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"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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"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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"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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"content": "\u003cp>Are you a \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> user? Planning on applying the skills you learned from KQED Teach in the classroom in fall 2017? If so, we’d love to talk with you about your experiences.\u003c/p>\n\u003cp>This fall, KQED is conducting a series of case studies to better understand how you use KQED Teach resources and incorporate digital media into your classroom. By participating, you’ll help us make KQED Teach better for all educators.\u003c/p>\n\u003cp>\u003cstrong>The Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Must be a member of \u003cstrong>KQED Teach\u003c/strong>\u003c/li>\n\u003cli>Plan to use content or skills you learned from KQED Teach in the classroom during the\u003cstrong> fall 2017\u003c/strong> semester\u003c/li>\n\u003cli>Available to participate in periodic phone/Skype interviews during the fall 2017 semester\u003c/li>\n\u003cli>Possibly allow observers to visit your class during a KQED Teach-inspired activity\u003c/li>\n\u003cli>Participants will receive \u003cstrong>$100 upon completion\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Please \u003ca href=\"https://goo.gl/forms/PWxfxp7UUpj8c1Tm1\">fill out our contact form\u003c/a> to get involved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>The first Monday in September is Labor Day, a holiday which celebrates the American worker and recognizes improvements for workers over the past 100 years. One prominent workers rights issue, which has long been a point of tension, is the question of whether or not to raise the minimum wage. On the one hand, raising the minimum wage puts more money in the hands of workers, but some argue this may deter employers from creating jobs. On the other, lowering the minimum wage may encourage job growth, but may not be enough for workers to live on.\u003c/p>\n\u003cp>Use the following trusted PBS Learning Media resources to learn about the minimum wage debate and the history behind labor day.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/01/labor-days-violent-roots-the-hard-won-fight-for-your-three-day-weekend/\">The History of Labor Day\u003c/a>\u003c/strong>\u003cbr>\nDuring the Industrial Revolution, workers were often overworked for low pay in dangerous conditions. In the late 1880’s workers started to protest and form unions. These reforms led to the introduction of the 8 hour work day, child labor laws, and pay raises. Learn about the history of Labor day with the following KQED Lowdown post.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/03/10/minimum-wage/\">Interactive: Raising the Minimum Wage\u003c/a>\u003c/strong>\u003cbr>\nUse this interactive KQED Lowdown article to learn about California’s rising minimum wage. In 2016, California lawmakers voted to raise the minimum wage to $15/hr by 2022. This would increase the average income by about $3700 for 5.6 million low wage workers.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/lowdown/2017/01/04/raising-the-minimum-wage-how-millions-of-workers-started-2017-with-a-bigger-paycheck-with-lesson-plan/\">What’s the Minimum Wage Where You Live? \u003c/a>\u003c/strong>\u003cbr>\nCheck out this KQED Lowdown Map to determine what the minimum wage is in your state relative to the federal minimum wage, and relative to other states.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/resource/f7977e8e-4397-47f2-9e42-ca4d0ac786ea/will-raising-the-minimum-wage-help-workers/#.WS7l2esrLcs\">Fight for Fair Wages: \u003c/a>\u003c/strong>\u003cbr>\nLearn about the 2015 fight to raise the federal minimum wage from $10.10 to $15 per hour. Princeton Professor Alan Krueger explains how to find the right balance between increasing the minimum wage and sustaining job growth.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/lowdown/2014/04/gender-wage-gap/\">What is the Wage Gap?\u003c/a>\u003c/strong>\u003cbr>\nToday, women on average are paid 80 cents for every dollar a man makes. Checkout this Lowdown post to learn why, and see how big the wage gap is where you live.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/627dcf7b-4790-4dcf-88fc-f2fa7c8cb815/labor-day-lesson-plan-unions-today/#.WTHOmk2GPcs\">What are Unions?\u003c/a>\u003c/strong>\u003cbr>\nDuring the Industrial Revolution, workers came together to form coalitions to represent workers needs. Learn about the history of unions and their role in the labor movement with this PBS News Hour lesson plan.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first Monday in September is Labor Day, a holiday which celebrates the American worker and recognizes improvements for workers over the past 100 years. One prominent workers rights issue, which has long been a point of tension, is the question of whether or not to raise the minimum wage. On the one hand, raising the minimum wage puts more money in the hands of workers, but some argue this may deter employers from creating jobs. On the other, lowering the minimum wage may encourage job growth, but may not be enough for workers to live on.\u003c/p>\n\u003cp>Use the following trusted PBS Learning Media resources to learn about the minimum wage debate and the history behind labor day.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/01/labor-days-violent-roots-the-hard-won-fight-for-your-three-day-weekend/\">The History of Labor Day\u003c/a>\u003c/strong>\u003cbr>\nDuring the Industrial Revolution, workers were often overworked for low pay in dangerous conditions. In the late 1880’s workers started to protest and form unions. These reforms led to the introduction of the 8 hour work day, child labor laws, and pay raises. Learn about the history of Labor day with the following KQED Lowdown post.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/03/10/minimum-wage/\">Interactive: Raising the Minimum Wage\u003c/a>\u003c/strong>\u003cbr>\nUse this interactive KQED Lowdown article to learn about California’s rising minimum wage. In 2016, California lawmakers voted to raise the minimum wage to $15/hr by 2022. This would increase the average income by about $3700 for 5.6 million low wage workers.