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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. 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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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"description": "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",
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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",
"headTitle": "KQED at the National Council for Social Studies Conference | KQED",
"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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"description": "The National Council for Social Studies is holding their 97th annual conference 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",
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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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"title": "Explainer Videos: A Fun Way for Students to Show What They Know",
"headTitle": "Explainer Videos: A Fun Way for Students to Show What They Know | KQED",
"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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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"content": "\u003cp>KQED is partnering with Facing History and Ourselves to co-host a workshop for educators on November 4 aimed at equipping students to analyze and evaluate news, make informed media choices and become active participants in today’s complex information landscape. When students become media producers they are in an even better position to evaluate the media they consume. The workshop will also explore ways to harness students’ own media-making skills (honed by social media) to help them make effective media choices.\u003c/p>\n\u003cp>Drawing on resources from both KQED and Facing History, including the Facing History unit “Facing Ferguson: News Literacy in the Digital Age,” participants will gain the following skills:\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">Understand the roles that identity and confirmation bias play in how we interpret events, news, and information\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Analyze classroom models exploring the role of journalism and news in a democratic society\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Discuss how best to teach for informed civic participation and media literacy\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Learn strategies for creating a safe and reflective space for dealing with difficult topics\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Gain exposure to various media creation tools that align with media analysis skills\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Recommended for middle and high school teachers\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Workshop Information:\u003c/strong>\u003cbr>\nKQED\u003cbr>\n2601 Mariposa Street\u003cbr>\nSan Francisco, CA 94110\u003c/p>\n\u003cp>Saturday, November 4th\u003cbr>\n9:00 AM – 2:00 PM\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Space is limited and registration is required. Register at \u003ca href=\"https://www.facinghistory.org/calendar/w2017sf14-how-media-choices-matter-21st-century\">https://www.facinghistory.org/calendar/w2017sf14-how-media-choices-matter-21st-century\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED is partnering with Facing History and Ourselves to co-host a workshop for educators on November 4 aimed at equipping students to analyze and evaluate news, make informed media choices and become active participants in today’s complex information landscape. When students become media producers they are in an even better position to evaluate the media they consume. The workshop will also explore ways to harness students’ own media-making skills (honed by social media) to help them make effective media choices.\u003c/p>\n\u003cp>Drawing on resources from both KQED and Facing History, including the Facing History unit “Facing Ferguson: News Literacy in the Digital Age,” participants will gain the following skills:\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">Understand the roles that identity and confirmation bias play in how we interpret events, news, and information\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Analyze classroom models exploring the role of journalism and news in a democratic society\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Discuss how best to teach for informed civic participation and media literacy\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Learn strategies for creating a safe and reflective space for dealing with difficult topics\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Gain exposure to various media creation tools that align with media analysis skills\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Recommended for middle and high school teachers\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Workshop Information:\u003c/strong>\u003cbr>\nKQED\u003cbr>\n2601 Mariposa Street\u003cbr>\nSan Francisco, CA 94110\u003c/p>\n\u003cp>Saturday, November 4th\u003cbr>\n9:00 AM – 2:00 PM\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The Power of Podcasting: A New Way for Students to Experience Narrative",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It was only about ten years ago that podcasting was a little-known medium–the new version of ham radio for nerds who wanted to talk about last night’s episode of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lost \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or their affinity for the independent music scene. But nowadays every major media outlet seems to have a podcast or two. Since the explosion of \u003c/span>\u003ca href=\"https://serialpodcast.org/\">\u003cspan style=\"font-weight: 400\">Serial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few years ago, more and more \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">\u003cspan style=\"font-weight: 400\">English teachers are bringing podcasts into their classrooms as a new way for students to experience narrative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And, as an added bonus, help them hone their critical listening skills while \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">\u003cspan style=\"font-weight: 400\">trying to tackle the new Common Core listening components\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago, I too began incorporating podcasts into my classes. Soon, I found that newsier shows–\u003c/span>\u003ca href=\"https://www.thisamericanlife.org/\">\u003cspan style=\"font-weight: 400\">This American Life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.npr.org/sections/codeswitch/\">\u003cspan style=\"font-weight: 400\">Code Switch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.nytimes.com/podcasts/the-daily?mcubz=3\">\u003cspan