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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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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->Contrary to popular belief, most homeless people in the America don't actually sleep on the street or in shelters.\u003c/p>\n\u003cp>In fact, as this Above the Noise video explains, the nation's homeless population includes a surprising number of young people and their families stuck in transitory housing situations, many of them couch-surfing or staying in cheap hotels in lieu of a home of their own.\u003c/p>\n\u003cp>Using state reporting data, the U.S. Department of Education \u003ca href=\"http://nche.ed.gov/downloads/data-comp-1213-1415.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">estimates\u003c/a> there were nearly 1.3 million homeless students nationwide during the 2014-15 school year. That's double what it was 10 years ago, and only includes k-12 students enrolled in public schools.\u003c/p>\n\u003cfigure id=\"attachment_27536\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless.jpg\">\u003cimg class=\"wp-image-27536 size-large\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Data based on mandatory reporting from local school districts. \u003ccite>(America's Promise Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The DoE estimates that more than 75 percent of these students sleep temporarily in other people's houses as a result, primarily, of severe economic hardship.\u003c/p>\n\u003cp>That means well over 1 million public school students are living in insecure housing situations, without rooms of their own or even beds they can necessarily rely on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to a \u003ca href=\"https://www.americaspromise.org/report/hidden-plain-sight\" target=\"_blank\" rel=\"noopener noreferrer\">2016 report\u003c/a> by nonpartisan America's Promise Alliance, homeless students are disproportionately minorities and much more likely than their peers to struggle academically and have poor attendance and more disciplinary issues.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And unlike the nearly 600,000 homeless people on the nation's streets or in shelters registered in 2015 \u003ca href=\"https://www.hudexchange.info/resources/documents/2016-AHAR-Part-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">point-in-time counts\u003c/a>, it a good deal harder for schools to identify which of their students are homeless and try to provide them with the help they might need.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->Contrary to popular belief, most homeless people in the America don't actually sleep on the street or in shelters.\u003c/p>\n\u003cp>In fact, as this Above the Noise video explains, the nation's homeless population includes a surprising number of young people and their families stuck in transitory housing situations, many of them couch-surfing or staying in cheap hotels in lieu of a home of their own.\u003c/p>\n\u003cp>Using state reporting data, the U.S. Department of Education \u003ca href=\"http://nche.ed.gov/downloads/data-comp-1213-1415.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">estimates\u003c/a> there were nearly 1.3 million homeless students nationwide during the 2014-15 school year. That's double what it was 10 years ago, and only includes k-12 students enrolled in public schools.\u003c/p>\n\u003cfigure id=\"attachment_27536\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless.jpg\">\u003cimg class=\"wp-image-27536 size-large\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Data based on mandatory reporting from local school districts. \u003ccite>(America's Promise Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The DoE estimates that more than 75 percent of these students sleep temporarily in other people's houses as a result, primarily, of severe economic hardship.\u003c/p>\n\u003cp>That means well over 1 million public school students are living in insecure housing situations, without rooms of their own or even beds they can necessarily rely on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to a \u003ca href=\"https://www.americaspromise.org/report/hidden-plain-sight\" target=\"_blank\" rel=\"noopener noreferrer\">2016 report\u003c/a> by nonpartisan America's Promise Alliance, homeless students are disproportionately minorities and much more likely than their peers to struggle academically and have poor attendance and more disciplinary issues.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And unlike the nearly 600,000 homeless people on the nation's streets or in shelters registered in 2015 \u003ca href=\"https://www.hudexchange.info/resources/documents/2016-AHAR-Part-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">point-in-time counts\u003c/a>, it a good deal harder for schools to identify which of their students are homeless and try to provide them with the help they might need.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Coding in English Class? Yes! And in Your Class, Too!",
"headTitle": "Coding in English Class? Yes! And in Your Class, Too! | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When the \u003c/span>\u003ca href=\"https://hourofcode.com/us\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> launched in 2013, I set aside my English curriculum for one day so my eighth graders could experiment with computer coding. There was just one problem: I had never written a line of code in my life! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, the Hour of Code offers more than 200 \u003c/span>\u003ca href=\"https://hourofcode.com/us/learn\">\u003cspan style=\"font-weight: 400\">video tutorials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all ages and abilities. My students could choose hour-long tutorials with themes like \u003c/span>\u003ca href=\"https://code.org/minecraft\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://code.org/starwars\">\u003cspan style=\"font-weight: 400\">Star Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/hoc/1\">\u003cspan style=\"font-weight: 400\">Angry Birds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/s/frozen/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Frozen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://partners.disney.com/hour-of-code?cds&cmp=vanity%7Cnatural%7Cus%7Cmoanahoc%7C\">\u003cspan style=\"font-weight: 400\">Moana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. Love \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/164200615/#editor\">\u003cspan style=\"font-weight: 400\">music\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? There’s an Hour of Code tutorial for you. \u003c/span>\u003ca href=\"https://studio.code.org/s/artist/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Art\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://www.tynker.com/hour-of-code/hot-wheels\">\u003cspan style=\"font-weight: 400\">Race cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://code.org/athletes\">\u003cspan style=\"font-weight: 400\">Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Got it. Don’t have devices for all your students? That’s Okay! The Hour of Code even offers \u003c/span>\u003ca href=\"https://studio.code.org/s/course1/stage/12/puzzle/1\">\u003cspan style=\"font-weight: 400\">unplugged lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that introduce students to the language and logic of coding without computers. These hands-on, interactive tutorials make learning about computer coding fun and engaging. But that one-hour exploration was as far as we went. The next day we were back to writing literary analysis.\u003c/span>\u003c/p>\n\u003cp>Three years later, I decided it was time to go deeper with coding, to incorporate it into a unit that would not just teach my students about coding but would also reinforce what they had been learning in my English class. My first ever three-week coding unit wrapped up our semester in a fun and powerful way, and even had direct connections to our English curriculum.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students had spent most of the first semester writing their own novels (thanks to \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/01/nanowrimo-challenge-helps-students-write-and-publish-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), so they were very familiar with the elements of a story. And although I’m not much of a gamer myself, I do know that video and computer games are usually based on a story: a main character attempts to do something or go somewhere, but encounters obstacles along the way to an ultimate \u003c/span>\u003cspan style=\"font-weight: 400\">destination. I asked my students to compare the elements of a novel with the elements of a game, and right away they saw the similarities.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523955\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png\" width=\"550\" height=\"428\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-768x598.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-1020x794.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-960x747.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-240x187.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-375x292.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-520x405.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames.png 1048w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next my students \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AgCPcgBTqq_rTCd7YWmr1v8m15ARYTCQP_igl690ndA/edit\">\u003cspan style=\"font-weight: 400\">brainstormed ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for computer games based on the novel they had just written. Rather than coming up with a brand new idea, their novel plots provided them with developed characters and rich stories for their games. But their games couldn’t be as long or complex as their novels had been, so they had to spend some time narrowing down the adventure for their protagonist, planning for obstacles to be faced, and designing the ultimate “win.” That exercise alone was a valuable part of their ongoing literature study.