play around with Pixlr as a way to tell a visual story.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, while trying to come up with a way to make my assignments more relevant to my students’ lives and to ignite passion in their work, a flurry of “explainer videos” started popping up on YouTube.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are short and catchy combinations of moving images, audio, and music. They are typically packed full of information about some specific idea or topic and may even include an on-screen actor or reporter who walks the viewer through the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Examples of good explainer videos can be found on a host of websites. I particularly like the Vox explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=bX4qUsgHa4Y&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">The State of Gun Violence in the US, Explained in 18 Charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I also like the KQED ‘Above the Noise’ explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dNmwvntMF5A&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">Why Do Our Brains Love Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Another very good explainer video describes\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=12s\"> \u003cspan style=\"font-weight: 400\">TEACH\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s new online professional learning platform for educators.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=18s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While watching these videos, I realized what I was looking for . . . an opportunity for my students to produce some explainer videos of their own.\u003c/span>\u003c/p>\n\u003ch3>The Explainer Video Assignment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by calling upon my broadcast journalism students to create explainer videos in which each student described him or herself—a kind of biography project.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This allowed them to concentrate on a topic that they were already familiar with. It also allowed them to complete a project in a shorter amount of time than usual, with the finished product serving as a way of letting the students get to better know one another at the start of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To create their explainer videos, my students used Apple’s\u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/keynote/id361285480?mt=8\"> \u003cspan style=\"font-weight: 400\">Keynote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free presentation software for Mac and iOS and an easy-to-use alternative to Microsoft Powerpoint.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One great feature of Apple’s Keynote is that it can easily record an audio track to play over the presentation itself–the presenter can essentially place a “live recording” over the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step of the assignment required my students to watch examples of explainer videos found online. I wanted them to be able to identify and analyze the elements and techniques they would need to use in their own videos—how to communicate ideas clearly; the types of images, statistics, and graphic elements necessary to tell a story; and how to organize the information so it makes sense to an audience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, we watched\u003c/span>\u003ca href=\"https://vimeo.com/lindadong/keynotemotiongraphic\"> \u003cspan style=\"font-weight: 400\">examples\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of animations created with Keynote. I also provided the class with a copy of the free multi-touch book,\u003c/span>\u003ca href=\"https://itunes.apple.com/us/book/design-secrets-revealed/id814087040?mt=11\"> \u003ci>\u003cspan style=\"font-weight: 400\">Design Secrets Revealed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that it might help them better understand how to make a presentation visually appealing and easier for an audience to comprehend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I gave a 30-minute tutorial on how to use Keynote to create animation. The simplicity and options of Keynote excited my students and inspired them to think about how they could creatively tell their stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For homework, the students were asked to write scripts for their own voiceover tracks, collect images and statistics, and design their animation. The next day, we spent about two hours completing the videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since this was their first time using Keynote’s animation elements, and since the turnaround time was quite short, the videos were not as polished as we might have liked. However, the exercise served as a great way for students to become familiar with the tool, to learn to tell a story with graphics and voiceover and to become better-versed in elements of design.\u003c/span>\u003c/p>\n\u003cp>See below for an example of one of my student’s explainer videos.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=0azQz8JCDSo&feature=youtu.be\u003c/p>\n\u003ch3>Tips for Creating Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were asked to complete their projects in only four hours’ time, and over the course of only two days. Here are my suggestions to make your assignment \u003c/span>\u003cspan style=\"font-weight: 400\"> better:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start small. Make this an ‘introductory’ project with a limit of 3-5 slides. Have students focus on ONE particular aspect of a topic to animate. Learn from your mistakes so that the next assignment can be longer and more complicated.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your class enough time to debrief and critique the projects in class. Although students posted their projects on our social media group so that everyone could see them before returning to school, our time constraints meant that we didn’t have time to adequately debrief in class and learn from each other.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writing is the foundation of every multimedia project. These videos will require focus statements (the narrow and specific question video will answer), editorial decisions (what information to include), as well as writing and performing a scripted voice-over track will provide the framework for the graphics and animation. Spend time writing and revising the script so that it’s clear and makes sense before you work on the visuals and animations.