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/lowdown/2017/01/04/raising-the-minimum-wage-how-millions-of-workers-started-2017-with-a-bigger-paycheck-with-lesson-plan/\">What’s the Minimum Wage Where You Live? \u003c/a>\u003c/strong>\u003cbr>\nCheck out this KQED Lowdown Map to determine what the minimum wage is in your state relative to the federal minimum wage, and relative to other states.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/resource/f7977e8e-4397-47f2-9e42-ca4d0ac786ea/will-raising-the-minimum-wage-help-workers/#.WS7l2esrLcs\">Fight for Fair Wages: \u003c/a>\u003c/strong>\u003cbr>\nLearn about the 2015 fight to raise the federal minimum wage from $10.10 to $15 per hour. Princeton Professor Alan Krueger explains how to find the right balance between increasing the minimum wage and sustaining job growth.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/lowdown/2014/04/gender-wage-gap/\">What is the Wage Gap?\u003c/a>\u003c/strong>\u003cbr>\nToday, women on average are paid 80 cents for every dollar a man makes. Checkout this Lowdown post to learn why, and see how big the wage gap is where you live.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/627dcf7b-4790-4dcf-88fc-f2fa7c8cb815/labor-day-lesson-plan-unions-today/#.WTHOmk2GPcs\">What are Unions?\u003c/a>\u003c/strong>\u003cbr>\nDuring the Industrial Revolution, workers came together to form coalitions to represent workers needs. Learn about the history of unions and their role in the labor movement with this PBS News Hour lesson plan.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If you want your students to tackle real-world issues and take a deeper look at evidence, data and research, then KQED’s video series \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cb>Above the Noise\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> belongs in your classroom. Keep reading to find ideas about using this new series to help your students cut through the hype and learn more about the world around them. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Start the conversation in your classroom! Find the discussion questions from this post in downloadable form.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>What is Above the Noise?\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise is a YouTube series for middle- and high-school students that dives deep into \u003c/span>\u003cspan style=\"font-weight: 400\">the big questions \u003c/span>\u003cspan style=\"font-weight: 400\">behind issues affecting students’ daily lives. Episodes take on complex 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\">Above the Noise focuses on data and science literacy, but the series takes on issues that are just as relevant in English and social studies classrooms. \u003c/span>\u003c/p>\n\u003ch2>The Anatomy of an Above the Noise Episode\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each episode has a similar structure in order to help students unpack the topic.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>The hype: \u003c/b>\u003cspan style=\"font-weight: 400\">Every episode starts with what we call “the hype.” We choose issues that are already being talked about. Then, the hosts go beyond the hype and find out what’s really going on.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The research:\u003c/b>\u003cspan style=\"font-weight: 400\"> We do research, analyze information and evaluate the data behind the hype. The hosts model how to look at information by talking about things like sample size and research protocols, citing research papers and discussing what the experts are saying. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The call to action: \u003c/b>\u003cspan style=\"font-weight: 400\">Episodes end with a question students can answer. This can be a jumping off point or serve to wrap up the topic. We’d love for your students to respond to this question in the comments on our YouTube channel, either individually or as a class. Many episodes are also featured resources for KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>Using Above the Noise with Students\u003cb> \u003c/b>\u003c/h2>\n\u003ch4>Step 1: Choose an Above the Noise episode\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out the episode list on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003cspan style=\"font-weight: 400\">our YouTube channel \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and accompanying resources on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">KQED Education website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/17/what-should-we-do-about-gerrymandering/\">\u003cspan style=\"font-weight: 400\">gerrymandering \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://youtu.be/CB_h7aheAEM\">\u003cspan style=\"font-weight: 400\">genetically engineered mosquitoes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s something for everyone! \u003c/span>\u003c/p>\n\u003ch4>Step 2: View and Discuss\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class or in small groups, have students watch the Above the Noise episode. True to YouTube style, the narration can move quickly, so plan to watch more than once. You can also stop and start the video as needed and use the closed-caption function. Use the \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\">student viewing notes handout\u003c/a> to help your students keep their thoughts organized.\u003c/span>\u003c/p>\n\u003ch3>Before watching the video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gauge what students already know about the topic. If you want to provide a brief overview, you can find more resources in the episode’s blog post on \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">KQED Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. Start by asking students the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you already know about this topic?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think you understand this topic? Is what you know based on your own reading, word of mouth or from scanning headlines on social media\u003c/span>\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you have about this topic? What do you want to know more about? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>While watching\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Stop to check for understanding and point out the data and media literacy aspects of the episode. Here are questions that apply to almost all videos:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What issue does this episode discuss?