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they shared their game ideas aloud (and got more ideas from their classmates), it was time to introduce them to coding. Thanks to \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free program from MIT that teaches coding through a drag-and-drop interface, even beginners can learn to code animations, games, and interactive stories. We started with a step-by-step guide for \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B9my4Lz-q-qLcEVhNm0yRXF5ckk/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">creating a basic game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students worked in pairs or groups (each with their own Chromebook), and I encouraged them to talk to each other as they started learning the vocabulary and logic of Scratch and coding.\u003c/span>\u003c/p>\n\u003cp>Although coding may not seem to fit in an English class, my students quickly discovered two similarities: coding is a language with its own vocabulary, and proofreading one’s work is critical. That misplaced semicolon will bring their game to a halt, so coding helps students practice that essential skill of carefully reading over and proofreading their work.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once my students completed the practice game and had a plan for their novel-based game, they were ready to start creating in Scratch. In addition to the tutorials on the Hour of Code site, Scratch itself offers \u003c/span>\u003ca href=\"https://scratch.mit.edu/help/\">\u003cspan style=\"font-weight: 400\">lots of support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing students to work at their own pace and continue with their game development at home. As my students coded their games and learned the ins and outs of the program, I stopped them periodically so they could share what they were learning with the class. It was great to see kids becoming experts who could then help their classmates code a more complicated game. Some had so much fun, they chose to stay in at lunch to keep working.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523954\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts.jpg 1632w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We wrapped up our coding unit by playing \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1XBru_nRK3joO5HDA_PGe58tHpmucLMnIK-JMKHyt5_Y/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">one another’s games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and giving feedback via Google Forms that each game designer created for him/herself. Most students said their game wasn’t finished yet, and they planned to continue working on it over the winter break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether or not my students pursue computer science in the future, they have at least been introduced to the concepts, discovered that they can program a computer to do what they want, and they know where to go if they would like to keep learning. Beyond the Scratch lessons, students can learn to code on their own on sites like \u003c/span>\u003ca href=\"https://www.khanacademy.org/#/computing\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Google’s \u003c/span>\u003ca href=\"https://www.cs-first.com/en/home\">\u003cspan style=\"font-weight: 400\">CS First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523952\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-520x390.jpg 520w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why would I take three weeks out of my English curriculum to let my students learn the basics of computer coding? Why should teachers of science, history, or math do the same? Whether or not our students choose to pursue computer science, it is worth the time to incorporate coding into our curriculum because coding:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">builds problem-solving skills and logical thinking\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens new avenues to creativity\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">gives students a foundation for success in 21st century careers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">reinforces our own curriculum through a different lens\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">helps students understand how their own technology works\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens their eyes to potential careers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can you incorporate computer coding in a meaningful way in your classroom? Check out this \u003c/span>\u003ca href=\"https://www.teachingchannel.org/blog/2016/02/25/coding-math-gbt/\">\u003cspan style=\"font-weight: 400\">coding plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for math class; read how teachers are incorporating \u003c/span>\u003ca href=\"http://www.slate.com/articles/technology/future_tense/2015/04/building_coding_into_art_english_and_history_classes.html\">\u003cspan style=\"font-weight: 400\">coding in art and history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classes; and download a free guide full of coding projects \u003c/span>\u003ca href=\"http://scratched.gse.harvard.edu/guide/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. You don’t have to be a computer scientist to introduce your students to the magic and potential of coding!\u003c/span>\u003c/p>\n\n",
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"description": "When the Hour of Code launched in 2013, I set aside my English curriculum for one day so my eighth graders could experiment with computer coding. There was just one problem: I had never written a line of code in my life! Luckily, the Hour of Code offers more than 200 video tutorials for all",
"title": "Coding in English Class? Yes! And in Your Class, Too! | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When the \u003c/span>\u003ca href=\"https://hourofcode.com/us\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> launched in 2013, I set aside my English curriculum for one day so my eighth graders could experiment with computer coding. There was just one problem: I had never written a line of code in my life! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, the Hour of Code offers more than 200 \u003c/span>\u003ca href=\"https://hourofcode.com/us/learn\">\u003cspan style=\"font-weight: 400\">video tutorials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all ages and abilities. My students could choose hour-long tutorials with themes like \u003c/span>\u003ca href=\"https://code.org/minecraft\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://code.org/starwars\">\u003cspan style=\"font-weight: 400\">Star Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/hoc/1\">\u003cspan style=\"font-weight: 400\">Angry Birds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/s/frozen/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Frozen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://partners.disney.com/hour-of-code?cds&cmp=vanity%7Cnatural%7Cus%7Cmoanahoc%7C\">\u003cspan style=\"font-weight: 400\">Moana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. Love \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/164200615/#editor\">\u003cspan style=\"font-weight: 400\">music\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? There’s an Hour of Code tutorial for you. \u003c/span>\u003ca href=\"https://studio.code.org/s/artist/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Art\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://www.tynker.com/hour-of-code/hot-wheels\">\u003cspan style=\"font-weight: 400\">Race cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://code.org/athletes\">\u003cspan style=\"font-weight: 400\">Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Got it. Don’t have devices for all your students? That’s Okay! The Hour of Code even offers \u003c/span>\u003ca href=\"https://studio.code.org/s/course1/stage/12/puzzle/1\">\u003cspan style=\"font-weight: 400\">unplugged lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that introduce students to the language and logic of coding without computers. These hands-on, interactive tutorials make learning about computer coding fun and engaging. But that one-hour exploration was as far as we went. The next day we were back to writing literary analysis.\u003c/span>\u003c/p>\n\u003cp>Three years later, I decided it was time to go deeper with coding, to incorporate it into a unit that would not just teach my students about coding but would also reinforce what they had been learning in my English class. My first ever three-week coding unit wrapped up our semester in a fun and powerful way, and even had direct connections to our English curriculum.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students had spent most of the first semester writing their own novels (thanks to \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/01/nanowrimo-challenge-helps-students-write-and-publish-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), so they were very familiar with the elements of a story. And although I’m not much of a gamer myself, I do know that video and computer games are usually based on a story: a main character attempts to do something or go somewhere, but encounters obstacles along the way to an ultimate \u003c/span>\u003cspan style=\"font-weight: 400\">destination. I asked my students to compare the elements of a novel with the elements of a game, and right away they saw the similarities.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523955\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png\" width=\"550\" height=\"428\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-768x598.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-1020x794.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-960x747.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-240x187.