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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Teens who send sexually explicit selfies might find themselves in uncomfortably hot water with the law.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>Should teens be legally allowed to text explicit photos of themselves? Why or why not? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Should-Underage-Sexting-Be-A-Crime-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Sexting.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That's because in most states, while it's legal for teenagers close in age to have consensual sex, if those same teens create and text sexually explicit images of themselves -- known as \"sexting\" -- they could be violating child pornography laws. In fact, most states \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">have not updated their decades-old child pornography laws\u003c/a> to include exceptions for when teenagers are the \"perpetrators.\"\u003c/p>\n\u003cp>Both existing child pornography laws and more recent state sexting-specific legislation criminalize a trend that's more common among teenagers than many adults might choose to believe. As this\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\"> Above the Noise\u003c/a> video notes, one \u003ca href=\"http://drexel.edu/now/archive/2014/June/Sexting-Study/\" target=\"_blank\" rel=\"noopener noreferrer\">study on sexting behavior\u003c/a> found that more than 50 percent of college students reported that they had, as minors, exchanged sexually explicit text messages.\u003c/p>\n\u003cp>The issue was thrust into the national spotlight in 2015 when two 16-year-olds in North Carolina who were dating and had sent nude selfies to each other were charged with multiple counts of \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">sexual exploitation of a minor\u003c/a>. Both of the teens involved were considered perpetrators and victims. If convicted, they would have been labeled sex offenders for decades. The charges were eventually \u003ca class=\"u-underline\" href=\"http://www.nytimes.com/2015/11/14/us/prosecutors-in-teenage-sexting-cases-ask-foolishness-or-a-felony.html?_r=0\">reduced to misdemeanors\u003c/a>, and the teens were put on probation for a year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And a federal bill that \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">passed the House\u003c/a> in May seeks to up the ante for punishment even further. Under the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/1761/text\" target=\"_blank\" rel=\"noopener noreferrer\">Protecting Against Child Exploitation Act of 2017\u003c/a>, introduced by Rep. Mike Johnson (R-Louisiana), teens caught sexting could be sentenced to a minimum of 15 years in prison.\u003c/p>\n\u003cp>\"I, for one, believe we have a moral obligation, as any just government should, to defend the defenseless,\" said Johnson, a first-term congressman (and vocal Trump supporter), who dismissed the \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">adamant opposition \u003c/a>raised by some Democratic lawmakers who warned that the bill could have disastrous unintended consequences for young people.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s the absurdity of these laws,\" said \u003ca href=\"https://amyhasinoff.wordpress.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Amy Adele Hasinoff\u003c/a>, a communications professor at the University of Colorado, Denver, and author of \"Sexting Panic: Rethinking Criminalization, Privacy, and Consent.\" \"Teens can have sex but they can’t photograph it.\" \u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any kind of distribution of a sexual image of a teenager is considered illegal, she notes, regardless of whether it's a teenager \"consensually sending a nude selfie to a partner\" or maliciously sharing someone's private photo without consent.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And while prosecution of teens for child pornography is certainly not the norm, she adds, it's also not all that uncommon.\u003c/p>\n\u003cp id=\"p-9\">In \u003ca href=\"http://jaapl.org/content/44/1/73#ref-7\">one study\u003c/a> from 2013, researchers interviewed nearly 400 state prosecutors who had worked on technology-facilitated crimes against children, and found that 62 percent had handled a sexting case involving juveniles. 36 percent of those prosecutors said they had filed charges, and 21 percent had filed felony charges.\u003c/p>\n\u003cp>Most of these juvenile sexting-related cases, though, involved \u003ca href=\"http://jaapl.org/content/44/1/73#ref-8\">exacerbating circumstances\u003c/a>, including malicious intent, bullying, coercion or harassment. And the majority were resolved by plea agreements or juvenile court.\u003c/p>\n\u003cp class=\"story-body-text story-content\">In an effort to legally differentiate between teen sexting and child pornography, nearly \u003ca href=\"http://cyberbullying.org/state-sexting-laws.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">two dozen states\u003c/a>, including, most recently, \u003ca href=\"http://www.canoncitydailyrecord.com/news/colorado/ci_30971680/colorado-teen-sexting-bill-heads-gov-hickenlooper\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado\u003c/a> and \u003ca href=\"https://www.theguardian.com/us-news/2016/feb/26/new-mexico-legalizes-teen-sexting\" target=\"_blank\" rel=\"noopener noreferrer\">New Mexico\u003c/a>, have enacted legislation intended to shield teens from criminal prosecution. The laws typically give prosecutors discretion to seek less severe penalties, like misdemeanors and mandatory participation in sexual education programs.\u003c/p>\n\u003cp class=\"story-body-text story-content\">[No such law exists yet in California, although the state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB2536\" target=\"_blank\" rel=\"noopener noreferrer\">enacted legislation\u003c/a> last year that gives schools the right to expel or suspend students for sending sexually explicit photos and images electronically “with the purpose or effect of humiliating or harassing a pupil.”]\u003c/p>\n\u003cp class=\"story-body-text story-content\">But, Hasinoff argues, such legislation may do little to discourage prosecutors from pressing charges against teens caught sexting. Under the new laws, even teens who are consensually sexting can still be charged with misdemeanors and swept up in the criminal justice system. And because it's reduced from a felony, she notes, \u003cspan style=\"font-weight: 400;\">prosecutors may be more likely to use it.\u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">A better approach, Hasinoff says, would be to \u003cspan style=\"font-weight: 400;\">add statutory rape language to child pornography laws that \u003c/span>exempts teenagers who are close in age and consensually produce and share sexual images.\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any laws that try to broadly discourage teen sexting are tantamount to abstinence-only education, which has consistently proved to be ineffective, she argues.\u003c/p>\n\u003cp class=\"story-body-text story-content\">The best way to address this, she adds, is with good sex education programs in schools that touch on issues around sexting.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Teens who send sexually explicit selfies might find themselves in uncomfortably hot water with the law.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>Should teens be legally allowed to text explicit photos of themselves? Why or why not? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Should-Underage-Sexting-Be-A-Crime-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Sexting.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That's because in most states, while it's legal for teenagers close in age to have consensual sex, if those same teens create and text sexually explicit images of themselves -- known as \"sexting\" -- they could be violating child pornography laws. In fact, most states \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">have not updated their decades-old child pornography laws\u003c/a> to include exceptions for when teenagers are the \"perpetrators.\"\u003c/p>\n\u003cp>Both existing child pornography laws and more recent state sexting-specific legislation criminalize a trend that's more common among teenagers than many adults might choose to believe. As this\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\"> Above the Noise\u003c/a> video notes, one \u003ca href=\"http://drexel.edu/now/archive/2014/June/Sexting-Study/\" target=\"_blank\" rel=\"noopener noreferrer\">study on sexting behavior\u003c/a> found that more than 50 percent of college students reported that they had, as minors, exchanged sexually explicit text messages.\u003c/p>\n\u003cp>The issue was thrust into the national spotlight in 2015 when two 16-year-olds in North Carolina who were dating and had sent nude selfies to each other were charged with multiple counts of \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">sexual exploitation of a minor\u003c/a>. Both of the teens involved were considered perpetrators and victims. If convicted, they would have been labeled sex offenders for decades. The charges were eventually \u003ca class=\"u-underline\" href=\"http://www.nytimes.com/2015/11/14/us/prosecutors-in-teenage-sexting-cases-ask-foolishness-or-a-felony.html?_r=0\">reduced to misdemeanors\u003c/a>, and the teens were put on probation for a year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And a federal bill that \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">passed the House\u003c/a> in May seeks to up the ante for punishment even further. Under the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/1761/text\" target=\"_blank\" rel=\"noopener noreferrer\">Protecting Against Child Exploitation Act of 2017\u003c/a>, introduced by Rep. Mike Johnson (R-Louisiana), teens caught sexting could be sentenced to a minimum of 15 years in prison.\u003c/p>\n\u003cp>\"I, for one, believe we have a moral obligation, as any just government should, to defend the defenseless,\" said Johnson, a first-term congressman (and vocal Trump supporter), who dismissed the \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">adamant opposition \u003c/a>raised by some Democratic lawmakers who warned that the bill could have disastrous unintended consequences for young people.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s the absurdity of these laws,\" said \u003ca href=\"https://amyhasinoff.wordpress.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Amy Adele Hasinoff\u003c/a>, a communications professor at the University of Colorado, Denver, and author of \"Sexting Panic: Rethinking Criminalization, Privacy, and Consent.\" \"Teens can have sex but they can’t photograph it.\" \u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any kind of distribution of a sexual image of a teenager is considered illegal, she notes, regardless of whether it's a teenager \"consensually sending a nude selfie to a partner\" or maliciously sharing someone's private photo without consent.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And while prosecution of teens for child pornography is certainly not the norm, she adds, it's also not all that uncommon.\u003c/p>\n\u003cp id=\"p-9\">In \u003ca href=\"http://jaapl.org/content/44/1/73#ref-7\">one study\u003c/a> from 2013, researchers interviewed nearly 400 state prosecutors who had worked on technology-facilitated crimes against children, and found that 62 percent had handled a sexting case involving juveniles. 36 percent of those prosecutors said they had filed charges, and 21 percent had filed felony charges.\u003c/p>\n\u003cp>Most of these juvenile sexting-related cases, though, involved \u003ca href=\"http://jaapl.org/content/44/1/73#ref-8\">exacerbating circumstances\u003c/a>, including malicious intent, bullying, coercion or harassment. And the majority were resolved by plea agreements or juvenile court.\u003c/p>\n\u003cp class=\"story-body-text story-content\">In an effort to legally differentiate between teen sexting and child pornography, nearly \u003ca href=\"http://cyberbullying.org/state-sexting-laws.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">two dozen states\u003c/a>, including, most recently, \u003ca href=\"http://www.canoncitydailyrecord.com/news/colorado/ci_30971680/colorado-teen-sexting-bill-heads-gov-hickenlooper\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado\u003c/a> and \u003ca href=\"https://www.theguardian.com/us-news/2016/feb/26/new-mexico-legalizes-teen-sexting\" target=\"_blank\" rel=\"noopener noreferrer\">New Mexico\u003c/a>, have enacted legislation intended to shield teens from criminal prosecution. The laws typically give prosecutors discretion to seek less severe penalties, like misdemeanors and mandatory participation in sexual education programs.\u003c/p>\n\u003cp class=\"story-body-text story-content\">[No such law exists yet in California, although the state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB2536\" target=\"_blank\" rel=\"noopener noreferrer\">enacted legislation\u003c/a> last year that gives schools the right to expel or suspend students for sending sexually explicit photos and images electronically “with the purpose or effect of humiliating or harassing a pupil.”]\u003c/p>\n\u003cp class=\"story-body-text story-content\">But, Hasinoff argues, such legislation may do little to discourage prosecutors from pressing charges against teens caught sexting. Under the new laws, even teens who are consensually sexting can still be charged with misdemeanors and swept up in the criminal justice system. And because it's reduced from a felony, she notes, \u003cspan style=\"font-weight: 400;\">prosecutors may be more likely to use it.\u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">A better approach, Hasinoff says, would be to \u003cspan style=\"font-weight: 400;\">add statutory rape language to child pornography laws that \u003c/span>exempts teenagers who are close in age and consensually produce and share sexual images.\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any laws that try to broadly discourage teen sexting are tantamount to abstinence-only education, which has consistently proved to be ineffective, she argues.\u003c/p>\n\u003cp class=\"story-body-text story-content\">The best way to address this, she adds, is with good sex education programs in schools that touch on issues around sexting.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How to Transform Research into Curation Using Pinterest and Flipboard",