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Content is king. Make sure students have their information right, and can craft a clear story that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">describes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–a given topic. Ask them to consider and answer questions such as, “Why is this way the best way?” or “What happens if you don’t…?” or “Why should this matter to anyone?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>Additional Resources\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my background is in journalism and film production, I found that the KQED Teach courses “\u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a>” and “\u003ca href=\"https://teach.kqed.org/course/designing-presentations\">Designing Presentations\u003c/a>” helped clarify design and layout skills I needed to develop with my students.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Why Assign Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are a great way for teachers to check for understanding while also allowing students to have an impact on an audience beyond the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos also teach students important media literacy and design skills that they might need in the “real world” someday.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than anything else, my students had great fun playing around with the explainer video style.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, while trying to come up with a way to make my assignments more relevant to my students’ lives and to ignite passion in their work, a flurry of “explainer videos” started popping up on YouTube.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are short and catchy combinations of moving images, audio, and music. They are typically packed full of information about some specific idea or topic and may even include an on-screen actor or reporter who walks the viewer through the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Examples of good explainer videos can be found on a host of websites. I particularly like the Vox explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=bX4qUsgHa4Y&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">The State of Gun Violence in the US, Explained in 18 Charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I also like the KQED ‘Above the Noise’ explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dNmwvntMF5A&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">Why Do Our Brains Love Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Another very good explainer video describes\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=12s\"> \u003cspan style=\"font-weight: 400\">TEACH\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s new online professional learning platform for educators.\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/Hij6bZ7q-QI'\n title='//www.youtube.com/embed/Hij6bZ7q-QI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While watching these videos, I realized what I was looking for . . . an opportunity for my students to produce some explainer videos of their own.\u003c/span>\u003c/p>\n\u003ch3>The Explainer Video Assignment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by calling upon my broadcast journalism students to create explainer videos in which each student described him or herself—a kind of biography project.\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\">This allowed them to concentrate on a topic that they were already familiar with. It also allowed them to complete a project in a shorter amount of time than usual, with the finished product serving as a way of letting the students get to better know one another at the start of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To create their explainer videos, my students used Apple’s\u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/keynote/id361285480?mt=8\"> \u003cspan style=\"font-weight: 400\">Keynote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free presentation software for Mac and iOS and an easy-to-use alternative to Microsoft Powerpoint.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One great feature of Apple’s Keynote is that it can easily record an audio track to play over the presentation itself–the presenter can essentially place a “live recording” over the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step of the assignment required my students to watch examples of explainer videos found online. I wanted them to be able to identify and analyze the elements and techniques they would need to use in their own videos—how to communicate ideas clearly; the types of images, statistics, and graphic elements necessary to tell a story; and how to organize the information so it makes sense to an audience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, we watched\u003c/span>\u003ca href=\"https://vimeo.com/lindadong/keynotemotiongraphic\"> \u003cspan style=\"font-weight: 400\">examples\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of animations created with Keynote. I also provided the class with a copy of the free multi-touch book,\u003c/span>\u003ca href=\"https://itunes.apple.com/us/book/design-secrets-revealed/id814087040?mt=11\"> \u003ci>\u003cspan style=\"font-weight: 400\">Design Secrets Revealed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that it might help them better understand how to make a presentation visually appealing and easier for an audience to comprehend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I gave a 30-minute tutorial on how to use Keynote to create animation. The simplicity and options of Keynote excited my students and inspired them to think about how they could creatively tell their stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For homework, the students were asked to write scripts for their own voiceover tracks, collect images and statistics, and design their animation. The next day, we spent about two hours completing the videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since this was their first time using Keynote’s animation elements, and since the turnaround time was quite short, the videos were not as polished as we might have liked. However, the exercise served as a great way for students to become familiar with the tool, to learn to tell a story with graphics and voiceover and to become better-versed in elements of design.\u003c/span>\u003c/p>\n\u003cp>See below for an example of one of my student’s explainer videos.