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-375x292.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-520x405.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames.png 1048w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next my students \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AgCPcgBTqq_rTCd7YWmr1v8m15ARYTCQP_igl690ndA/edit\">\u003cspan style=\"font-weight: 400\">brainstormed ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for computer games based on the novel they had just written. Rather than coming up with a brand new idea, their novel plots provided them with developed characters and rich stories for their games. But their games couldn’t be as long or complex as their novels had been, so they had to spend some time narrowing down the adventure for their protagonist, planning for obstacles to be faced, and designing the ultimate “win.” That exercise alone was a valuable part of their ongoing literature study.\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\">After they shared their game ideas aloud (and got more ideas from their classmates), it was time to introduce them to coding. Thanks to \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free program from MIT that teaches coding through a drag-and-drop interface, even beginners can learn to code animations, games, and interactive stories. We started with a step-by-step guide for \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B9my4Lz-q-qLcEVhNm0yRXF5ckk/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">creating a basic game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students worked in pairs or groups (each with their own Chromebook), and I encouraged them to talk to each other as they started learning the vocabulary and logic of Scratch and coding.\u003c/span>\u003c/p>\n\u003cp>Although coding may not seem to fit in an English class, my students quickly discovered two similarities: coding is a language with its own vocabulary, and proofreading one’s work is critical. That misplaced semicolon will bring their game to a halt, so coding helps students practice that essential skill of carefully reading over and proofreading their work.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once my students completed the practice game and had a plan for their novel-based game, they were ready to start creating in Scratch. In addition to the tutorials on the Hour of Code site, Scratch itself offers \u003c/span>\u003ca href=\"https://scratch.mit.edu/help/\">\u003cspan style=\"font-weight: 400\">lots of support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing students to work at their own pace and continue with their game development at home. As my students coded their games and learned the ins and outs of the program, I stopped them periodically so they could share what they were learning with the class. It was great to see kids becoming experts who could then help their classmates code a more complicated game. Some had so much fun, they chose to stay in at lunch to keep working.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523954\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts.jpg 1632w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We wrapped up our coding unit by playing \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1XBru_nRK3joO5HDA_PGe58tHpmucLMnIK-JMKHyt5_Y/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">one another’s games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and giving feedback via Google Forms that each game designer created for him/herself. Most students said their game wasn’t finished yet, and they planned to continue working on it over the winter break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether or not my students pursue computer science in the future, they have at least been introduced to the concepts, discovered that they can program a computer to do what they want, and they know where to go if they would like to keep learning. Beyond the Scratch lessons, students can learn to code on their own on sites like \u003c/span>\u003ca href=\"https://www.khanacademy.org/#/computing\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Google’s \u003c/span>\u003ca href=\"https://www.cs-first.com/en/home\">\u003cspan style=\"font-weight: 400\">CS First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523952\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-520x390.jpg 520w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why would I take three weeks out of my English curriculum to let my students learn the basics of computer coding? Why should teachers of science, history, or math do the same? Whether or not our students choose to pursue computer science, it is worth the time to incorporate coding into our curriculum because coding:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">builds problem-solving skills and logical thinking\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens new avenues to creativity\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">gives students a foundation for success in 21st century careers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">reinforces our own curriculum through a different lens\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">helps students understand how their own technology works\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens their eyes to potential careers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can you incorporate computer coding in a meaningful way in your classroom? Check out this \u003c/span>\u003ca href=\"https://www.teachingchannel.org/blog/2016/02/25/coding-math-gbt/\">\u003cspan style=\"font-weight: 400\">coding plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for math class; read how teachers are incorporating \u003c/span>\u003ca href=\"http://www.slate.com/articles/technology/future_tense/2015/04/building_coding_into_art_english_and_history_classes.html\">\u003cspan style=\"font-weight: 400\">coding in art and history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classes; and download a free guide full of coding projects \u003c/span>\u003ca href=\"http://scratched.gse.harvard.edu/guide/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. You don’t have to be a computer scientist to introduce your students to the magic and potential of coding!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Five Videos for Celebrating Independence Day with Alexander Hamilton",
"headTitle": "Five Videos for Celebrating Independence Day with Alexander Hamilton | KQED",
"content": "\u003cp>United States celebrates the people who helped build our nation and our independence every July 4th. Get up close to one of the founding fathers, Alexander Hamilton and learn about his contributions to the United States with a selection of videos in PBS LearningMedia. From Lin-Manuel Miranda’s award winning production of Hamilton to \u003ca href=\"https://www.pbslearningmedia.org/collection/hamiltons-america/#.WTckx02GPcs\">Great Performances\u003c/a> videos, use these videos to learn about both the award winning production and the history of U.S. independence.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.righthand/washingtons-right-hand-man-alexander-hamilton-and-the-war-for-american-independence/#.WTXX3esrLcs\">Washington and Hamilton\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>During the Revolutionary War, Hamilton was Washington’s right hand man. From helping with war strategy to leading in battle, Hamilton was an integral aid in Washington’s success. Learn about Washington and Hamilton’s relationship with the following video clip.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.federalist/hamiltons-america-the-federalist-papers/#\">The Federalist Papers\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>After the end of the Revolutionary War, Alexander Hamilton, James Madison and John Jay wrote the Federalist Papers, 85 essays encouraging the ratification of the United States Constitution. These essays defined why and how the government ought to run in a certain way. Most notably, the essays layout ways of preventing against tyranny of the majority, they implement a system of judicial review, and establish a system of political checks and balances. Use this video to learn about foundational tenets of the American political system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.onlineexhibition/hamiltons-america-alexander-hamilton-the-man-who-made-modern-america/#.WTXX5-srLcs\">The Man Who Made America\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>As one of the author’s of the Federalist Papers, the first Secretary of the Treasury, and one of the Founding Fathers, Alexander Hamilton shaped the political, legal, and economic systems of a young United States. Checkout this infographic to learn about the life and influence of Alexander Hamilton.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.immigrant/hamiltons-america-an-immigrants-story/#.WTXX1-srLcs\">The Immigrant\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Hamilton was born in the Caribbean, and later immigrated to America. After writing about a devastating hurricane which struck St.Croix, a group of Americans created a fund for Hamilton to come and study in America. Learn about how Hamilton made it to America, and his life as an immigrant here with the following clip.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.treasury/hamiltons-america-alexander-hamilton-the-first-secretary-of-the-treasury/#.WTckxE2GPcs\">The Secretary of the Treasury\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Hamilton was the first Secretary of the Treasury, and in the first presidential cabinet under the Washington administration. He was responsible for creating much of the federal government from scratch, including the first budget system, tax system, monetary policy, and central bank. Watch this video to learn how Hamilton created the beginning foundations of the American economy.\u003c/p>\n\n",