"headTitle": "How to Transform Research into Curation Using Pinterest and Flipboard | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school English Language Arts teacher and in the early days of my career, the research project was one of my most important assignments. \u003c/span>\u003cspan style=\"font-weight: 400\">You name it, I taught it: I-search, historical journals, literary research, and controversial issue papers. They were all a very big deal. But I have a confession to make: I hated them. The students hated them. Parents hated them. \u003c/span>\u003c/p>\n\u003cp>Eventually, they were phased out in favor of shorter mini-projects that could teach the same skills. Traditional research papers and the steps we took to produce them lost their relevance in our modern world. It was easy to say good riddance to the hours in the library and the stacks of index cards. No one seems to be the worse for it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the advent of social media, our students are inundated with a constant stream of information. Like curators, they select information to keep and share. This article from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teen Vogue\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on Snapchat, that post from a celebrity on Twitter, this inspiring image on Instagram: all curated, arranged and archived. These students are researching and curating constantly, but are they aware of the digital footprint they are leaving? Are they thoughtful about attribution? Will they be able to take the skills they use in their personal life for entertainment and use them in their academic and professional lives?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spent some time thinking about the ways that I curate my social media feeds, choosing carefully who to follow and what to post. I looked at my collection of articles, some curated for my students to read, and some to save for myself or to share with colleagues. Surely students are curating their social media feeds as well. Maybe they are not as cognizant about the purpose of what they post to their timeline, but it is curated nonetheless. I have one student who only posts pictures and memes of golden retrievers, another who posts representing our school’s student government, another is a fangirl whose posts are all related to One Direction and Harry Stiles. You get my point. Why not bring their curating to their attention and use it as a get-to-know-you assignment and a way to help seniors start thinking about their college essays?\u003c/span>\u003c/p>\n\u003ch4>The Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by showing students what curation is and why we do it. I shared my experiences and what I observed my fifteen-year-old daughter doing on social media. Then, I asked them to curate a Pinterest board or Flipboard that represented who they are and what’s important to them.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Pinterest\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows users to “pin” items to a digital “board.” Users can curate, collect, save, and share any digital media or create their own “pins” or “boards” to save and share. Click \u003c/span>\u003ca href=\"https://youtu.be/QSwfq0ojc10\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see a tutorial on how to use Pinterest.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1QkMOdW0Kyc&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flipboard\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows the user to make digital “magazines” from content across the web and from their own original content. Students can use it to create a great-looking magazine of their own content. Flipboard looks cool on a desktop, but it really is best in the mobile format. Click \u003c/span>\u003ca href=\"https://about.flipboard.com/magmaker/flipboard-101-learn-the-basics-of-how-to-use-flipboard/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the lowdown on how to use Flipboard. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=b4VgKTGsqcY\u003c/p>\n\u003cp>After showing my students these apps, I reminded them that curation should be a thoughtful process, not one where they just pick the first item they find and pop it onto their board.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were to post 10 items, with two being something they created themselves. Once their board was complete, I asked them to submit an essay explaining their process and reflecting on the end product. You can click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/19ycInDUuZ-MmVvTyuS5Z8EmcZCrWFbFbg15tTHSVkDE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the assignment I gave my 11th and 12th-grade students. As you will see, the all-important skills of citation and attribution are included in the assignment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then created a \u003c/span>\u003ca href=\"https://www.pinterest.com/drcyslvdr/curation-project/?sender=503488570749619512&invite_code=c4fc72526e534803bc971466c5f1fc83\">\u003cspan style=\"font-weight: 400\">Pinterest board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for them to use as an example, but looking back I wish I hadn’t. I think they may have been influenced by my choices. I didn’t spend much time explaining how to use Pinterest or Flipboard, since most of my students had used these sites before. I reminded them that I would be happy to help anyone who needed it. Only a few students requested a tutorial on how to use Pinterest or Flipboard.\u003c/span>\u003c/p>\n\u003ch4>The Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://goo.gl/m4LEne\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how one student’s Flipboard Magazine and see below for an example of one student’s Pinterest Board\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the students’ Pinterest boards and Flipboard magazines were enjoyable to look at, their reflection writing helped them see the value in this activity. Angelo commented on his process:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“I think that the curation project was challenging not because it was grueling work but because it made me think about what things I held dear and what I would tell others if forced to describe myself concisely. In order to do that I had to reflect on the things that I believe were the fundamentals in my life which was actually a good experience.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>What next?\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was a good get-to-know-you project and works well as a primer for the seniors to write their college personal essays. In the future, I plan to use Flipboard in place of my literary research projects for students to curate online literary magazines that will explore a favorite author, genre, or period of literature. Students could also use Flipboard to make published portfolios they can include with their college applications. My colleague in science used Flipboard as a way for her students to publish and reflect on their research in Biology. Really, the possibilities are endless.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school English Language Arts teacher and in the early days of my career, the research project was one of my most important assignments. \u003c/span>\u003cspan style=\"font-weight: 400\">You name it, I taught it: I-search, historical journals, literary research, and controversial issue papers. They were all a very big deal. But I have a confession to make: I hated them. The students hated them. Parents hated them. \u003c/span>\u003c/p>\n\u003cp>Eventually, they were phased out in favor of shorter mini-projects that could teach the same skills. Traditional research papers and the steps we took to produce them lost their relevance in our modern world. It was easy to say good riddance to the hours in the library and the stacks of index cards. No one seems to be the worse for it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the advent of social media, our students are inundated with a constant stream of information. Like curators, they select information to keep and share. This article from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teen Vogue\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on Snapchat, that post from a celebrity on Twitter, this inspiring image on Instagram: all curated, arranged and archived. These students are researching and curating constantly, but are they aware of the digital footprint they are leaving? Are they thoughtful about attribution? Will they be able to take the skills they use in their personal life for entertainment and use them in their academic and professional lives?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spent some time thinking about the ways that I curate my social media feeds, choosing carefully who to follow and what to post. I looked at my collection of articles, some curated for my students to read, and some to save for myself or to share with colleagues. Surely students are curating their social media feeds as well. Maybe they are not as cognizant about the purpose of what they post to their timeline, but it is curated nonetheless. I have one student who only posts pictures and memes of golden retrievers, another who posts representing our school’s student government, another is a fangirl whose posts are all related to One Direction and Harry Stiles. You get my point. Why not bring their curating to their attention and use it as a get-to-know-you assignment and a way to help seniors start thinking about their college essays?\u003c/span>\u003c/p>\n\u003ch4>The Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by showing students what curation is and why we do it. I shared my experiences and what I observed my fifteen-year-old daughter doing on social media. Then, I asked them to curate a Pinterest board or Flipboard that represented who they are and what’s important to them.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Pinterest\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows users to “pin” items to a digital “board.” Users can curate, collect, save, and share any digital media or create their own “pins” or “boards” to save and share. Click \u003c/span>\u003ca href=\"https://youtu.be/QSwfq0ojc10\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see a tutorial on how to use Pinterest.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1QkMOdW0Kyc'\n title='//www.youtube.com/embed/1QkMOdW0Kyc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Flipboard\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows the user to make digital “magazines” from content across the web and from their own original content. Students can use it to create a great-looking magazine of their own content. Flipboard looks cool on a desktop, but it really is best in the mobile format. Click \u003c/span>\u003ca href=\"https://about.flipboard.com/magmaker/flipboard-101-learn-the-basics-of-how-to-use-flipboard/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the lowdown on how to use Flipboard. \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/b4VgKTGsqcY'\n title='//www.youtube.com/embed/b4VgKTGsqcY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>After showing my students these apps, I reminded them that curation should be a thoughtful process, not one where they just pick the first item they find and pop it onto their board.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were to post 10 items, with two being something they created themselves. Once their board was complete, I asked them to submit an essay explaining their process and reflecting on the end product. You can click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/19ycInDUuZ-MmVvTyuS5Z8EmcZCrWFbFbg15tTHSVkDE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the assignment I gave my 11th and 12th-grade students. As you will see, the all-important skills of citation and attribution are included in the assignment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then created a \u003c/span>\u003ca href=\"https://www.pinterest.com/drcyslvdr/curation-project/?sender=503488570749619512&invite_code=c4fc72526e534803bc971466c5f1fc83\">\u003cspan style=\"font-weight: 400\">Pinterest board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for them to use as an example, but looking back I wish I hadn’t. I think they may have been influenced by my choices. I didn’t spend much time explaining how to use Pinterest or Flipboard, since most of my students had used these sites before. I reminded them that I would be happy to help anyone who needed it. Only a few students requested a tutorial on how to use Pinterest or Flipboard.\u003c/span>\u003c/p>\n\u003ch4>The Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://goo.gl/m4LEne\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how one student’s Flipboard Magazine and see below for an example of one student’s Pinterest Board\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the students’ Pinterest boards and Flipboard magazines were enjoyable to look at, their reflection writing helped them see the value in this activity. Angelo commented on his process:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“I think that the curation project was challenging not because it was grueling work but because it made me think about what things I held dear and what I would tell others if forced to describe myself concisely. In order to do that I had to reflect on the things that I believe were the fundamentals in my life which was actually a good experience.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>What next?\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was a good get-to-know-you project and works well as a primer for the seniors to write their college personal essays. In the future, I plan to use Flipboard in place of my literary research projects for students to curate online literary magazines that will explore a favorite author, genre, or period of literature. Students could also use Flipboard to make published portfolios they can include with their college applications. My colleague in science used Flipboard as a way for her students to publish and reflect on their research in Biology. Really, the possibilities are endless.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write",
"headTitle": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a high school history teacher, I’m committed to helping my students improve their writing. But, like many of us, I struggle to find time to provide meaningful, timely feedback and assessment. A few years ago, I discovered automated writing feedback programs, and everything changed. Now, students are not only more engaged in class writing projects, but are working more collaboratively. My role has also changed. No longer a grammar or rubric enforcer, I can now work with my students as an ally to make sense of both peer and computer-generated feedback. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs are web-based programs that enable me to double the amount of writing I assign in my classes while placing the job of evaluation back on my students. The number of free and student-friendly automated writing feedback programs has multiplied over the years, and many focus on specific elements of the writing process. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://app.grammarly.com\">\u003cspan style=\"font-weight: 400\">Grammarly \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">claims to find and correct ten times more mistakes than a word processor.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>https://www.youtube.com/watch?v=VueSBzrIh1o\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.hemingwayapp.com/\">\u003cspan style=\"font-weight: 400\">The Hemmingway App\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes writing bold and clear by focusing attention on the number of adverbs, use of the passive voice and readability of sentences.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527572\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png\" width=\"650\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-768x531.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-240x166.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-375x259.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-520x359.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM.png 942w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.paperrater.com/\">\u003cspan style=\"font-weight: 400\">PaperRater\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers feedback by comparing a writer’s work to others at their grade level. It ranks each paper on a percentile scale examining originality, grammar, spelling, phrasing, transitions, academic vocabulary, voice, and style. Then it provides students with an overall grade.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527574 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png\" width=\"640\" height=\"387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-800x483.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-768x464.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-960x580.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-240x145.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-375x227.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-520x314.