style=\"font-weight: 400\">The Daily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">–helped my students stay informed and improved their writing. I was teaching an AP English Language and Composition course and noticed my students lacked real-world examples when writing argumentation. They lacked examples because their overachieving teenage lives didn’t allow them to sit down and watch the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or read daily headlines. Instead, they were doing hours of AP homework and planning the Winter Formal and going to football practice. Not only did I want them to have well-developed, relevant examples for their papers, I also wanted my students to be informed about what was going on in their country and the world. I felt this authentic interaction with the questions and controversies of current events would enrich their writing, our discussions, and ultimately, their academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, I kept it simple at first. I compiled a list of about \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1kEOoAIT_GcHMJlTa3HdkGHs3zpkAMMHqA7dpwsc7c4o/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">twenty-five podcasts,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> all of them with a current events angle. I explained that some podcasts were political discussions and let students know whether they leaned left or right (\u003c/span>\u003ca href=\"http://www.slate.com/articles/podcasts/gabfest.html\">\u003cspan style=\"font-weight: 400\">Slate’s Political Gabfest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some on the list were hard news and reported just the facts (\u003c/span>\u003ca href=\"https://itunes.apple.com/us/podcast/pbs-newshour-full-program/id394432287\">\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some would tell a long-form story about something that may not be on the homepage of NYTimes.com but would be well reported and relevant (\u003c/span>\u003ca href=\"http://www.radiolab.org/\">\u003cspan style=\"font-weight: 400\">RadioLab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). I asked them to select one or two podcasts and to listen to about 45 minutes per week. They were then required to write a one-page summary and commentary on anything they took away from that episode. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results were delightful. Each Friday my students would bound into class, excited to talk about the episode they listened to. We would spend about 10-15 minutes sharing summaries, which also allowed the class as a whole to absorb yet more news. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were fascinated by what they had learned, but I also wanted them to see how this new knowledge was now a powerful tool they could use in their writing. After they finished sharing, we would talk about sample writing prompts and how we could use the news examples from that week to strengthen an argument on that topic. Naturally, it didn’t work precisely for every prompt and every podcast. But over the course of weeks, students started to realize they knew much more about current events in detail and could use those details to create measured arguments on complex topics. \u003c/span>\u003cspan style=\"font-weight: 400\">They felt empowered, and their writing became much more detailed. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before their exposure to podcasts, even my strongest students would generalize or give very thin examples, which made their writing sound uninformed. Now, their writing had a sophistication to it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an added bonus, students seemed relieved they were being asked to listen rather than read this information: “It’s makes doing the dishes so much easier!” one of my students exclaimed and another liked that she could multi-task by doing this assignment while out on her cross-country run. I found that many of them began listening to podcasts on their own outside of the regular weekly assignment. I was giddy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once I had created a learning environment where podcasts were a familiar and typical medium just as, say, a newspaper article or a novel is, it was very easy to incorporate other brief listening activities. I also found that my students had a greater interest in nonfiction and the kind of long-form journalism you might read in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I started assigning reading that complemented the podcasts as opposed to the other way around. Reading circles developed around books like Brian Stevenson’s\u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 2017 Pulitzer Prize winner \u003c/span>\u003ca href=\"http://www.evictedbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Evicted\u003c/span>\u003c/i> \u003c/a>\u003cspan style=\"font-weight: 400\">by Matthew Desmond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we approached the end of the term, I felt justified in my use of this assignment. So many students were using the conversational yet academic voice of podcasts. They wrote like little NPR hosts and used examples that were rich in specificity. They made connections between literature, news and the issues that they continue to care about. At the end of the year, not that I teach towards the test (no, not any of us, right!?!), my students weren’t thrown off at all by the listening portion of the Smarter Balance assessments. Best of all, I now receive emails that start \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“I continue to listen to podcasts a couple times per week (although most are about fantasy football/hip hop news), and I’ve begun to actually read recreationally” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">so I know many students walked away with something that continues to inform their daily lives as citizens and lifelong learners. \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\">It was only about ten years ago that podcasting was a little-known medium–the new version of ham radio for nerds who wanted to talk about last night’s episode of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lost \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or their affinity for the independent music scene. But nowadays every major media outlet seems to have a podcast or two. Since the explosion of \u003c/span>\u003ca href=\"https://serialpodcast.org/\">\u003cspan style=\"font-weight: 400\">Serial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few years ago, more and more \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">\u003cspan style=\"font-weight: 400\">English teachers are bringing podcasts into their classrooms as a new way for students to experience narrative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And, as an added