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"description": "United States celebrates the people who helped build our nation and our independence every July 4th. Get up close to one of the founding fathers, Alexander Hamilton and learn about his contributions to the United States with a selection of videos in PBS LearningMedia. From Lin-Manuel Miranda’s award winning production of Hamilton to Great Performances videos, use",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>United States celebrates the people who helped build our nation and our independence every July 4th. Get up close to one of the founding fathers, Alexander Hamilton and learn about his contributions to the United States with a selection of videos in PBS LearningMedia. From Lin-Manuel Miranda’s award winning production of Hamilton to \u003ca href=\"https://www.pbslearningmedia.org/collection/hamiltons-america/#.WTckx02GPcs\">Great Performances\u003c/a> videos, use these videos to learn about both the award winning production and the history of U.S. independence.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.righthand/washingtons-right-hand-man-alexander-hamilton-and-the-war-for-american-independence/#.WTXX3esrLcs\">Washington and Hamilton\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>During the Revolutionary War, Hamilton was Washington’s right hand man. From helping with war strategy to leading in battle, Hamilton was an integral aid in Washington’s success. Learn about Washington and Hamilton’s relationship with the following video clip.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.federalist/hamiltons-america-the-federalist-papers/#\">The Federalist Papers\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>After the end of the Revolutionary War, Alexander Hamilton, James Madison and John Jay wrote the Federalist Papers, 85 essays encouraging the ratification of the United States Constitution. These essays defined why and how the government ought to run in a certain way. Most notably, the essays layout ways of preventing against tyranny of the majority, they implement a system of judicial review, and establish a system of political checks and balances. Use this video to learn about foundational tenets of the American political system.\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://www.pbslearningmedia.org/resource/ham16.soc.ushis.onlineexhibition/hamiltons-america-alexander-hamilton-the-man-who-made-modern-america/#.WTXX5-srLcs\">The Man Who Made America\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>As one of the author’s of the Federalist Papers, the first Secretary of the Treasury, and one of the Founding Fathers, Alexander Hamilton shaped the political, legal, and economic systems of a young United States. Checkout this infographic to learn about the life and influence of Alexander Hamilton.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.immigrant/hamiltons-america-an-immigrants-story/#.WTXX1-srLcs\">The Immigrant\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Hamilton was born in the Caribbean, and later immigrated to America. After writing about a devastating hurricane which struck St.Croix, a group of Americans created a fund for Hamilton to come and study in America. Learn about how Hamilton made it to America, and his life as an immigrant here with the following clip.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/ham16.soc.ushis.treasury/hamiltons-america-alexander-hamilton-the-first-secretary-of-the-treasury/#.WTckxE2GPcs\">The Secretary of the Treasury\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Hamilton was the first Secretary of the Treasury, and in the first presidential cabinet under the Washington administration. He was responsible for creating much of the federal government from scratch, including the first budget system, tax system, monetary policy, and central bank. Watch this video to learn how Hamilton created the beginning foundations of the American economy.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Flipgrid: The Global Classroom Connections Maker",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In an increasingly connected, global society, it’s not surprising that now, more than ever, teachers and students are looking for opportunities to interact with each other and content experts around the world. But the challenges posed by time differences can be a barrier. A Skype call between California and France requires one party to participate either too early or too late for logistical ease, let alone comfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fortunately, there are tools that can allow for meaningful interaction, but asynchronously, meaning both parties don’t have to be online at the same time. One of my favorites is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=nRy1F53JeJU\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flipgrid allows teachers to set up a site (“grid”) and pose a question via video for students or others to answer, also via video. Once users have replied to an initial question, their responses become part of threaded video conversations. Participants can respond directly to the initial question or to any other response that has been recorded on the grid.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518488\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png\" width=\"640\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-768x564.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-240x176.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-520x382.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng.png 875w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a language teacher, this tool is invaluable. I want my students to have conversations beyond the classroom. I want them to interact with other French speakers, rather than solely with each other and myself. But living in California, contacting our epals in France is rendered unlikely due to the nine-hour time difference. When we are in class, they are at home with their families, not in a central location where we can all Skype. The same is true when they are in class. Contacting our Peace Corps volunteer friend in Cameroon, West Africa, isn’t much better. Sure the time difference is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">only\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> eight hours, but she lives in a village without Internet. When she is in town and can get online, it is the weekend and my students are scattered all over the Sacramento region. Flipgrid to the rescue!\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have multiple grids running: one to our epals in France and one to a university student who told us about her ERASMUS program participation. (ERASMUS is a program that provides European university students with a year or semester abroad in another European country to perfect their language skills and build their cultural knowledge.) We also have a grid running with our Peace Corps volunteer in West Africa.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is \u003ca href=\"//flipgrid.com/t1qrks8\">our grid with \u003c/a>Maylis, the French college student who spent this school year in the ERASMUS program. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"540\"]\u003ca href=\"https://flipgrid.com/t1qrks8\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518566\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png\" width=\"540\" height=\"403\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM.png 877w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view, click on the image appearing above and then on one of the round photo thumbnails below the introductory video in order to hear the students’ interactions with Maylis. The grid has been made active so that you can explore the ways the students participated. However, if you attempt to submit a question or a response, it will not be posted\u003c/span>\u003c/p>\n\u003cp>But Flipgrid doesn’t have to be limited to language classes. Social science and science teachers can use Flipgrid to connect their students to experts, eyewitnesses and others with expertise about the content they are studying. Similarly, English teachers can use Flipgrid to allow students to interact with authors or literary experts, and visual and performing arts teachers can converse with artists and performers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enabling others to participate in your grid is as easy as sending them a link. They can reply (or post their own questions) using a computer with a Webcam. Or, if you send the grid code (generated by Flipgrid), users can paste it in their Flipgrid app and participate from their phones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When individuals participate, they will\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Listen to the question (or to replies from other participants).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose to reply to the original topic question or to another participant.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hit the + symbol to add their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Record the video of their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Preview the video and re-record if necessary. (Note that it is not possible to edit only a portion of the video response.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Submit the response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Add a thumbnail shot that will appear on the grid — usually people take selfies, but they could take a picture of an object, if desired.