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM.png 1076w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past few years, I’ve experimented with having my students hand in final drafts of their writing after they have: (1) run drafts through each of these three automated writing feedback programs and (2) run improved drafts past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">My students go through this process to improve each draft of their writing before I ever look at it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs have changed the game. I no longer have to do the dirty work of correcting spelling or grammatical mistakes. Now students seek me out to help them address the feedback from the computer. I have found that students in my class will revise their writing per the advice of PaperRater in order to increase their final score. As a teacher, I am secretly thrilled when a student tells me, “My first PaperRater score was a 78, but I went back to the textbook and added 8 more vocabulary words and my score went up to 86.” While this may sound like “gaming the system,” the trial and error process increases the amount of practice that students get and improves their writing proficiency. Studies have shown that students working with writing feedback tools write more than three times as much as their peers who aren’t using these tools. This increased effort with the revision process helps students see writing as an iterative process instead of a one-and-done assignment\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After giving my students a period of time to run drafts through one or more digital writing feedback programs, I ask them to write a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lceXfk50fem7KXhi8x56dKM20eligpxy_FbUQsMfgRU/edit\">\u003cspan style=\"font-weight: 400\">Revision Memo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Modeled after the work of \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ789453\">\u003cspan style=\"font-weight: 400\">Bardine and Fulton (2008\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), revision memos provide students with a chance to reflect on the significant changes they have made throughout the writing process. Then they examine how effective their changes were in improving the quality of their writing, prior to having a peer validate or question their choices. View several examples of my students’ revision memos \u003c/span>\u003ca href=\"https://historyrewriter.com/2016/02/27/revision-memo-examples/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing their revision memos, students run their now revised draft past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">Research suggests this should be carefully structured, with a learning design that includes phases of activity, peer assessment, reviewing and reflecting. Author Susan Brookhart recommends student-generated rubrics to allow for highly effective peer grading systems. I include \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1JCqsnuDSK98PJELSy9qLiEAfGdcNWZuMQzMBmKz53ww/edit#heading=h.gjdgxs\">\u003cspan style=\"font-weight: 400\">criteria charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> containing the historical details that I was expecting to see in student writing in order to guide students in determining important details. I also use free online polling tools like SurveyMonkey, Poll Everywhere, and Google Forms to create \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B6qmQLlSxgMyUjBTaHlqdW9CQVE/view\">\u003cspan style=\"font-weight: 400\">peer review protocols\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527597\" class=\"wp-caption aligncenter\" style=\"max-width: 575px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"575\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527597 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png\" width=\"575\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png 575w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-240x170.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-375x266.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-520x369.png 520w\" sizes=\"(max-width: 575px) 100vw, 575px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Along with automatic writing feedback programs, incorporating peer review activities into your classroom can help your students become better writers, readers, and collaborators.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This focuses students on a significant feature of the writing assignment, whether it was creating a compelling opening to a \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/12rAjq11zPTO-eA9mEKUEDsA4985fWiKK_6n6EkQFJ6Q/edit#responses\">\u003cspan style=\"font-weight: 400\">speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or including \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/1GbCi4vi1SxXN0snWl1Z4F9YLXPq5LFHg1AlhB_GUt4w/edit#responses\">\u003cspan style=\"font-weight: 400\">academic vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This also transforms what used to be a lonely, individual grading and feedback process into a student-centered, collaborative activity. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/article/giving-peer-feedback-helps-writers-grow\">\u003cspan style=\"font-weight: 400\">Peer review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also called learning by evaluation. It significantly improves a student’s self-assessment abilities and lays the groundwork for self-improvement. Peer review protocols should focus on only one or two aspects of effective writing, include student discussion to drive reflection, and allow increased instructional time for student revision. \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/single-point-rubric/\">\u003cspan style=\"font-weight: 400\">Single point rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> help students describe exactly what a writer needs to focus on. I have varied the scope and sequence of revision memos and peer review and found that the amount of class time necessary to conduct these activities decreases as students become more proficient with the process.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers, especially those of us in low-income, public schools, struggle to increase the amount of writing assigned and provide effective feedback that motivates students to revise their work. We need more cooperation and collaboration between the disciplines to find an appropriate balance for giving both computerized and human feedback to our students. Turnitin has conducted\u003c/span>\u003ca href=\"http://turnitin.com/en_us/resources/blog/421-general/1713-closing-the-gap\">\u003cspan style=\"font-weight: 400\"> extensive research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on how feedback impacts the development of student writing. Chief among student complaints about teacher feedback is the length of time teachers take in grading and returning their papers. Automated writing feedback tools and peer review activities can help teachers reduce this problem. Too many teachers focus solely on the plagiarism detection features in automated writing tools. I believe they are missing an opportunity to prolong critical thinking on meaningful writing tasks. Imagine the impact on student achievement if all teachers would leverage technology to improve discipline-specific writing? \u003c/span>\u003c/p>\n\n",
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"description": "As a high school history teacher, I’m committed to helping my students improve their writing. But, like many of us, I struggle to find time to provide meaningful, timely feedback and assessment. A few years ago, I discovered automated writing feedback programs, and everything changed. Now, students are not only more engaged in class writing",
"title": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a high school history teacher, I’m committed to helping my students improve their writing. But, like many of us, I struggle to find time to provide meaningful, timely feedback and assessment. A few years ago, I discovered automated writing feedback programs, and everything changed. Now, students are not only more engaged in class writing projects, but are working more collaboratively. My role has also changed. No longer a grammar or rubric enforcer, I can now work with my students as an ally to make sense of both peer and computer-generated feedback. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs are web-based programs that enable me to double the amount of writing I assign in my classes while placing the job of evaluation back on my students. The number of free and student-friendly automated writing feedback programs has multiplied over the years, and many focus on specific elements of the writing process. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://app.grammarly.com\">\u003cspan style=\"font-weight: 400\">Grammarly \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">claims to find and correct ten times more mistakes than a word processor.\u003c/span>\u003c/li>\n\u003c/ul>\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/VueSBzrIh1o'\n title='//www.youtube.com/embed/VueSBzrIh1o'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.hemingwayapp.com/\">\u003cspan style=\"font-weight: 400\">The Hemmingway App\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes writing bold and clear by focusing attention on the number of adverbs, use of the passive voice and readability of sentences.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527572\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png\" width=\"650\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-768x531.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-240x166.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-375x259.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-520x359.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM.png 942w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.paperrater.com/\">\u003cspan style=\"font-weight: 400\">PaperRater\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers feedback by comparing a writer’s work to others at their grade level. It ranks each paper on a percentile scale examining originality, grammar, spelling, phrasing, transitions, academic vocabulary, voice, and style. Then it provides students with an overall grade.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527574 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png\" width=\"640\" height=\"387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-800x483.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-768x464.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-960x580.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-240x145.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-375x227.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-520x314.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM.png 1076w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past few years, I’ve experimented with having my students hand in final drafts of their writing after they have: (1) run drafts through each of these three automated writing feedback programs and (2) run improved drafts past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">My students go through this process to improve each draft of their writing before I ever look at it.\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\">Automated writing feedback programs have changed the game. I no longer have to do the dirty work of correcting spelling or grammatical mistakes. Now students seek me out to help them address the feedback from the computer. I have found that students in my class will revise their writing per the advice of PaperRater in order to increase their final score. As a teacher, I am secretly thrilled when a student tells me, “My first PaperRater score was a 78, but I went back to the textbook and added 8 more vocabulary words and my score went up to 86.” While this may sound like “gaming the system,” the trial and error process increases the amount of practice that students get and improves their writing proficiency. Studies have shown that students working with writing feedback tools write more than three times as much as their peers who aren’t using these tools. This increased effort with the revision process helps students see writing as an iterative process instead of a one-and-done assignment\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After giving my students a period of time to run drafts through one or more digital writing feedback programs, I ask them to write a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lceXfk50fem7KXhi8x56dKM20eligpxy_FbUQsMfgRU/edit\">\u003cspan style=\"font-weight: 400\">Revision Memo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Modeled after the work of \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ789453\">\u003cspan style=\"font-weight: 400\">Bardine and Fulton (2008\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), revision memos provide students with a chance to reflect on the significant changes they have made throughout the writing process. Then they examine how effective their changes were in improving the quality of their writing, prior to having a peer validate or question their choices. View several examples of my students’ revision memos \u003c/span>\u003ca href=\"https://historyrewriter.com/2016/02/27/revision-memo-examples/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing their revision memos, students run their now revised draft past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">Research suggests this should be carefully structured, with a learning design that includes phases of activity, peer assessment, reviewing and reflecting. Author Susan Brookhart recommends student-generated rubrics to allow for highly effective peer grading systems. I include \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1JCqsnuDSK98PJELSy9qLiEAfGdcNWZuMQzMBmKz53ww/edit#heading=h.gjdgxs\">\u003cspan style=\"font-weight: 400\">criteria charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> containing the historical details that I was expecting to see in student writing in order to guide students in determining important details. I also use free online polling tools like SurveyMonkey, Poll Everywhere, and Google Forms to create \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B6qmQLlSxgMyUjBTaHlqdW9CQVE/view\">\u003cspan style=\"font-weight: 400\">peer review protocols\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527597\" class=\"wp-caption aligncenter\" style=\"max-width: 575px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"575\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527597 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png\" width=\"575\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png 575w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-240x170.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-375x266.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-520x369.png 520w\" sizes=\"(max-width: 575px) 100vw, 575px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Along with automatic writing feedback programs, incorporating peer review activities into your classroom can help your students become better writers, readers, and collaborators.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This focuses students on a significant feature of the writing assignment, whether it was creating a compelling opening to a \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/12rAjq11zPTO-eA9mEKUEDsA4985fWiKK_6n6EkQFJ6Q/edit#responses\">\u003cspan style=\"font-weight: 400\">speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or including \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/1GbCi4vi1SxXN0snWl1Z4F9YLXPq5LFHg1AlhB_GUt4w/edit#responses\">\u003cspan style=\"font-weight: 400\">academic vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This also transforms what used to be a lonely, individual grading and feedback process into a student-centered, collaborative activity. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/article/giving-peer-feedback-helps-writers-grow\">\u003cspan style=\"font-weight: 400\">Peer review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also called learning by evaluation. It significantly improves a student’s self-assessment abilities and lays the groundwork for self-improvement. Peer review protocols should focus on only one or two aspects of effective writing, include student discussion to drive reflection, and allow increased instructional time for student revision. \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/single-point-rubric/\">\u003cspan style=\"font-weight: 400\">Single point rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> help students describe exactly what a writer needs to focus on. I have varied the scope and sequence of revision memos and peer review and found that the amount of class time necessary to conduct these activities decreases as students become more proficient with the process.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers, especially those of us in low-income, public schools, struggle to increase the amount of writing assigned and provide effective feedback that motivates students to revise their work. We need more cooperation and collaboration between the disciplines to find an appropriate balance for giving both computerized and human feedback to our students. Turnitin has conducted\u003c/span>\u003ca href=\"http://turnitin.com/en_us/resources/blog/421-general/1713-closing-the-gap\">\u003cspan style=\"font-weight: 400\"> extensive research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on how feedback impacts the development of student writing. Chief among student complaints about teacher feedback is the length of time teachers take in grading and returning their papers. Automated writing feedback tools and peer review activities can help teachers reduce this problem. Too many teachers focus solely on the plagiarism detection features in automated writing tools. I believe they are missing an opportunity to prolong critical thinking on meaningful writing tasks. Imagine the impact on student achievement if all teachers would leverage technology to improve discipline-specific writing? \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Digital Spaces: Where Every Student Can Have a Voice | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle to be heard, even in the most inclusive classrooms. Without meaning to, confident students drown out quieter voices; teachers move heaven and earth to make time for more comments; and sometimes discussions touch on subjects that are hard to talk about face-to-face. Opening digital spaces for my students to share ideas, analyze literature and collaborate on projects has made a huge difference in how they work with each other. It has also changed the way I get to know them as learners.\u003c/span>\u003c/p>\n\u003cp>When my middle school students were learning to blog, they shared their responses to a book the class had read together. After posting their writing on the blog, they read each other’s posts and commented on them. My goal was that they would deepen their understanding of and appreciation for literature through online conversations. I soon found that doing this in a digital space extended their thinking far beyond what a classroom discussion might do.\u003c/p>\n\u003cp>Since literature is more about people and life than it is about academics, student responses often include personal connections to the reading. In one post, shy, quiet Carrie shared how something in the story brought up a painful memory for her. Rarely speaking in class, Carrie had found her voice (and the confidence to use it) in the safe space of our class blog. Sophia, a popular outspoken student, responded online to Carrie with genuine concern and empathy, offering “a hug whenever she needed one.” These two students were not friends at this point, and probably would not have shared so personally face-to-face. The blog provided a space for them to comfortably communicate in a personal way while also engaging them in literary analysis.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dipping our toes into blogging showed me that digital spaces can offer every student – not just the talkative ones or the confident ones – opportunities to be heard, to have a voice, and to be understood. In crowded classrooms, discussions are limited by space, time, and personalities. Digital spaces not only give voice to every student, but they also give every student the chance to hear their classmates, discover what they might have in common, and build empathy as they connect around academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my other classroom, our Design Lab has transitioned this year from laptops to desktops. Although we are thrilled with the improvements, this also means students are hidden from each other behind the large monitors that make it difficult for them to see, talk, hear, and respond to their classmates. They work on a variety of self-chosen projects, and I want them to be able to share these projects and give and receive feedback. We are finding \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be a great platform for this purpose. Padlet is a digital bulletin board that allows users to post text and also attach images, videos, and documents. My students use Padlet to ask their classmates questions and give suggestions on their projects in progress.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another benefit of having students share in digital spaces is that they can go back to those spaces to continue conversations or revisit what was said. My Design Lab students go back to their Padlet conversations to see who is using the same program they are. They then use this information to get help or collaborate with this classmate in person. In English class, we can return to discussions to add new insights from our ongoing reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another useful tool that gets students talking and listening to each other is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This simple app allows students to film themselves as they speak. It’s a great way to give students practice speaking, as well as listening, when they watch and respond to their classmates’ vids.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527554\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527554 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png\" width=\"640\" height=\"665\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-160x166.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-800x832.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-768x798.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-960x998.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-240x249.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-375x390.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-520x541.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample.png 1112w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Design Lab students use Padlet to share and respond to each other’s projects.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital spaces can also help teachers and students connect in new ways. This year I asked my students to make a selfie video to introduce themselves to me. I told them to limit it to 60 seconds, and to tell me about their hobbies and favorite books, to ask me questions they have about our class, and to film in a location that is special to them. Students filmed themselves with their phones or district-provided iPads, and then submitted their videos via \u003c/span>\u003ca href=\"https://classroom.google.com/u/0/h\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I promised that their videos would not be made public, which allowed them to share openly and honestly. My goodness, I learned so much about each student in less than a minute – much more than I might learn in the classroom or through a written introduction! They filmed in their backyards or bedrooms, with a dog or cat (or hamster or bird) in their lap. They showed me their trophies and ribbons, their family photos, and favorite stuffed animals. They asked questions about the class and shared their favorite books. And I was able to learn their names and personalities so much faster, thanks to their introduction videos.\u003c/span>\u003c/p>\n\u003cp>An added bonus to using digital spaces to share and communicate is that they give students a meaningful context for practicing digital citizenship skills. Prior to any online work, my students and I review expectations for academic writing, thoughtful questions, and constructive feedback.\u003c/p>\n\u003cp>There are lots of great ways to share, contribute, respond, and connect with digital tools, giving each student not only a voice, but valuable speaking, listening, reading, and writing practice. Here are some resources to get you started:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Blogging: \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kidblog.org/home/\">\u003cspan style=\"font-weight: 400\">KidBlog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://wordpress.com/\">\u003cspan style=\"font-weight: 400\">WordPress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, even a \u003c/span>\u003ca href=\"https://laurabradley.me/2016/03/22/read-blog-discuss-repeat/\">\u003cspan style=\"font-weight: 400\">Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be used for blogging.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/how-to-use-padlet-fantastic-tool-teaching/\">\u003cspan style=\"font-weight: 400\">How to Use Padlet: A Fantastic Tool for Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://karlymoura.blogspot.com/2017/04/catch-flipgrid-fever-15-ways-to-use.html\">\u003cspan style=\"font-weight: 400\">Catch the FlipGrid Fever! 15+ Ways to Use FlipGrid in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.polleverywhere.com/\">\u003cspan style=\"font-weight: 400\">Poll Everywhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://www.polleverywhere.com/blog/great-ways-to-use-poll-everywhere-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">Great Ways to Use Poll Everywhere in the Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://ditchthattextbook.com/2014/01/30/20-useful-ways-to-use-todaysmeet-in-schools/\">20 Useful Ways to Use TodaysMeet in Schools\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>And if you would like to try blogging with your students, here are three articles offering up some great tips:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-in-21st-century-classroom-michelle-lampinen\">Blogging in the 21st Century Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-for-english-language-learners-rusul-alrubail\">Blogging for English Language Learners\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/flip-ela-class-with-blogs-brian-sztabnik\">Start a Reading Revolution: Flip Your Class with Blogs\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle to be heard, even in the most inclusive classrooms. Without meaning to, confident students drown out quieter voices; teachers move heaven and earth to make time for more comments; and sometimes discussions touch on subjects that are hard to talk about face-to-face. Opening digital spaces for my students to share ideas, analyze literature and collaborate on projects has made a huge difference in how they work with each other. It has also changed the way I get to know them as learners.\u003c/span>\u003c/p>\n\u003cp>When my middle school students were learning to blog, they shared their responses to a book the class had read together. After posting their writing on the blog, they read each other’s posts and commented on them. My goal was that they would deepen their understanding of and appreciation for literature through online conversations. I soon found that doing this in a digital space extended their thinking far beyond what a classroom discussion might do.\u003c/p>\n\u003cp>Since literature is more about people and life than it is about academics, student responses often include personal connections to the reading. In one post, shy, quiet Carrie shared how something in the story brought up a painful memory for her. Rarely speaking in class, Carrie had found her voice (and the confidence to use it) in the safe space of our class blog. Sophia, a popular outspoken student, responded online to Carrie with genuine concern and empathy, offering “a hug whenever she needed one.” These two students were not friends at this point, and probably would not have shared so personally face-to-face. The blog provided a space for them to comfortably communicate in a personal way while also engaging them in literary analysis.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dipping our toes into blogging showed me that digital spaces can offer every student – not just the talkative ones or the confident ones – opportunities to be heard, to have a voice, and to be understood. In crowded classrooms, discussions are limited by space, time, and personalities. Digital spaces not only give voice to every student, but they also give every student the chance to hear their classmates, discover what they might have in common, and build empathy as they connect around academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my other classroom, our Design Lab has transitioned this year from laptops to desktops. Although we are thrilled with the improvements, this also means students are hidden from each other behind the large monitors that make it difficult for them to see, talk, hear, and respond to their classmates. They work on a variety of self-chosen projects, and I want them to be able to share these projects and give and receive feedback. We are finding \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be a great platform for this purpose. Padlet is a digital bulletin board that allows users to post text and also attach images, videos, and documents. My students use Padlet to ask their classmates questions and give suggestions on their projects in progress.\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\">Another benefit of having students share in digital spaces is that they can go back to those spaces to continue conversations or revisit what was said. My Design Lab students go back to their Padlet conversations to see who is using the same program they are. They then use this information to get help or collaborate with this classmate in person. In English class, we can return to discussions to add new insights from our ongoing reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another useful tool that gets students talking and listening to each other is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This simple app allows students to film themselves as they speak. It’s a great way to give students practice speaking, as well as listening, when they watch and respond to their classmates’ vids.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527554\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527554 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png\" width=\"640\" height=\"665\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-160x166.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-800x832.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-768x798.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-960x998.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-240x249.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-375x390.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-520x541.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample.png 1112w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Design Lab students use Padlet to share and respond to each other’s projects.