bonus, help them hone their critical listening skills while \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">\u003cspan style=\"font-weight: 400\">trying to tackle the new Common Core listening components\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago, I too began incorporating podcasts into my classes. Soon, I found that newsier shows–\u003c/span>\u003ca href=\"https://www.thisamericanlife.org/\">\u003cspan style=\"font-weight: 400\">This American Life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.npr.org/sections/codeswitch/\">\u003cspan style=\"font-weight: 400\">Code Switch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.nytimes.com/podcasts/the-daily?mcubz=3\">\u003cspan style=\"font-weight: 400\">The Daily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">–helped my students stay informed and improved their writing. I was teaching an AP English Language and Composition course and noticed my students lacked real-world examples when writing argumentation. They lacked examples because their overachieving teenage lives didn’t allow them to sit down and watch the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or read daily headlines. Instead, they were doing hours of AP homework and planning the Winter Formal and going to football practice. Not only did I want them to have well-developed, relevant examples for their papers, I also wanted my students to be informed about what was going on in their country and the world. I felt this authentic interaction with the questions and controversies of current events would enrich their writing, our discussions, and ultimately, their academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, I kept it simple at first. I compiled a list of about \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1kEOoAIT_GcHMJlTa3HdkGHs3zpkAMMHqA7dpwsc7c4o/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">twenty-five podcasts,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> all of them with a current events angle. I explained that some podcasts were political discussions and let students know whether they leaned left or right (\u003c/span>\u003ca href=\"http://www.slate.com/articles/podcasts/gabfest.html\">\u003cspan style=\"font-weight: 400\">Slate’s Political Gabfest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some on the list were hard news and reported just the facts (\u003c/span>\u003ca href=\"https://itunes.apple.com/us/podcast/pbs-newshour-full-program/id394432287\">\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some would tell a long-form story about something that may not be on the homepage of NYTimes.com but would be well reported and relevant (\u003c/span>\u003ca href=\"http://www.radiolab.org/\">\u003cspan style=\"font-weight: 400\">RadioLab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). I asked them to select one or two podcasts and to listen to about 45 minutes per week. They were then required to write a one-page summary and commentary on anything they took away from that episode. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results were delightful. Each Friday my students would bound into class, excited to talk about the episode they listened to. We would spend about 10-15 minutes sharing summaries, which also allowed the class as a whole to absorb yet more news. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were fascinated by what they had learned, but I also wanted them to see how this new knowledge was now a powerful tool they could use in their writing. After they finished sharing, we would talk about sample writing prompts and how we could use the news examples from that week to strengthen an argument on that topic. Naturally, it didn’t work precisely for every prompt and every podcast. But over the course of weeks, students started to realize they knew much more about current events in detail and could use those details to create measured arguments on complex topics. \u003c/span>\u003cspan style=\"font-weight: 400\">They felt empowered, and their writing became much more detailed. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before their exposure to podcasts, even my strongest students would generalize or give very thin examples, which made their writing sound uninformed. Now, their writing had a sophistication to it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an added bonus, students seemed relieved they were being asked to listen rather than read this information: “It’s makes doing the dishes so much easier!” one of my students exclaimed and another liked that she could multi-task by doing this assignment while out on her cross-country run. I found that many of them began listening to podcasts on their own outside of the regular weekly assignment. I was giddy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once I had created a learning environment where podcasts were a familiar and typical medium just as, say, a newspaper article or a novel is, it was very easy to incorporate other brief listening activities. I also found that my students had a greater interest in nonfiction and the kind of long-form journalism you might read in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I started assigning reading that complemented the podcasts as opposed to the other way around. Reading circles developed around books like Brian Stevenson’s\u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 2017 Pulitzer Prize winner \u003c/span>\u003ca href=\"http://www.evictedbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Evicted\u003c/span>\u003c/i> \u003c/a>\u003cspan style=\"font-weight: 400\">by Matthew Desmond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we approached the end of the term, I felt justified in my use of this assignment. So many students were using the conversational yet academic voice of podcasts. They wrote like little NPR hosts and used examples that were rich in specificity. They made connections between literature, news and the issues that they continue to care about. At the end of the year, not that I teach towards the test (no, not any of us, right!?!), my students weren’t thrown off at all by the listening portion of the Smarter Balance assessments. Best of all, I now receive emails that start \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“I continue to listen to podcasts a couple times per week (although most are about fantasy football/hip hop news), and I’ve begun to actually read recreationally” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">so I know many students walked away with something that continues to inform their daily lives as citizens and lifelong learners. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "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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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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