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can create multiple grids, and grids can also have multiple topics within them. So far, I have not needed to create grids with multiple topics, but the ability to do so can be very useful. For example, elementary teachers may want to create different grids for two or three of their subject areas — such as ELA, science and history — and then use each grid to discuss different aspects of that content throughout the year. Students can have discussions with each other on the grids, with other classes studying the same content, or with content experts around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can try Flipgrid for free with a 30-day trial and one-year subscription costs $65, which is quite reasonable for a tool that brings the world’s voices to your classroom and sends your students’ voices around the world. My school’s PTSA (Parent Teacher Student Association) provides small grants to teachers each year, which has covered my costs. If this is an option at your school, it is worth investigating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I encourage you to t\u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">ry Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and see how easy it is to engage students in rich, meaningful interactions, regardless of age, content or even time zone. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In an increasingly connected, global society, it’s not surprising that now, more than ever, teachers and students are looking for opportunities to interact with each other and content experts around the world. But the challenges posed by time differences can be a barrier. A Skype call between California and France requires one party to participate either too early or too late for logistical ease, let alone comfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fortunately, there are tools that can allow for meaningful interaction, but asynchronously, meaning both parties don’t have to be online at the same time. One of my favorites is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nRy1F53JeJU'\n title='//www.youtube.com/embed/nRy1F53JeJU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Flipgrid allows teachers to set up a site (“grid”) and pose a question via video for students or others to answer, also via video. Once users have replied to an initial question, their responses become part of threaded video conversations. Participants can respond directly to the initial question or to any other response that has been recorded on the grid.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518488\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png\" width=\"640\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-768x564.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-240x176.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-520x382.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng.png 875w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a language teacher, this tool is invaluable. I want my students to have conversations beyond the classroom. I want them to interact with other French speakers, rather than solely with each other and myself. But living in California, contacting our epals in France is rendered unlikely due to the nine-hour time difference. When we are in class, they are at home with their families, not in a central location where we can all Skype. The same is true when they are in class. Contacting our Peace Corps volunteer friend in Cameroon, West Africa, isn’t much better. Sure the time difference is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">only\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> eight hours, but she lives in a village without Internet. When she is in town and can get online, it is the weekend and my students are scattered all over the Sacramento region. Flipgrid to the rescue!\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\">We have multiple grids running: one to our epals in France and one to a university student who told us about her ERASMUS program participation. (ERASMUS is a program that provides European university students with a year or semester abroad in another European country to perfect their language skills and build their cultural knowledge.) We also have a grid running with our Peace Corps volunteer in West Africa.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is \u003ca href=\"//flipgrid.com/t1qrks8\">our grid with \u003c/a>Maylis, the French college student who spent this school year in the ERASMUS program. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"540\"]\u003ca href=\"https://flipgrid.com/t1qrks8\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518566\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png\" width=\"540\" height=\"403\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM.png 877w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view, click on the image appearing above and then on one of the round photo thumbnails below the introductory video in order to hear the students’ interactions with Maylis. The grid has been made active so that you can explore the ways the students participated. However, if you attempt to submit a question or a response, it will not be posted\u003c/span>\u003c/p>\n\u003cp>But Flipgrid doesn’t have to be limited to language classes. Social science and science teachers can use Flipgrid to connect their students to experts, eyewitnesses and others with expertise about the content they are studying. Similarly, English teachers can use Flipgrid to allow students to interact with authors or literary experts, and visual and performing arts teachers can converse with artists and performers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enabling others to participate in your grid is as easy as sending them a link. They can reply (or post their own questions) using a computer with a Webcam. Or, if you send the grid code (generated by Flipgrid), users can paste it in their Flipgrid app and participate from their phones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When individuals participate, they will\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Listen to the question (or to replies from other participants).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose to reply to the original topic question or to another participant.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hit the + symbol to add their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Record the video of their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Preview the video and re-record if necessary. (Note that it is not possible to edit only a portion of the video response.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Submit the response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Add a thumbnail shot that will appear on the grid — usually people take selfies, but they could take a picture of an object, if desired.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can create multiple grids, and grids can also have multiple topics within them. So far, I have not needed to create grids with multiple topics, but the ability to do so can be very useful. For example, elementary teachers may want to create different grids for two or three of their subject areas — such as ELA, science and history — and then use each grid to discuss different aspects of that content throughout the year. Students can have discussions with each other on the grids, with other classes studying the same content, or with content experts around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can try Flipgrid for free with a 30-day trial and one-year subscription costs $65, which is quite reasonable for a tool that brings the world’s voices to your classroom and sends your students’ voices around the world. My school’s PTSA (Parent Teacher Student Association) provides small grants to teachers each year, which has covered my costs. If this is an option at your school, it is worth investigating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I encourage you to t\u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">ry Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and see how easy it is to engage students in rich, meaningful interactions, regardless of age, content or even time zone. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Elementary School Students and their Teachers Tell Stories in the Digital Age",
"headTitle": "How Elementary School Students and their Teachers Tell Stories in the Digital Age | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Parents, children, grandmothers and grandfathers are sitting around a campfire, a table or a hammock, telling stories. I paint this picture in my elementary school classroom each year as we discuss that people have been sharing stories, passed down from generation to generation, since the beginning of recorded time. Whether narratives were humorous, frightening, heart-wrenching or informative, listeners were engrossed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve come a long way since the days when the stories were told exclusively orally, then later in writing. Today, we can choose from an ever-increasing number of technology-based mediums to tell our tales. And they add to the magic. The glitter. The passion. There is something about the ability of students to\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/6/\"> \u003cspan style=\"font-weight: 400\">use technology to tell their stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that changes the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">introducing Skype to my students \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">eight years ago, they posed a question. We had concluded a terrific conversation with Robert Kimmel Smith, the author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The War with Grandpa,\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">and they asked me if they could publish their own books. “For real!” they exclaimed. I gave it some thought. Why should these nine year olds have to wait until they’re grown up? So, I did a little research and found a terrific website that would allow them to do just that. Publish today!