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital spaces can also help teachers and students connect in new ways. This year I asked my students to make a selfie video to introduce themselves to me. I told them to limit it to 60 seconds, and to tell me about their hobbies and favorite books, to ask me questions they have about our class, and to film in a location that is special to them. Students filmed themselves with their phones or district-provided iPads, and then submitted their videos via \u003c/span>\u003ca href=\"https://classroom.google.com/u/0/h\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I promised that their videos would not be made public, which allowed them to share openly and honestly. My goodness, I learned so much about each student in less than a minute – much more than I might learn in the classroom or through a written introduction! They filmed in their backyards or bedrooms, with a dog or cat (or hamster or bird) in their lap. They showed me their trophies and ribbons, their family photos, and favorite stuffed animals. They asked questions about the class and shared their favorite books. And I was able to learn their names and personalities so much faster, thanks to their introduction videos.\u003c/span>\u003c/p>\n\u003cp>An added bonus to using digital spaces to share and communicate is that they give students a meaningful context for practicing digital citizenship skills. Prior to any online work, my students and I review expectations for academic writing, thoughtful questions, and constructive feedback.\u003c/p>\n\u003cp>There are lots of great ways to share, contribute, respond, and connect with digital tools, giving each student not only a voice, but valuable speaking, listening, reading, and writing practice. Here are some resources to get you started:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Blogging: \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kidblog.org/home/\">\u003cspan style=\"font-weight: 400\">KidBlog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://wordpress.com/\">\u003cspan style=\"font-weight: 400\">WordPress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, even a \u003c/span>\u003ca href=\"https://laurabradley.me/2016/03/22/read-blog-discuss-repeat/\">\u003cspan style=\"font-weight: 400\">Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be used for blogging.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/how-to-use-padlet-fantastic-tool-teaching/\">\u003cspan style=\"font-weight: 400\">How to Use Padlet: A Fantastic Tool for Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://karlymoura.blogspot.com/2017/04/catch-flipgrid-fever-15-ways-to-use.html\">\u003cspan style=\"font-weight: 400\">Catch the FlipGrid Fever! 15+ Ways to Use FlipGrid in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.polleverywhere.com/\">\u003cspan style=\"font-weight: 400\">Poll Everywhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://www.polleverywhere.com/blog/great-ways-to-use-poll-everywhere-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">Great Ways to Use Poll Everywhere in the Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://ditchthattextbook.com/2014/01/30/20-useful-ways-to-use-todaysmeet-in-schools/\">20 Useful Ways to Use TodaysMeet in Schools\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>And if you would like to try blogging with your students, here are three articles offering up some great tips:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-in-21st-century-classroom-michelle-lampinen\">Blogging in the 21st Century Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-for-english-language-learners-rusul-alrubail\">Blogging for English Language Learners\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/flip-ela-class-with-blogs-brian-sztabnik\">Start a Reading Revolution: Flip Your Class with Blogs\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I teach writing to upper elementary grade students part-time and when I’m not working with kids, I teach writing in an online degree program. Although there are plenty of drawbacks to digital learning environments, the discussion forum in an online class–if thoughtfully moderated–is not among them. On the contrary, discussion forums help keep my college students on-topic, hold them accountable to their claims and, because the forum posts are in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">writing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the platform can deepen analysis and reflection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I added a written component to the traditional face-to-face discussions I facilitate in my elementary level writing classes, and as my classroom collection of Chromebooks grew over recent years, I began exploring ways to adapt the discussion forum to my younger learners. I experimented with a few of the free online tools available like \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but the tech tool I’ve come to rely on most is the humble Google doc table feature. So quick, versatile and free!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my previous In the Classroom post, \u003c/span>\u003ca href=\"https://ww2.kqed.org/learning/2016/08/25/a-concrete-approach-to-teaching-revision-sensory-mapping-with-google-docs/\">\u003cspan style=\"font-weight: 400\">A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I discuss using Google tables to help scaffold the revision process. Here, I’ll highlight a couple of ways I use this tool to replicate a discussion forum.\u003c/span>\u003c/p>\n\u003ch3>Setting up a Table in Google Docs\u003c/h3>\n\u003cp>I create a Google doc template using a table to create a box for each student to write in and make (digital) copies as needed (File>Make a copy). I number the boxes so I can easily individualize instruction by assigning specific prompts or questions to specific students, i.e., “If your name is in box 1-5, do prompt 1…” I share a link to the doc with students then project the table on to a screen to highlight and point out prompts or passages quickly to the entire class.\u003c/p>\n\u003cfigure id=\"attachment_527499\" class=\"wp-caption aligncenter\" style=\"max-width: 538px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"538\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527499 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/1.png\" width=\"538\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1.png 538w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-240x199.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-375x311.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-520x431.png 520w\" sizes=\"(max-width: 538px) 100vw, 538px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a template where each student’s name appears in a separate box.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only drawback to a template like this is that there is nothing preventing students from typing in someone else’s box (or deleting the entire table!) either on purpose or accidentally. One work-around is to change share setting to “comment only.” If you go this route, you’ll need to paste a class list onto the bottom of a Google doc in the second column of a two-column table with the borders set to 0. It’s important to set the border to 0 so students can’t see the empty boxes, which can be distracting. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here’s what the table actually looks like with borders showing so you can visualize (it’s actually only the left box that’s empty):\u003c/p>\n\u003cp>[media-credit name=\"Robyn Carter\" align=\"aligncenter\" width=\"626\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527505 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/2-1.png\" width=\"626\" height=\"262\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1.png 626w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-375x157.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-520x218.png 520w\" sizes=\"(max-width: 626px) 100vw, 626px\">[/media-credit]\u003c/p>\n\u003cp>Once the table is set up, ask students to click their names and write responses in comments boxes, like this:\u003c/p>\n\u003cfigure id=\"attachment_527506\" class=\"wp-caption aligncenter\" style=\"max-width: 579px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"579\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527506 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png\" width=\"579\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png 579w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-160x110.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-240x165.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-375x257.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-520x357.png 520w\" sizes=\"(max-width: 579px) 100vw, 579px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">In this template, names appear in a table column (here, borders are set to 0 point width so the table doesn’t actually show up). Students use the comments tool to post responses in the margin.\u003c/figcaption>\u003c/figure>\n\u003ch3>Workshopping Student Drafts\u003c/h3>\n\u003cp>Workshopping student drafts–presenting works in progress for peer critique–is a key component of writing workshop, but it is also the most easily derailed. When I first started teaching, workshopping student writing meant an oral class discussion, often dominated by a handful of students. The discussion would flounder in generalities (“I like your story”) or drown more nuanced, big-picture issues in a sea of comments about minor editing concerns. It soon became clear that some structure would be essential to keeping the workshopping process dynamic and substantive. After some tinkering, I discovered that Google tables do the trick. I just copy and paste a passage from a student draft into a shared Google doc, along with prompts to bring focus to the peer-critiquing process.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the example below, students discuss how to bring precision to a chase scene in a sci-fi story by two fourth graders. Each student makes a suggested revision in a comment box then responds to a classmate’s suggestion. The “whole class revision” at the bottom resulted from an oral discussion of the passage, highlighting several suggestions posted in comments boxes. As students refined the sentences orally, I typed the lines they dictated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527507\" class=\"wp-caption aligncenter\" style=\"max-width: 624px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"624\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527507 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png\" width=\"624\" height=\"473\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png 624w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-240x182.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-375x284.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-520x394.png 520w\" sizes=\"(max-width: 624px) 100vw, 624px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used to workshop a passage from a student draft in progress. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Exploring Mentor Texts\u003c/h3>\n\u003cp>I devote a lot of time in my writing workshops to close looks at mentor author techniques and strategies. Several times during the course of a whole-class novel study, my students do a mentor text exercise: I paste passages that illustrate how a mentor author handles a specific writing challenge onto a shared Google doc and ask students to analyze how the strategy is working. Then, they try it out in their own works in progress. I list student names in a table, and they use the comments feature to post their impressions and experiments with the strategy under consideration. Typically, while students work on a mentor text exercise, they have the shared Google doc open in one tab, and their own draft open in another. They paste a sentence or passage they want to revise as part of the exercise into a comment box in the shared doc. Click the images below to see examples.\u003c/p>\n\u003cfigure id=\"attachment_527514\" class=\"wp-caption aligncenter\" style=\"max-width: 627px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527514 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png\" width=\"627\" height=\"452\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png 627w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-240x173.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-375x270.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-520x375.png 520w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used for a mentor text exercise on writing dialog tags and beats. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Benefits of the Google Docs Table\u003c/h3>\n\u003cp>The shared Google doc enables me to give real-time feedback to each student using the comments feature without having to click between different documents, or worse, rifle through a stack of papers after the discussion is over. Another advantage is that I can edit as I teach. If students misunderstand the wording in directions or prompts, I can immediately clarify, and students will see my clarification in writing as I type it. The single table on the same shared document means students can see each other’s responses, see my feedback, and comment on one another’s posts. A blank cell or missing comment box lets me know which students haven’t responded yet. Nobody falls through the cracks the way quieter kids sometimes can during oral discussions. And the public nature of the table motivates kids to get thinking and writing. Nobody wants their box to be empty.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform does something similar but does not offer any way to differentiate instruction; it requires every student to respond to the same prompt. Another drawback to Formative is that it doesn’t offer way for a teacher to see at a glance which students have responded and which have not.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Google docs and tables, on the other hand, are as customizable as you’d like; different students can discuss different elements or perspectives on a single theme, problem or topic. Another plus: the documents automatically save to each students “shared with me” file on Google Drive. This means at any point in the revision process they can easily find peer and instructor feedback on a draft they workshopped with the class. And perhaps most importantly, students can respond to my comments as well as each other’s; learning is not a one-way, teacher-paved street, but more of a web.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I teach writing to upper elementary grade students part-time and when I’m not working with kids, I teach writing in an online degree program. Although there are plenty of drawbacks to digital learning environments, the discussion forum in an online class–if thoughtfully moderated–is not among them. On the contrary, discussion forums help keep my college students on-topic, hold them accountable to their claims and, because the forum posts are in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">writing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the platform can deepen analysis and reflection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I added a written component to the traditional face-to-face discussions I facilitate in my elementary level writing classes, and as my classroom collection of Chromebooks grew over recent years, I began exploring ways to adapt the discussion forum to my younger learners. I experimented with a few of the free online tools available like \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but the tech tool I’ve come to rely on most is the humble Google doc table feature. So quick, versatile and free!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my previous In the Classroom post, \u003c/span>\u003ca href=\"https://ww2.kqed.org/learning/2016/08/25/a-concrete-approach-to-teaching-revision-sensory-mapping-with-google-docs/\">\u003cspan style=\"font-weight: 400\">A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I discuss using Google tables to help scaffold the revision process. Here, I’ll highlight a couple of ways I use this tool to replicate a discussion forum.