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the “hype” around this topic or issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does the data or other evidence tell us about this issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does the host analyze the data? What kind of research or information is presented?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are the sources used in the episode credible? How do you know? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think graphics are used effectively in this episode? How do they add or detract from your understanding of the topic? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What other production choices (color, sound effects, etc.) did you notice while watching the episode? How did they add or detract from the topic? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>After watching\u003c/h4>\n\u003cp>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Help students share their thoughts and internalize the media literacy strategies from the episode using the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have your views on the topic changed? If so, how?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did the evidence provided in the episode help to change or refine your views? Explain.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How would you respond to the “call to action” question at the end of the episode? (Give your students time to respond in the comments section of the YouTube page or on the episode’s page on KQED Education.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about analyzing evidence or data from this episode that you can use when reading about other controversial topics or doing your own research?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is another aspect of this issue that you think should be studied further? What would your research question be?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How might someone else look at the evidence presented in the video differently than you do?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you still have about the topic? What is unclear?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you and your students want to explore the issue further, you can review the research behind each episode and find links to further reading on the\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> \u003cspan style=\"font-weight: 400\">Above the Noise collection page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Want to know more about the Above the Noise hosts? Check out the \u003ca href=\"https://youtu.be/iqKUWHE5JQk\">Welcome video\u003c/a>.\u003c/p>\n\u003ch4>Step 3: Let us know what you think!\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to sharing your thoughts on individual episodes, we are also looking for new ideas and will give a shout out (and full credit) to any classroom who comes up with an idea for an episode we produce. Youth voice is integral to Above the Noise. In addition to asking our audience for ideas, we work closely with KQED’s high school \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which co-produces the series. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connect with us on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/videos\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003ca href=\"http://facebook.com/kqededucation\">Facebook\u003c/a> or\u003ca href=\"https://www.instagram.com/kqedabovethenoise/?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\"> Instagram\u003c/a> using #TeachATN. That way, we’ll be able to able to find your comments and questions. We would love to hear from your students, but also from you! Let us know how you are using Above the Noise as a teaching tool! \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you want your students to tackle real-world issues and take a deeper look at evidence, data and research, then KQED’s video series \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cb>Above the Noise\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> belongs in your classroom. Keep reading to find ideas about using this new series to help your students cut through the hype and learn more about the world around them. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Start the conversation in your classroom! Find the discussion questions from this post in downloadable form.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>What is Above the Noise?\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise is a YouTube series for middle- and high-school students that dives deep into \u003c/span>\u003cspan style=\"font-weight: 400\">the big questions \u003c/span>\u003cspan style=\"font-weight: 400\">behind issues affecting students’ daily lives. Episodes take on complex 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\">Above the Noise focuses on data and science literacy, but the series takes on issues that are just as relevant in English and social studies classrooms. \u003c/span>\u003c/p>\n\u003ch2>The Anatomy of an Above the Noise Episode\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each episode has a similar structure in order to help students unpack the topic.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>The hype: \u003c/b>\u003cspan style=\"font-weight: 400\">Every episode starts with what we call “the hype.” We choose issues that are already being talked about. Then, the hosts go beyond the hype and find out what’s really going on.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The research:\u003c/b>\u003cspan style=\"font-weight: 400\"> We do research, analyze information and evaluate the data behind the hype. The hosts model how to look at information by talking about things like sample size and research protocols, citing research papers and discussing what the experts are saying. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The call to action: \u003c/b>\u003cspan style=\"font-weight: 400\">Episodes end with a question students can answer. This can be a jumping off point or serve to wrap up the topic. We’d love for your students to respond to this question in the comments on our YouTube channel, either individually or as a class. Many episodes are also featured resources for KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>Using Above the Noise with Students\u003cb> \u003c/b>\u003c/h2>\n\u003ch4>Step 1: Choose an Above the Noise episode\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out the episode list on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003cspan style=\"font-weight: 400\">our YouTube channel \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and accompanying resources on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">KQED Education website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/17/what-should-we-do-about-gerrymandering/\">\u003cspan style=\"font-weight: 400\">gerrymandering \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://youtu.be/CB_h7aheAEM\">\u003cspan style=\"font-weight: 400\">genetically engineered mosquitoes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s something for everyone! \u003c/span>\u003c/p>\n\u003ch4>Step 2: View and Discuss\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class or in small groups, have students watch the Above the Noise episode. True to YouTube style, the narration can move quickly, so plan to watch more than once. You can also stop and start the video as needed and use the closed-caption function. Use the \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\">student viewing notes handout\u003c/a> to help your students keep their thoughts organized.\u003c/span>\u003c/p>\n\u003ch3>Before watching the video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gauge what students already know about the topic. If you want to provide a brief overview, you can find more resources in the episode’s blog post on \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">KQED Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. Start by asking students the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you already know about this topic?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think you understand this topic? Is what you know based on your own reading, word of mouth or from scanning headlines on social media\u003c/span>\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you have about this topic? What do you want to know more about? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>While watching\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Stop to check for understanding and point out the data and media literacy aspects of the episode. Here are questions that apply to almost all videos:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What issue does this episode discuss?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the “hype” around this topic or issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does the data or other evidence tell us about this issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does the host analyze the data? What kind of research or information is presented?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are the sources used in the episode credible? How do you know? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think graphics are used effectively in this episode? How do they add or detract from your understanding of the topic? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What other production choices (color, sound effects, etc.) did you notice while watching the episode? How did they add or detract from the topic? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>After watching\u003c/h4>\n\u003cp>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Help students share their thoughts and internalize the media literacy strategies from the episode using the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have your views on the topic changed? If so, how?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did the evidence provided in the episode help to change or refine your views? Explain.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How would you respond to the “call to action” question at the end of the episode? (Give your students time to respond in the comments section of the YouTube page or on the episode’s page on KQED Education.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about analyzing evidence or data from this episode that you can use when reading about other controversial topics or doing your own research?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is another aspect of this issue that you think should be studied further? What would your research question be?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How might someone else look at the evidence presented in the video differently than you do?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you still have about the topic? What is unclear?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you and your students want to explore the issue further, you can review the research behind each episode and find links to further reading on the\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> \u003cspan style=\"font-weight: 400\">Above the Noise collection page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Want to know more about the Above the Noise hosts? Check out the \u003ca href=\"https://youtu.be/iqKUWHE5JQk\">Welcome video\u003c/a>.\u003c/p>\n\u003ch4>Step 3: Let us know what you think!\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to sharing your thoughts on individual episodes, we are also looking for new ideas and will give a shout out (and full credit) to any classroom who comes up with an idea for an episode we produce. Youth voice is integral to Above the Noise. In addition to asking our audience for ideas, we work closely with KQED’s high school \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which co-produces the series. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connect with us on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/videos\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003ca href=\"http://facebook.com/kqededucation\">Facebook\u003c/a> or\u003ca href=\"https://www.instagram.com/kqedabovethenoise/?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\"> Instagram\u003c/a> using #TeachATN. That way, we’ll be able to able to find your comments and questions. We would love to hear from your students, but also from you! Let us know how you are using Above the Noise as a teaching tool! \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
"link": "/podcasts/rightnowish",
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