\u003c/span>\u003c/p>\n\u003ch3>Book Publishing\u003c/h3>\n\u003cp>\u003ca href=\"http://www.storyjumper.com\">\u003cb>Storyjumper\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to write and design their own stories. It’s easy to use and my students took to it right away. Kids are given the flexibility to decide on all of the elements, from the graphics or photos they’d like to use to the color schemes to the text fonts. One of the favorite extras is that as the pages turn, audio of page turning emerges. It makes it feel like a real book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing our books, we invited parents in for a writing celebration, and I informed them that they had the option to purchase actual hardcover copies of their child’s project. My students were beaming as their parents issued a collective gasp (true story). \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were hooked. This writing project was a huge success. Students put in a great deal of effort, knowing that the end result of the project was going to be a tangible product that they could send digitally or hand to family members to read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The site continues to offer new and exciting options. Paperback versions are now available, and students can even download copies directly. The Storyjumper version of digital storytelling allows for collaboration as several students can work simultaneously on one text.\u003c/span> \u003cspan style=\"font-weight: 400\">Click on the image below to see a sample, written by a former third grade student\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"530\"]\u003ca href=\"https://www.storyjumper.com/book/index/437802/4bd8d1d1f3ca9\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-515902 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png\" width=\"530\" height=\"377\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png 530w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-240x171.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-375x267.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-520x370.png 520w\" sizes=\"(max-width: 530px) 100vw, 530px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Over the years, since our first digital publishing experience, students in my classes have told their stories using several other websites and apps, each offering its own advantages.\u003c/p>\n\u003ch3>Voiceover Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">While StoryJumper allows for publishing that appears like a book, \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cb>Voicethread\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to tell stories with their own voices, drawings and even videos.\u003c/span> \u003cspan style=\"font-weight: 400\">My students have used Voicethread\u003c/span> \u003cspan style=\"font-weight: 400\">to create digital stories — drawing pictures by hand and inserting them into a new project. After finishing the writing process, they practice their speaking skills and then complete their voiceovers. \u003c/span>\u003cspan style=\"font-weight: 400\">Voilà!\u003c/span> \u003ca href=\"https://voicethread.com/myvoice/thread/7343034/39405056/40524225/\">\u003cspan style=\"font-weight: 400\">One digital story is then completed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A bonus with Voicethread is that viewers may comment on each other’s work via text, video or audio. I’ve seen time and time again that when students know that their classmates and parents will comment on their work, and are cognizant of the fact that there is a wider audience than solely their teacher, they tend to take more ownership of their projects.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516413 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg\" width=\"640\" height=\"256\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-160x64.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-800x320.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-768x307.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1920x768.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1180x472.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-960x384.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-240x96.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-375x150.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-520x208.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Mini Movie\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">One year, for our\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/1/\"> \u003cspan style=\"font-weight: 400\">Persuade unit of study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students created trailers with\u003c/span>\u003ca href=\"https://www.apple.com/imovie/\"> \u003cb>iMovie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, using powerful music to accompany video and text and argue one side of a case. Our class had a Skype session with Nixiwaka, an Amazon Indian from the Yawanawá tribe of Brazil.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516411 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After an intense discussion, in which he shared his experiences encountering wildlife and of seeing the Amazon vanishing around him, my students were inspired to take action. They made trailers\u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B_6bjQ-tPZTPLTd2aG9hUS1vWXM/view\">\u003cspan style=\"font-weight: 400\"> to convince the audience to save the rainforest.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516412 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg\" width=\"640\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-160x84.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-800x421.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-768x404.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1920x1009.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1180x620.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-960x505.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-240x126.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-375x197.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-520x273.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience fits into the discussion of the \u003c/span>\u003ca href=\"http://www.teachsdgs.org/collections.html\">\u003cspan style=\"font-weight: 400\">United Nations’ Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Global Goal 13: Climate Action and Global Goal 15: Life on Land. More on that in a future post.\u003c/span>\u003c/p>\n\u003ch3>Simple Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most recent addition to my classroom repertoire is \u003c/span>\u003ca href=\"https://flipgrid.com\">\u003cb>Flipgrid\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">. The best part about this website and app is that it’s incredibly simple and straightforward. I showed my eight-year-old students how to use it, just once, and they immediately took over. After writing a paper book about birds, each student recorded what he/she learned about the bird. From Black-Capped Chickadees to Hummingbirds, students spoke about their life cycles, habitats and more. Flipgrid gives teachers a clear picture of what each student has learned from a research project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516410 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg\" width=\"640\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-800x745.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-768x715.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1920x1788.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1180x1099.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-960x894.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-240x223.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-375x349.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-520x484.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Teacher Storytelling\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The examples I’ve given so far have focused on student-created projects. But keep in mind that digital storytelling is a terrific way for teachers to tell stories to their students, or to their professional communities. Microsoft’s \u003c/span>\u003ca href=\"https://sway.com\">\u003cb>Sway\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is an easy-to-use presentation program that offers templates and inspirational examples. Text, photos and videos are presented in a smooth and engaging format. \u003c/span>\u003ca href=\"https://youtu.be/pcg6DGO9hpI?list=PLXPr7gfUMmKyE22-YpbgcDfr2SXEO7-qX\">\u003cspan style=\"font-weight: 400\">For a quick tutorial, click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve used Sway to share information about \u003c/span>\u003ca href=\"https://sway.com/gAF7OAEFYaRoKkep?ref=Link&loc=mysways\">\u003cspan style=\"font-weight: 400\">my professional experience in advance of speaking engagements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can use them for their own digital stories as well.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could go on and on about the value of using digital publishing in the elementary school classroom. And I promise to add more in upcoming posts. In the meantime, I suggest giving just one of these projects a try. I’m confident you’ll be happy you did.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Parents, children, grandmothers and grandfathers are sitting around a campfire, a table or a hammock, telling stories. I paint this picture in my elementary school classroom each year as we discuss that people have been sharing stories, passed down from generation to generation, since the beginning of recorded time. Whether narratives were humorous, frightening, heart-wrenching or informative, listeners were engrossed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve come a long way since the days when the stories were told exclusively orally, then later in writing. Today, we can choose from an ever-increasing number of technology-based mediums to tell our tales. And they add to the magic. The glitter. The passion. There is something about the ability of students to\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/6/\"> \u003cspan style=\"font-weight: 400\">use technology to tell their stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that changes the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">introducing Skype to my students \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">eight years ago, they posed a question. We had concluded a terrific conversation with Robert Kimmel Smith, the author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The War with Grandpa,\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">and they asked me if they could publish their own books. “For real!” they exclaimed. I gave it some thought. Why should these nine year olds have to wait until they’re grown up? So, I did a little research and found a terrific website that would allow them to do just that. Publish today!