\u003c/span>\u003c/p>\n\u003ch3>Setting up a Table in Google Docs\u003c/h3>\n\u003cp>I create a Google doc template using a table to create a box for each student to write in and make (digital) copies as needed (File>Make a copy). I number the boxes so I can easily individualize instruction by assigning specific prompts or questions to specific students, i.e., “If your name is in box 1-5, do prompt 1…” I share a link to the doc with students then project the table on to a screen to highlight and point out prompts or passages quickly to the entire class.\u003c/p>\n\u003cfigure id=\"attachment_527499\" class=\"wp-caption aligncenter\" style=\"max-width: 538px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"538\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527499 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/1.png\" width=\"538\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1.png 538w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-240x199.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-375x311.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-520x431.png 520w\" sizes=\"(max-width: 538px) 100vw, 538px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a template where each student’s name appears in a separate box.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only drawback to a template like this is that there is nothing preventing students from typing in someone else’s box (or deleting the entire table!) either on purpose or accidentally. One work-around is to change share setting to “comment only.” If you go this route, you’ll need to paste a class list onto the bottom of a Google doc in the second column of a two-column table with the borders set to 0. It’s important to set the border to 0 so students can’t see the empty boxes, which can be distracting. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here’s what the table actually looks like with borders showing so you can visualize (it’s actually only the left box that’s empty):\u003c/p>\n\u003cp>[media-credit name=\"Robyn Carter\" align=\"aligncenter\" width=\"626\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527505 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/2-1.png\" width=\"626\" height=\"262\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1.png 626w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-375x157.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-520x218.png 520w\" sizes=\"(max-width: 626px) 100vw, 626px\">[/media-credit]\u003c/p>\n\u003cp>Once the table is set up, ask students to click their names and write responses in comments boxes, like this:\u003c/p>\n\u003cfigure id=\"attachment_527506\" class=\"wp-caption aligncenter\" style=\"max-width: 579px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"579\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527506 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png\" width=\"579\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png 579w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-160x110.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-240x165.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-375x257.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-520x357.png 520w\" sizes=\"(max-width: 579px) 100vw, 579px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">In this template, names appear in a table column (here, borders are set to 0 point width so the table doesn’t actually show up). Students use the comments tool to post responses in the margin.\u003c/figcaption>\u003c/figure>\n\u003ch3>Workshopping Student Drafts\u003c/h3>\n\u003cp>Workshopping student drafts–presenting works in progress for peer critique–is a key component of writing workshop, but it is also the most easily derailed. When I first started teaching, workshopping student writing meant an oral class discussion, often dominated by a handful of students. The discussion would flounder in generalities (“I like your story”) or drown more nuanced, big-picture issues in a sea of comments about minor editing concerns. It soon became clear that some structure would be essential to keeping the workshopping process dynamic and substantive. After some tinkering, I discovered that Google tables do the trick. I just copy and paste a passage from a student draft into a shared Google doc, along with prompts to bring focus to the peer-critiquing process.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the example below, students discuss how to bring precision to a chase scene in a sci-fi story by two fourth graders. Each student makes a suggested revision in a comment box then responds to a classmate’s suggestion. The “whole class revision” at the bottom resulted from an oral discussion of the passage, highlighting several suggestions posted in comments boxes. As students refined the sentences orally, I typed the lines they dictated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527507\" class=\"wp-caption aligncenter\" style=\"max-width: 624px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"624\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527507 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png\" width=\"624\" height=\"473\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png 624w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-240x182.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-375x284.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-520x394.png 520w\" sizes=\"(max-width: 624px) 100vw, 624px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used to workshop a passage from a student draft in progress. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Exploring Mentor Texts\u003c/h3>\n\u003cp>I devote a lot of time in my writing workshops to close looks at mentor author techniques and strategies. Several times during the course of a whole-class novel study, my students do a mentor text exercise: I paste passages that illustrate how a mentor author handles a specific writing challenge onto a shared Google doc and ask students to analyze how the strategy is working. Then, they try it out in their own works in progress. I list student names in a table, and they use the comments feature to post their impressions and experiments with the strategy under consideration. Typically, while students work on a mentor text exercise, they have the shared Google doc open in one tab, and their own draft open in another. They paste a sentence or passage they want to revise as part of the exercise into a comment box in the shared doc. Click the images below to see examples.\u003c/p>\n\u003cfigure id=\"attachment_527514\" class=\"wp-caption aligncenter\" style=\"max-width: 627px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527514 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png\" width=\"627\" height=\"452\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png 627w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-240x173.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-375x270.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-520x375.png 520w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used for a mentor text exercise on writing dialog tags and beats. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Benefits of the Google Docs Table\u003c/h3>\n\u003cp>The shared Google doc enables me to give real-time feedback to each student using the comments feature without having to click between different documents, or worse, rifle through a stack of papers after the discussion is over. Another advantage is that I can edit as I teach. If students misunderstand the wording in directions or prompts, I can immediately clarify, and students will see my clarification in writing as I type it. The single table on the same shared document means students can see each other’s responses, see my feedback, and comment on one another’s posts. A blank cell or missing comment box lets me know which students haven’t responded yet. Nobody falls through the cracks the way quieter kids sometimes can during oral discussions. And the public nature of the table motivates kids to get thinking and writing. Nobody wants their box to be empty.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform does something similar but does not offer any way to differentiate instruction; it requires every student to respond to the same prompt. Another drawback to Formative is that it doesn’t offer way for a teacher to see at a glance which students have responded and which have not.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Google docs and tables, on the other hand, are as customizable as you’d like; different students can discuss different elements or perspectives on a single theme, problem or topic. Another plus: the documents automatically save to each students “shared with me” file on Google Drive. This means at any point in the revision process they can easily find peer and instructor feedback on a draft they workshopped with the class. And perhaps most importantly, students can respond to my comments as well as each other’s; learning is not a one-way, teacher-paved street, but more of a web.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is Climate Change to Blame for Hurricane Harvey and Other Extreme Weather Disasters?",
"title": "Is Climate Change to Blame for Hurricane Harvey and Other Extreme Weather Disasters?",
"headTitle": "The Lowdown | KQED News",
"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Over the course of just four days in late August, Hurricane Harvey drenched a massive swath of Southeast Texas, flooding much of Houston and the surrounding region with more than 50 inches of rain.\u003c/p>\n\u003cp>One\u003ca href=\"https://www.washingtonpost.com/news/capital-weather-gang/wp/2017/08/31/harvey-is-a-1000-year-flood-event-unprecedented-in-scale/?utm_term=.ab93df36d768\"> recent analysis\u003c/a> identified the record rainfall as a 1-in-1,000-year flood, or the kind of extreme weather event that has a 0.1 percent chance of happening in any given year. In other words, unprecedented.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>What does (or could) extreme weather look like where you live? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://letters2president.org/letters/38\" target=\"_blank\" rel=\"noopener noreferrer\">Student video responses \u003c/a>from the Letters to the Next President project\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-Plan-Extreme-Weather-for-the-Lowdown.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Extreme-Weather.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>But that may come as cold comfort to waterlogged Houstonians, who already experienced a pair of other major deluges in the last two years, both of which were labelled \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/08/29/houston-is-experiencing-its-third-500-year-flood-in-3-years-how-is-that-possible/\">500-year floods\u003c/a>.\u003c/p>\n\u003cp>And with forecasters now shifting their attention to \u003ca href=\"http://www.cnn.com/2017/09/07/us/hurricane-irma-florida-latest/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Hurricane Irma\u003c/a> -- one of the most powerful storm's on record that's already terrorized parts of the Caribbean en route to Puerto Rico and Florida -- these “unprecedented,\" once-in-a-lifetime disasters of biblical proportions are starting to seem a lot less extraordinary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Just consider the United States, where the rate of large, costly natural disasters has increased markedly over the last three decades, \u003ca href=\"https://www.ncdc.noaa.gov/billions/time-series\">according to data\u003c/a> compiled by the National Centers for Environmental Information. Explore \u003ca href=\"https://www.c2es.org/science-impacts/maps/extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">this interactive map\u003c/a> of billion-dollar weather events in the U.S. since 2000 .\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\">\u003cimg class=\"alignnone wp-image-28127 size-full\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\" alt=\"\" width=\"777\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png 777w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-768x401.png 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-240x125.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-520x272.png 520w\" sizes=\"(max-width: 777px) 100vw, 777px\">\u003c/a>\u003c/p>\n\u003cp>And worldwide, the number of natural disasters has quadrupled since 1970, United Nations Secretary-General Antonio Guterres \u003ca href=\"https://www.nytimes.com/aponline/2017/09/05/world/asia/ap-un-united-nations-climate-change.html?mcubz=1\" target=\"_blank\" rel=\"noopener noreferrer\">recently told reporters\u003c/a>. In 2016 alone, 24.2 million people were displaced by sudden natural disasters, he added, which is \"three times as many as by conflict and violence.\"\u003c/p>\n\u003cp>So what's going on here? Why are these so-called extreme weather events -- things like catastrophic flooding, heatwaves, droughts and even prolonged winter storms -- happening so much more frequently?\u003c/p>\n\u003cp>As the latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> video explains, there's an overwhelming body of \u003ca href=\"https://climate.nasa.gov/scientific-consensus/\">scientific evidence\u003c/a> that points to climate change as a major culprit.\u003c/p>\n\u003cp>Global average temperatures have risen significantly in recent decades, in large part due to human activities, namely the burning of fossil fuels. In fact, the \u003ca href=\"http://www.climatecentral.org/gallery/graphics/10-hottest-years-on-record\">10 hottest years\u003c/a> ever recorded since global record-keeping began in the late 1800s, all occurred in the last two decades. 2016 went down as the hottest year on record, surpassing the 2015 record, and the one set before that in 2014.\u003c/p>\n\u003cp>Climate scientists are generally quick to note that no single weather event can be solely blamed on climate change. After all, major hurricanes, droughts and other kinds of extreme weather are nothing new - they’ve been wreaking havoc for millennia. But the science clearly shows that a warming planet unquestionably contributes to more severe events.\u003c/p>\n\u003cp>Scientists, Guterres noted, \"are equally clear that such extreme weather is precisely what their models predict will be the new normal of a warming world.\"\u003c/p>\n\u003cfigure id=\"attachment_28122\" class=\"wp-caption alignnone\" style=\"max-width: 768px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\">\u003cimg class=\"size-full wp-image-28122\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\" alt=\"\" width=\"768\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-240x146.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-375x228.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-520x316.jpg 520w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Global temperature data compiled from four international science institutions. \u003ccite>(Courtesy of NASA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Take the increasing frequency of major tropical storms and floods, which scientists say are often exacerbated by warmer ocean surface temperatures and rising sea levels. Without climate change, a severe hurricane like Harvey may well still have been impressively destructive. But the ample vapor from warming surface waters in the Gulf of Mexico -- now as as much as seven degrees warmer than the long-term average -- contributed to the unbelievable volume of rain that the storm collected and then dumped on Texas.\u003c/p>\n\u003cp>“The Atlantic was primed for an event like this,” Kevin Trenberth, a scientist at the National Center for Atmospheric Research, \u003ca class=\"ArticleBody__link___1FS03\" href=\"https://www.theguardian.com/us-news/2017/aug/30/tropical-storm-harvey-climate-change-conservatives-donald-trump?CMP=Share_iOSApp_Other\" target=\"_blank\" rel=\"noopener noreferrer\" data-reactid=\"161\">told the Guardian\u003c/a>.\u003c/p>\n\u003cp>In other words, climate change didn't necessarily cause Harvey, but evidence clearly shows that it made the storm more destructive.