\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/0azQz8JCDSo'\n title='//www.youtube.com/embed/0azQz8JCDSo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch3>Tips for Creating Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were asked to complete their projects in only four hours’ time, and over the course of only two days. Here are my suggestions to make your assignment \u003c/span>\u003cspan style=\"font-weight: 400\"> better:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start small. Make this an ‘introductory’ project with a limit of 3-5 slides. Have students focus on ONE particular aspect of a topic to animate. Learn from your mistakes so that the next assignment can be longer and more complicated.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your class enough time to debrief and critique the projects in class. Although students posted their projects on our social media group so that everyone could see them before returning to school, our time constraints meant that we didn’t have time to adequately debrief in class and learn from each other.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writing is the foundation of every multimedia project. These videos will require focus statements (the narrow and specific question video will answer), editorial decisions (what information to include), as well as writing and performing a scripted voice-over track will provide the framework for the graphics and animation. Spend time writing and revising the script so that it’s clear and makes sense before you work on the visuals and animations.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Content is king. Make sure students have their information right, and can craft a clear story that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">describes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–a given topic. Ask them to consider and answer questions such as, “Why is this way the best way?” or “What happens if you don’t…?” or “Why should this matter to anyone?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>Additional Resources\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my background is in journalism and film production, I found that the KQED Teach courses “\u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a>” and “\u003ca href=\"https://teach.kqed.org/course/designing-presentations\">Designing Presentations\u003c/a>” helped clarify design and layout skills I needed to develop with my students.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Why Assign Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are a great way for teachers to check for understanding while also allowing students to have an impact on an audience beyond the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos also teach students important media literacy and design skills that they might need in the “real world” someday.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than anything else, my students had great fun playing around with the explainer video style.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Celebrate Media Literacy Week with KQED’s Youth Media Challenge! Join KQED for an online screening of our latest mini-series\u003cstrong> \u003ca href=\"https://www.youtube.com/watch?v=mcbAr3QCPs0&list=PLKdBLJFTsN_RLmJAN8jyh7rIfOvwcrunN\">“Stepping Up”\u003c/a>\u003c/strong> which features the stories of youth activists and what inspires them to make change. “Stepping Up” is the basis of our \u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\">Youth Media Challenge\u003c/a>\u003c/strong>, an opportunity for students ages 13-18 to submit stories of times they were inspired to make change. The screening provides an introduction to the series and includes a panel of youth activists and educators who explain how to participate in the challenge.\u003c/p>\n\u003cp>\u003cstrong>Watch the screening here: \u003ca href=\"https://ovee.itvs.org/screenings/flimz\">https://ovee.itvs.org/screenings/flimz \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>*\u003cem>In order to participate in the screening you must make an OVEE account or sign-in with Google or Facebook* – if you run into any difficulty please contact Stephanie Thatcher sthatcher@kqed.org\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Screening:\u003c/strong>\u003cbr>\nMonday, November 6th\u003cbr>\nOnline\u003cbr>\n4:00 – 5:00 PM PST\u003c/p>\n\u003cp>\u003cstrong>Timeline:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Wednesday, September 27th\u003c/strong>: Submissions Open\u003c/li>\n\u003cli>\u003cstrong>Monday, November 6th\u003c/strong>: Online Screening of “Stepping Up”\u003c/li>\n\u003cli>\u003cstrong>Friday, December 1st\u003c/strong>: Submissions Close\u003c/li>\n\u003cli>\u003cstrong>Thursday, January 18th\u003c/strong>: Screening of Challenge Winners Submissions\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>How to Watch the Screening:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We have partnered with ITVS, the Independent Television Service, to host an online screening of “Stepping Up”. Please create an OVEE account or sign-in with Google or Facebook. If having trouble receiving the emails, white-list ovee@itvs.org.\u003c/p>\n\u003cp>\u003cstrong>What is Media Literacy Week?\u003c/strong>\u003c/p>\n\u003cp>NAMLE, The National Association for Media Literacy Education, is hosting its third annual Media Literacy Week, a collection of events and resources to showcase the work of media literacy educators and highlight the importance of media literacy in education.\u003c/p>\n\u003cp>\u003cstrong>What is Media Literacy?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Media literacy can be defined as the ability to access, analyze, evaluate, create, and act using all forms of communication. Today, we receive more information via more mediums than ever before. Being able to understand, evaluate, and create all forms of media is imperative to being a successful student, responsible citizen, and productive worker.\u003c/p>\n\n",
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"order": 1
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"id": "code-switch-life-kit",
"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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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"meta": {
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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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",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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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": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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