\u003c/span>\u003c/p>\n\u003ch3>Book Publishing\u003c/h3>\n\u003cp>\u003ca href=\"http://www.storyjumper.com\">\u003cb>Storyjumper\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to write and design their own stories. It’s easy to use and my students took to it right away. Kids are given the flexibility to decide on all of the elements, from the graphics or photos they’d like to use to the color schemes to the text fonts. One of the favorite extras is that as the pages turn, audio of page turning emerges. It makes it feel like a real book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing our books, we invited parents in for a writing celebration, and I informed them that they had the option to purchase actual hardcover copies of their child’s project. My students were beaming as their parents issued a collective gasp (true story). \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\">We were hooked. This writing project was a huge success. Students put in a great deal of effort, knowing that the end result of the project was going to be a tangible product that they could send digitally or hand to family members to read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The site continues to offer new and exciting options. Paperback versions are now available, and students can even download copies directly. The Storyjumper version of digital storytelling allows for collaboration as several students can work simultaneously on one text.\u003c/span> \u003cspan style=\"font-weight: 400\">Click on the image below to see a sample, written by a former third grade student\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"530\"]\u003ca href=\"https://www.storyjumper.com/book/index/437802/4bd8d1d1f3ca9\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-515902 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png\" width=\"530\" height=\"377\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png 530w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-240x171.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-375x267.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-520x370.png 520w\" sizes=\"(max-width: 530px) 100vw, 530px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Over the years, since our first digital publishing experience, students in my classes have told their stories using several other websites and apps, each offering its own advantages.\u003c/p>\n\u003ch3>Voiceover Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">While StoryJumper allows for publishing that appears like a book, \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cb>Voicethread\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to tell stories with their own voices, drawings and even videos.\u003c/span> \u003cspan style=\"font-weight: 400\">My students have used Voicethread\u003c/span> \u003cspan style=\"font-weight: 400\">to create digital stories — drawing pictures by hand and inserting them into a new project. After finishing the writing process, they practice their speaking skills and then complete their voiceovers. \u003c/span>\u003cspan style=\"font-weight: 400\">Voilà!\u003c/span> \u003ca href=\"https://voicethread.com/myvoice/thread/7343034/39405056/40524225/\">\u003cspan style=\"font-weight: 400\">One digital story is then completed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A bonus with Voicethread is that viewers may comment on each other’s work via text, video or audio. I’ve seen time and time again that when students know that their classmates and parents will comment on their work, and are cognizant of the fact that there is a wider audience than solely their teacher, they tend to take more ownership of their projects.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516413 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg\" width=\"640\" height=\"256\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-160x64.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-800x320.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-768x307.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1920x768.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1180x472.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-960x384.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-240x96.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-375x150.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-520x208.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Mini Movie\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">One year, for our\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/1/\"> \u003cspan style=\"font-weight: 400\">Persuade unit of study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students created trailers with\u003c/span>\u003ca href=\"https://www.apple.com/imovie/\"> \u003cb>iMovie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, using powerful music to accompany video and text and argue one side of a case. Our class had a Skype session with Nixiwaka, an Amazon Indian from the Yawanawá tribe of Brazil.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516411 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After an intense discussion, in which he shared his experiences encountering wildlife and of seeing the Amazon vanishing around him, my students were inspired to take action. They made trailers\u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B_6bjQ-tPZTPLTd2aG9hUS1vWXM/view\">\u003cspan style=\"font-weight: 400\"> to convince the audience to save the rainforest.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516412 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg\" width=\"640\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-160x84.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-800x421.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-768x404.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1920x1009.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1180x620.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-960x505.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-240x126.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-375x197.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-520x273.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience fits into the discussion of the \u003c/span>\u003ca href=\"http://www.teachsdgs.org/collections.html\">\u003cspan style=\"font-weight: 400\">United Nations’ Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Global Goal 13: Climate Action and Global Goal 15: Life on Land. More on that in a future post.\u003c/span>\u003c/p>\n\u003ch3>Simple Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most recent addition to my classroom repertoire is \u003c/span>\u003ca href=\"https://flipgrid.com\">\u003cb>Flipgrid\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">. The best part about this website and app is that it’s incredibly simple and straightforward. I showed my eight-year-old students how to use it, just once, and they immediately took over. After writing a paper book about birds, each student recorded what he/she learned about the bird. From Black-Capped Chickadees to Hummingbirds, students spoke about their life cycles, habitats and more. Flipgrid gives teachers a clear picture of what each student has learned from a research project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516410 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg\" width=\"640\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-800x745.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-768x715.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1920x1788.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1180x1099.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-960x894.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-240x223.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-375x349.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-520x484.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Teacher Storytelling\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The examples I’ve given so far have focused on student-created projects. But keep in mind that digital storytelling is a terrific way for teachers to tell stories to their students, or to their professional communities. Microsoft’s \u003c/span>\u003ca href=\"https://sway.com\">\u003cb>Sway\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is an easy-to-use presentation program that offers templates and inspirational examples. Text, photos and videos are presented in a smooth and engaging format. \u003c/span>\u003ca href=\"https://youtu.be/pcg6DGO9hpI?list=PLXPr7gfUMmKyE22-YpbgcDfr2SXEO7-qX\">\u003cspan style=\"font-weight: 400\">For a quick tutorial, click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve used Sway to share information about \u003c/span>\u003ca href=\"https://sway.com/gAF7OAEFYaRoKkep?ref=Link&loc=mysways\">\u003cspan style=\"font-weight: 400\">my professional experience in advance of speaking engagements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can use them for their own digital stories as well.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could go on and on about the value of using digital publishing in the elementary school classroom. And I promise to add more in upcoming posts. In the meantime, I suggest giving just one of these projects a try. I’m confident you’ll be happy you did.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Dive Into Summer Learning with Camp KQED Teach",