\u003c/p>\n\u003cp>\"Harvey, like every extreme weather event, occurs due to a pile up of random accidents in the atmosphere. Climate change can at most push the odds a little bit in one direction,” Adam Lobel, director of Columbia University's Initiative on Extreme Weather, said in \u003ca href=\"http://www.wnyc.org/story/global-warmings-role-hurricane-harvey/\">an interview with The Takeaway\u003c/a> radio show.\u003c/p>\n\u003cp>When extreme weather events are directly linked to temperature, he said, it becomes easier to make connection to climate change.\u003c/p>\n\u003cp>“Almost any heat wave that happens on the earth now can be said to be more probable as a result of global warming,\" he said. \"Heavy rain events are not quite that simple but they’re not that much more complicated because the relationship of water vapor to temperature is pretty basic physics.”\u003c/p>\n\u003cp>Regardless of evidence, climate change still remains a highly politicized issue in the U.S., often falling along partisan lines, with key members of the Trump administration and various other Republican leaders downplaying its significance, or in some cases, denying its existence altogether.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediamatters.org/video/2017/08/29/breitbart-radio-host-pushes-trump-s-epa-chief-deny-link-between-hurricane-harvey-and-climate-change/217797\">Interviewed in the wake of Harvey,\u003c/a> Environmental Protection Agency Administrator Scott Pruitt told Breitbart News that the media was being “opportunistic” in linking Hurricane Harvey to climate change. It was doing so, he said, “without basis or support, just to simply engage in a cause and effect type of discussion, and not focus upon the needs of people.”\u003c/p>\n\u003cp>But a statement that still appears on his own agency’s \u003ca href=\"https://www.epa.gov/climate-indicators/weather-climate\">website\u003c/a>, (written under the previous administration) offers a different take: “[R]ising global average temperature is associated with widespread changes in weather patterns. Scientific studies indicate that extreme weather events such as heat waves and large storms are likely to become more frequent or more intense with human-induced climate change.”\u003c/p>\n\u003cp>Pruitt's sentiment, though, was echoed by a number of conservative policy organizations who were quick to question any link between major storms like Harvey and climate change.\u003c/p>\n\u003cp>“It is unfortunate, but not surprising, that the left is exploiting Hurricane Harvey to try and advance their political agenda, but it won’t work,\" Thomas Pyle, president of the \u003ca href=\"http://instituteforenergyresearch.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Institute for Energy Research\u003c/a>, who led Trump’s transition team for the Department of Energy, told the Guardian. “When everything is a problem related to climate change, the solutions no longer become attainable. That is their fundamental problem.”\u003c/p>\n\u003cp>To this argument, Adam Lobel of Columbia counters that those who insist it’s not the right time to bring up climate change are the people who never want to talk about it, particularly conservative political leaders. He notes recent efforts by the Trump administration to rescind Obama-era climate change policies, including a withdrawal from the Paris climate accord and the rollback of regulations to limit greenhouse gas emissions from power plants.\u003c/p>\n\u003cp>“I think this is exactly the right time. It’s the only time the media will pay attention to the issue … And so this is a moment when people see the potential consequences.”\u003c/p>\n\u003cp>The following interactive map, produced by the British organization \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\">Carbon Brief\u003c/a> (and embedded with permission), shows 144 extreme weather events around the world that scientists published studies about in peer-reviewed journals. Nearly two-thirds of these events were made more likely or more severe by human-caused climate change, according to the authors of the studies. Heatwaves accounted for almost half of these events, followed by droughts (21%) and heavy rainfall or floods account (14%). Read the full analysis \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cdiv align=\"center\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://carbonbrief.github.io/bams-map/\" width=\"1000\" height=\"800\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Over the course of just four days in late August, Hurricane Harvey drenched a massive swath of Southeast Texas, flooding much of Houston and the surrounding region with more than 50 inches of rain.\u003c/p>\n\u003cp>One\u003ca href=\"https://www.washingtonpost.com/news/capital-weather-gang/wp/2017/08/31/harvey-is-a-1000-year-flood-event-unprecedented-in-scale/?utm_term=.ab93df36d768\"> recent analysis\u003c/a> identified the record rainfall as a 1-in-1,000-year flood, or the kind of extreme weather event that has a 0.1 percent chance of happening in any given year. In other words, unprecedented.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>What does (or could) extreme weather look like where you live? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://letters2president.org/letters/38\" target=\"_blank\" rel=\"noopener noreferrer\">Student video responses \u003c/a>from the Letters to the Next President project\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-Plan-Extreme-Weather-for-the-Lowdown.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Extreme-Weather.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>But that may come as cold comfort to waterlogged Houstonians, who already experienced a pair of other major deluges in the last two years, both of which were labelled \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/08/29/houston-is-experiencing-its-third-500-year-flood-in-3-years-how-is-that-possible/\">500-year floods\u003c/a>.\u003c/p>\n\u003cp>And with forecasters now shifting their attention to \u003ca href=\"http://www.cnn.com/2017/09/07/us/hurricane-irma-florida-latest/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Hurricane Irma\u003c/a> -- one of the most powerful storm's on record that's already terrorized parts of the Caribbean en route to Puerto Rico and Florida -- these “unprecedented,\" once-in-a-lifetime disasters of biblical proportions are starting to seem a lot less extraordinary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Just consider the United States, where the rate of large, costly natural disasters has increased markedly over the last three decades, \u003ca href=\"https://www.ncdc.noaa.gov/billions/time-series\">according to data\u003c/a> compiled by the National Centers for Environmental Information. Explore \u003ca href=\"https://www.c2es.org/science-impacts/maps/extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">this interactive map\u003c/a> of billion-dollar weather events in the U.S. since 2000 .\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\">\u003cimg class=\"alignnone wp-image-28127 size-full\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\" alt=\"\" width=\"777\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png 777w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-768x401.png 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-240x125.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-520x272.png 520w\" sizes=\"(max-width: 777px) 100vw, 777px\">\u003c/a>\u003c/p>\n\u003cp>And worldwide, the number of natural disasters has quadrupled since 1970, United Nations Secretary-General Antonio Guterres \u003ca href=\"https://www.nytimes.com/aponline/2017/09/05/world/asia/ap-un-united-nations-climate-change.html?mcubz=1\" target=\"_blank\" rel=\"noopener noreferrer\">recently told reporters\u003c/a>. In 2016 alone, 24.2 million people were displaced by sudden natural disasters, he added, which is \"three times as many as by conflict and violence.\"\u003c/p>\n\u003cp>So what's going on here? Why are these so-called extreme weather events -- things like catastrophic flooding, heatwaves, droughts and even prolonged winter storms -- happening so much more frequently?\u003c/p>\n\u003cp>As the latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> video explains, there's an overwhelming body of \u003ca href=\"https://climate.nasa.gov/scientific-consensus/\">scientific evidence\u003c/a> that points to climate change as a major culprit.\u003c/p>\n\u003cp>Global average temperatures have risen significantly in recent decades, in large part due to human activities, namely the burning of fossil fuels. In fact, the \u003ca href=\"http://www.climatecentral.org/gallery/graphics/10-hottest-years-on-record\">10 hottest years\u003c/a> ever recorded since global record-keeping began in the late 1800s, all occurred in the last two decades. 2016 went down as the hottest year on record, surpassing the 2015 record, and the one set before that in 2014.\u003c/p>\n\u003cp>Climate scientists are generally quick to note that no single weather event can be solely blamed on climate change. After all, major hurricanes, droughts and other kinds of extreme weather are nothing new - they’ve been wreaking havoc for millennia. But the science clearly shows that a warming planet unquestionably contributes to more severe events.\u003c/p>\n\u003cp>Scientists, Guterres noted, \"are equally clear that such extreme weather is precisely what their models predict will be the new normal of a warming world.\"\u003c/p>\n\u003cfigure id=\"attachment_28122\" class=\"wp-caption alignnone\" style=\"max-width: 768px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\">\u003cimg class=\"size-full wp-image-28122\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\" alt=\"\" width=\"768\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-240x146.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-375x228.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-520x316.jpg 520w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Global temperature data compiled from four international science institutions. \u003ccite>(Courtesy of NASA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Take the increasing frequency of major tropical storms and floods, which scientists say are often exacerbated by warmer ocean surface temperatures and rising sea levels. Without climate change, a severe hurricane like Harvey may well still have been impressively destructive. But the ample vapor from warming surface waters in the Gulf of Mexico -- now as as much as seven degrees warmer than the long-term average -- contributed to the unbelievable volume of rain that the storm collected and then dumped on Texas.\u003c/p>\n\u003cp>“The Atlantic was primed for an event like this,” Kevin Trenberth, a scientist at the National Center for Atmospheric Research, \u003ca class=\"ArticleBody__link___1FS03\" href=\"https://www.theguardian.com/us-news/2017/aug/30/tropical-storm-harvey-climate-change-conservatives-donald-trump?CMP=Share_iOSApp_Other\" target=\"_blank\" rel=\"noopener noreferrer\" data-reactid=\"161\">told the Guardian\u003c/a>.\u003c/p>\n\u003cp>In other words, climate change didn't necessarily cause Harvey, but evidence clearly shows that it made the storm more destructive.\u003c/p>\n\u003cp>\"Harvey, like every extreme weather event, occurs due to a pile up of random accidents in the atmosphere. Climate change can at most push the odds a little bit in one direction,” Adam Lobel, director of Columbia University's Initiative on Extreme Weather, said in \u003ca href=\"http://www.wnyc.org/story/global-warmings-role-hurricane-harvey/\">an interview with The Takeaway\u003c/a> radio show.\u003c/p>\n\u003cp>When extreme weather events are directly linked to temperature, he said, it becomes easier to make connection to climate change.\u003c/p>\n\u003cp>“Almost any heat wave that happens on the earth now can be said to be more probable as a result of global warming,\" he said. \"Heavy rain events are not quite that simple but they’re not that much more complicated because the relationship of water vapor to temperature is pretty basic physics.”\u003c/p>\n\u003cp>Regardless of evidence, climate change still remains a highly politicized issue in the U.S., often falling along partisan lines, with key members of the Trump administration and various other Republican leaders downplaying its significance, or in some cases, denying its existence altogether.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediamatters.org/video/2017/08/29/breitbart-radio-host-pushes-trump-s-epa-chief-deny-link-between-hurricane-harvey-and-climate-change/217797\">Interviewed in the wake of Harvey,\u003c/a> Environmental Protection Agency Administrator Scott Pruitt told Breitbart News that the media was being “opportunistic” in linking Hurricane Harvey to climate change. It was doing so, he said, “without basis or support, just to simply engage in a cause and effect type of discussion, and not focus upon the needs of people.”\u003c/p>\n\u003cp>But a statement that still appears on his own agency’s \u003ca href=\"https://www.epa.gov/climate-indicators/weather-climate\">website\u003c/a>, (written under the previous administration) offers a different take: “[R]ising global average temperature is associated with widespread changes in weather patterns. Scientific studies indicate that extreme weather events such as heat waves and large storms are likely to become more frequent or more intense with human-induced climate change.”\u003c/p>\n\u003cp>Pruitt's sentiment, though, was echoed by a number of conservative policy organizations who were quick to question any link between major storms like Harvey and climate change.\u003c/p>\n\u003cp>“It is unfortunate, but not surprising, that the left is exploiting Hurricane Harvey to try and advance their political agenda, but it won’t work,\" Thomas Pyle, president of the \u003ca href=\"http://instituteforenergyresearch.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Institute for Energy Research\u003c/a>, who led Trump’s transition team for the Department of Energy, told the Guardian. “When everything is a problem related to climate change, the solutions no longer become attainable. That is their fundamental problem.”\u003c/p>\n\u003cp>To this argument, Adam Lobel of Columbia counters that those who insist it’s not the right time to bring up climate change are the people who never want to talk about it, particularly conservative political leaders. He notes recent efforts by the Trump administration to rescind Obama-era climate change policies, including a withdrawal from the Paris climate accord and the rollback of regulations to limit greenhouse gas emissions from power plants.\u003c/p>\n\u003cp>“I think this is exactly the right time. It’s the only time the media will pay attention to the issue … And so this is a moment when people see the potential consequences.”\u003c/p>\n\u003cp>The following interactive map, produced by the British organization \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\">Carbon Brief\u003c/a> (and embedded with permission), shows 144 extreme weather events around the world that scientists published studies about in peer-reviewed journals. Nearly two-thirds of these events were made more likely or more severe by human-caused climate change, according to the authors of the studies. Heatwaves accounted for almost half of these events, followed by droughts (21%) and heavy rainfall or floods account (14%). Read the full analysis \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cdiv align=\"center\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://carbonbrief.github.io/bams-map/\" width=\"1000\" height=\"800\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Join members of KQED’s Youth Advisory Board for a monthly sneak peek of upcoming episodes from \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, a YouTube series for teens, cuts through the hype and dives deep into the science behind the issues affecting their daily lives. The series takes on controversial subject matter with facts and research to help young viewers draw informed conclusions, while inspiring media literacy and civic engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In partnership with The Mix at the San Francisco Public Library, a youth-created, youth-centered educational space, we’ll be hosting preview screenings for youth every month this fall. Each screening takes place on a Monday from 4-5 pm, and includes snacks, plus a youth-facilitated conversation on the episode’s topic (and sometimes a visit from the show’s hosts and producers!).