"headTitle": "Dive Into Summer Learning with Camp KQED Teach | KQED",
"content": "\u003cp>Summer is here! At KQED we’ve opened our \u003ca href=\"https://teach.kqed.org/course/camp-kqed-teach\">newest online learning challenge!\u003c/a> If you want to meet fellow educators, build media-making skills and explore new ways to look at the world, then Camp KQED Teach is the place for you.\u003c/p>\n\u003cp>Gather around our virtual campfire where you’ll learn to weave information and data into visual stories using infographics, interactive timelines and maps. Learning data visualization tools like these will help you and your students communicate information in ways that increase media literacy and entice all types of learners.\u003c/p>\n\u003cp>It’ll be almost as much fun as making s’mores and telling ghost stories.\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/camp-kqed-teach\">Camp KQED Teach\u003c/a> will have a laidback schedule to allow plenty of time for your offline summer plans. Complete each camp activity at your own pace, or pick and choose the activities that look fun to you. You can take it from the top or head right for the last hurrah.\u003c/p>\n\u003cp>As always, be sure to share what you learn! We’ll be featuring great examples throughout the summer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Julianna Cecere | KQED\" align=\"alignleft\" width=\"640\"]\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-517519\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Don’t worry if you need more time to explore these activities. At Camp KQED Teach, we only have three rules: 1) Learn, 2) Experiment, and 3) Have fun!\u003c/p>\n\u003ch2>A Summer of Online Learning Fun\u003c/h2>\n\u003cp>Data visualization is all about transforming raw data into visual forms that communicate the same information beautifully and effectively. (And, yes, what we learn from text counts as data as much as numbers do!) Say goodbye to spreadsheets and big blocks of text, and use data visualizations like infographics, interactive timelines and maps to bring learning to life.\u003c/p>\n\u003cp>Camp KQED Teach starts with \u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a> for a good reason. This course explores design basics that can apply to any data visualization you create. After that, dive into how to make amazing infographics in any subject area.\u003c/p>\n\u003cp>Check out this video for a sneak preview of what’s in store:\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=J4kSZpi5vQs?ecver=1&w=560&h=315]\u003c/p>\n\u003cp>After practicing with infographics, it’s time to move onto \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">Interactive Timelines\u003c/a>. Turning this time-honored (get it?) instructional tool into a visually appealing story has never been easier! After building your technical skills and design savvy with infographics, timelines will feel like a stroll through the woods on a warm afternoon. Be sure to have lots of fun finding images and videos to bring your timeline to life.\u003c/p>\n\u003cp>But don’t take our word for it. Check out the \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">preview video\u003c/a> for the Interactive Timelines course.\u003c/p>\n\u003cp>From timelines we move to \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">Making Interactive Maps\u003c/a>, another fun and student-friendly way to bring data to life. Want to follow in the footsteps of Charles Darwin, Marco Polo or Ibn Battuta? Track butterfly migrations? Explore faraway islands? Measure the distance from Tulsa to Timbuktu? Interactive maps make it possible to uncover the secrets of a city block or visualize world-changing journeys by land or sea.\u003c/p>\n\u003cp>But first, \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">explore the video\u003c/a> to see if this trip is for you.\u003c/p>\n\u003cp>Finally, Camp KQED Teach wants you to leave with something to remember us by. Not a cheesy souvenir but a project or assignment you create and use during the school year. Take what you’ve learned about data visualization and apply it. Offer your students a choice of data visualizations methods to use. Check out the final challenge called the Last Hurrah.\u003c/p>\n\u003cp>Don’t forget to share your project with your fellow educators around the virtual campfire. We’re all in this together!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As we go our separate ways at the end of the summer, we’ll have so many memories–and useful resources–to usher us into the school year.\u003c/p>\n\n",
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"headline": "Dive Into Summer Learning with Camp KQED Teach",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Summer is here! At KQED we’ve opened our \u003ca href=\"https://teach.kqed.org/course/camp-kqed-teach\">newest online learning challenge!\u003c/a> If you want to meet fellow educators, build media-making skills and explore new ways to look at the world, then Camp KQED Teach is the place for you.\u003c/p>\n\u003cp>Gather around our virtual campfire where you’ll learn to weave information and data into visual stories using infographics, interactive timelines and maps. Learning data visualization tools like these will help you and your students communicate information in ways that increase media literacy and entice all types of learners.\u003c/p>\n\u003cp>It’ll be almost as much fun as making s’mores and telling ghost stories.\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/camp-kqed-teach\">Camp KQED Teach\u003c/a> will have a laidback schedule to allow plenty of time for your offline summer plans. Complete each camp activity at your own pace, or pick and choose the activities that look fun to you. You can take it from the top or head right for the last hurrah.\u003c/p>\n\u003cp>As always, be sure to share what you learn! We’ll be featuring great examples throughout the summer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Julianna Cecere | KQED\" align=\"alignleft\" width=\"640\"]\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-517519\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Don’t worry if you need more time to explore these activities. At Camp KQED Teach, we only have three rules: 1) Learn, 2) Experiment, and 3) Have fun!\u003c/p>\n\u003ch2>A Summer of Online Learning Fun\u003c/h2>\n\u003cp>Data visualization is all about transforming raw data into visual forms that communicate the same information beautifully and effectively. (And, yes, what we learn from text counts as data as much as numbers do!) Say goodbye to spreadsheets and big blocks of text, and use data visualizations like infographics, interactive timelines and maps to bring learning to life.\u003c/p>\n\u003cp>Camp KQED Teach starts with \u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a> for a good reason. This course explores design basics that can apply to any data visualization you create. After that, dive into how to make amazing infographics in any subject area.\u003c/p>\n\u003cp>Check out this video for a sneak preview of what’s in store:\u003c/p>\n\u003cp>\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/J4kSZpi5vQs?ecver=1'\n title='//www.youtube.com/embed/J4kSZpi5vQs?ecver=1'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>After practicing with infographics, it’s time to move onto \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">Interactive Timelines\u003c/a>. Turning this time-honored (get it?) instructional tool into a visually appealing story has never been easier! After building your technical skills and design savvy with infographics, timelines will feel like a stroll through the woods on a warm afternoon. Be sure to have lots of fun finding images and videos to bring your timeline to life.\u003c/p>\n\u003cp>But don’t take our word for it. Check out the \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">preview video\u003c/a> for the Interactive Timelines course.\u003c/p>\n\u003cp>From timelines we move to \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">Making Interactive Maps\u003c/a>, another fun and student-friendly way to bring data to life. Want to follow in the footsteps of Charles Darwin, Marco Polo or Ibn Battuta? Track butterfly migrations? Explore faraway islands? Measure the distance from Tulsa to Timbuktu? Interactive maps make it possible to uncover the secrets of a city block or visualize world-changing journeys by land or sea.\u003c/p>\n\u003cp>But first, \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">explore the video\u003c/a> to see if this trip is for you.\u003c/p>\n\u003cp>Finally, Camp KQED Teach wants you to leave with something to remember us by. Not a cheesy souvenir but a project or assignment you create and use during the school year. Take what you’ve learned about data visualization and apply it. Offer your students a choice of data visualizations methods to use. Check out the final challenge called the Last Hurrah.\u003c/p>\n\u003cp>Don’t forget to share your project with your fellow educators around the virtual campfire. We’re all in this together!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As we go our separate ways at the end of the summer, we’ll have so many memories–and useful resources–to usher us into the school year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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"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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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"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": {
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"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.",
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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
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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