\u003c/span>\u003c/p>\n\u003ch3>Event Dates:\u003c/h3>\n\u003ch3>September 18, 2017, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434085357\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434085357\u003c/a>\u003c/p>\n\u003ch3>October 16, 2017, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434559776\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434559776\u003c/a>\u003c/p>\n\u003ch3>November 13, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434583848\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434583848\u003c/a>\u003c/p>\n\u003ch3>December 4, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434595884\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434595884\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Join members of KQED’s Youth Advisory Board for a monthly sneak peek of upcoming episodes from \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, a YouTube series for teens, cuts through the hype and dives deep into the science behind the issues affecting their daily lives. The series takes on controversial subject matter with facts and research to help young viewers draw informed conclusions, while inspiring media literacy and civic engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In partnership with The Mix at the San Francisco Public Library, a youth-created, youth-centered educational space, we’ll be hosting preview screenings for youth every month this fall. Each screening takes place on a Monday from 4-5 pm, and includes snacks, plus a youth-facilitated conversation on the episode’s topic (and sometimes a visit from the show’s hosts and producers!).\u003c/span>\u003c/p>\n\u003ch3>Event Dates:\u003c/h3>\n\u003ch3>September 18, 2017, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434085357\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434085357\u003c/a>\u003c/p>\n\u003ch3>October 16, 2017, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434559776\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434559776\u003c/a>\u003c/p>\n\u003ch3>November 13, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434583848\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434583848\u003c/a>\u003c/p>\n\u003ch3>December 4, 4-5 pm\u003c/h3>\n\u003cp>\u003ca href=\"https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434595884\">https://www.eventbrite.com/e/kqeds-above-the-noise-screening-at-the-mix-tickets-37434595884\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Does Your School Start Too Early in the Morning? (with Lesson Plan)",
"title": "Does Your School Start Too Early in the Morning? (with Lesson Plan)",
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"content": "\u003cp>How's this for a rude awakening?\u003c/p>\n\u003cp>The average adolescent in the U.S. is \"chronically sleep deprived and pathologically tired.\"\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cul>\n\u003cli>\u003cstrong>Read-Think-Respond: \u003c/strong>Should school start later in the morning?\u003cbr>\n\u003cspan style=\"font-size: medium\">\u003cem>[Tell us what you think in the \u003ca href=\"#unique-identifier1\">comments section\u003c/a>]\u003c/em>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/09/02/should-schools-start-later-to-improve-academic-performance-2/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth media: Article from students at Cal Academy of Sciences\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Source-List-School-Start-Times.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>That's according to a 2014 report from the American Academy of Pediatrics, which describes an \"epidemic\" of sleep deprivation among America's middle and high school students. Roughly 70 percent of U.S. teenagers don't get anywhere near the recommended nightly minimum of 8.5 hours each night.\u003c/p>\n\u003cp>Such deprivation, sleep researchers argue, can affect academic performance and contribute to the prevalence of serious health problems like depression, obesity and car crashes -- the \u003ca href=\"http://www.latimes.com/business/autos/la-fi-hy-auto-accidents-top-teen-killer-20140603-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">number one killer\u003c/a> of teens in the U.S.\u003c/p>\n\u003cp>“Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today,” said pediatrician Judith Owens, lead author of the AAP's “\u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">School Start Times for Adolescents\u003c/a>” report, which recommends that middle and high schools push back start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn,\" she writes. Doing so would align to the biological sleep rhythms of adolescents, whose sleep-wake cycles -- or circadian rhythms -- shift up to two hours later when puberty begins. For more on this, check out our \u003cem>totally energizing\u003c/em> \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise video\u003c/a> (better than a shot of espresso, I promise).\u003c/p>\n\u003cp>The APP's recommendation, supported by a growing number of other public health groups, is the basis for new California legislation that would mandate publicly funded middle and high schools throughout the state to push back their school start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>The bill -- \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB328\">SB 328\u003c/a> -- which already passed in the state Senate and now heads to the Assembly, is the first statewide bill of its kind in the country. Districts would have until July 2020 to adjust their schedules. Most would presumably end the school day later.\u003c/p>\n\u003cp>If it passes, the bill would delay the start of first period for the more than 3 million middle and high school students in California, where schools now abide by a hodgepodge of start times. The average high school starts at 8:07 a.m., as compared to the national average of 8:03 a.m., according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>\"We have the science that says this is a public health issue and a public health crisis, \" said state Sen. Anthony Portantino a Democrat representing the San Fernando and San Gabriel Valley in Southern California, who introduced the bill earlier this year.\u003c/p>\n\u003cp>\"The morning sleep is the most therapeutic, healthy sleep for teenagers,\" he told \u003ca href=\"https://ww2.kqed.org/forum/2017/08/07/bill-for-late-school-start-passes-senate-heads-to-assembly/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's Forum\u003c/a>. \"And what we do as a society, we wake them up in the middle of that healthy sleep and send them to school too early when they're sleep deprived.\"\u003c/p>\n\u003cp>The roughly 400 school districts nationwide that have already pushed back their start times have seen overwhelmingly positive results, he said, with boosts in academic performance, attendance and graduation rates, and a decrease in car accidents and suicide attempts.\u003c/p>\n\u003cp>The bill, though, faces strong opposition, particularly among many districts, school boards and even teachers who argue these decisions should be made at a local level, given the diverse needs of each community. The delayed schedule would likely lead to lengthy renegotiations with teacher unions and could require additional funding for the necessary changes in bus transportation.\u003c/p>\n\u003cp>Parents have also raised concerns that later start times will cause serious disruptions, making it harder to drop off kids in the morning before work. And later school dismissal times, they add, could disrupt afterschool sports activities, pushing practices even later into the evening.\u003c/p>\n\u003cp>\"We oppose this bill because it imposes a one-size-fits-all approach that we don't actually think will result in kids getting more sleep,\" said Nancy Chaires Espinoza, a legislative advocate for the California School Boards Association, which opposes the measure.\u003c/p>\n\u003cp>Many school districts have determined that a better way of increasing the amount of sleep students get is to minimize their homework load so they can go to bed earlier, Espinoza said in an interview on WBUR's \u003ca href=\"http://www.wbur.org/hereandnow/2017/08/14/school-start-times-california\" target=\"_blank\" rel=\"noopener noreferrer\">Here and Now\u003c/a>.\u003c/p>\n\u003cp>\"That's why school times should be a local decision informed by parents and teachers, those who know the students and the community best,\" she added. \"And unfortunately this bill would negate the entire public decision-making process. And we just don't think that's the best way to do right by kids.\"\u003cbr>\n\u003ca name=\"unique-identifier1\">\u003c/a>\u003cbr>\nBut Portantino counters that this argument flies in the face of basic biology: Most teenagers, he argues, are simply hardwired to stay up late, until at least 11 p.m.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All the arguments against it are adult-based arguments, not kid-based arguments,\" he added.\u003c/p>\n\n",
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"excerpt": "Most teenagers are seriously sleep deprived, and research shows that early school start times contribute to the problem. New legislation in California aims to address that by mandating later start times.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How's this for a rude awakening?\u003c/p>\n\u003cp>The average adolescent in the U.S. is \"chronically sleep deprived and pathologically tired.\"\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cul>\n\u003cli>\u003cstrong>Read-Think-Respond: \u003c/strong>Should school start later in the morning?\u003cbr>\n\u003cspan style=\"font-size: medium\">\u003cem>[Tell us what you think in the \u003ca href=\"#unique-identifier1\">comments section\u003c/a>]\u003c/em>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/09/02/should-schools-start-later-to-improve-academic-performance-2/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth media: Article from students at Cal Academy of Sciences\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Source-List-School-Start-Times.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>That's according to a 2014 report from the American Academy of Pediatrics, which describes an \"epidemic\" of sleep deprivation among America's middle and high school students. Roughly 70 percent of U.S. teenagers don't get anywhere near the recommended nightly minimum of 8.5 hours each night.\u003c/p>\n\u003cp>Such deprivation, sleep researchers argue, can affect academic performance and contribute to the prevalence of serious health problems like depression, obesity and car crashes -- the \u003ca href=\"http://www.latimes.com/business/autos/la-fi-hy-auto-accidents-top-teen-killer-20140603-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">number one killer\u003c/a> of teens in the U.S.\u003c/p>\n\u003cp>“Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today,” said pediatrician Judith Owens, lead author of the AAP's “\u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">School Start Times for Adolescents\u003c/a>” report, which recommends that middle and high schools push back start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn,\" she writes. Doing so would align to the biological sleep rhythms of adolescents, whose sleep-wake cycles -- or circadian rhythms -- shift up to two hours later when puberty begins. For more on this, check out our \u003cem>totally energizing\u003c/em> \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise video\u003c/a> (better than a shot of espresso, I promise).\u003c/p>\n\u003cp>The APP's recommendation, supported by a growing number of other public health groups, is the basis for new California legislation that would mandate publicly funded middle and high schools throughout the state to push back their school start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>The bill -- \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB328\">SB 328\u003c/a> -- which already passed in the state Senate and now heads to the Assembly, is the first statewide bill of its kind in the country. Districts would have until July 2020 to adjust their schedules. Most would presumably end the school day later.\u003c/p>\n\u003cp>If it passes, the bill would delay the start of first period for the more than 3 million middle and high school students in California, where schools now abide by a hodgepodge of start times. The average high school starts at 8:07 a.m., as compared to the national average of 8:03 a.m., according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>\"We have the science that says this is a public health issue and a public health crisis, \" said state Sen. Anthony Portantino a Democrat representing the San Fernando and San Gabriel Valley in Southern California, who introduced the bill earlier this year.\u003c/p>\n\u003cp>\"The morning sleep is the most therapeutic, healthy sleep for teenagers,\" he told \u003ca href=\"https://ww2.kqed.org/forum/2017/08/07/bill-for-late-school-start-passes-senate-heads-to-assembly/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's Forum\u003c/a>. \"And what we do as a society, we wake them up in the middle of that healthy sleep and send them to school too early when they're sleep deprived.\"\u003c/p>\n\u003cp>The roughly 400 school districts nationwide that have already pushed back their start times have seen overwhelmingly positive results, he said, with boosts in academic performance, attendance and graduation rates, and a decrease in car accidents and suicide attempts.\u003c/p>\n\u003cp>The bill, though, faces strong opposition, particularly among many districts, school boards and even teachers who argue these decisions should be made at a local level, given the diverse needs of each community. The delayed schedule would likely lead to lengthy renegotiations with teacher unions and could require additional funding for the necessary changes in bus transportation.\u003c/p>\n\u003cp>Parents have also raised concerns that later start times will cause serious disruptions, making it harder to drop off kids in the morning before work. And later school dismissal times, they add, could disrupt afterschool sports activities, pushing practices even later into the evening.\u003c/p>\n\u003cp>\"We oppose this bill because it imposes a one-size-fits-all approach that we don't actually think will result in kids getting more sleep,\" said Nancy Chaires Espinoza, a legislative advocate for the California School Boards Association, which opposes the measure.\u003c/p>\n\u003cp>Many school districts have determined that a better way of increasing the amount of sleep students get is to minimize their homework load so they can go to bed earlier, Espinoza said in an interview on WBUR's \u003ca href=\"http://www.wbur.org/hereandnow/2017/08/14/school-start-times-california\" target=\"_blank\" rel=\"noopener noreferrer\">Here and Now\u003c/a>.\u003c/p>\n\u003cp>\"That's why school times should be a local decision informed by parents and teachers, those who know the students and the community best,\" she added. \"And unfortunately this bill would negate the entire public decision-making process. And we just don't think that's the best way to do right by kids.\"\u003cbr>\n\u003ca name=\"unique-identifier1\">\u003c/a>\u003cbr>\nBut Portantino counters that this argument flies in the face of basic biology: Most teenagers, he argues, are simply hardwired to stay up late, until at least 11 p.m.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All the arguments against it are adult-based arguments, not kid-based arguments,\" he added.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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