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"content": "\u003cp>\u003ciframe loading=\"lazy\" title=\"Extraordinary educators deserve an extraordinary conference | Register now for ISTE 2017\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/VzBqHfSpSWw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>ISTE is a globally recognized organization dedicated to expanding educational technology opportunities. For three decades, educators and educational leaders have gathered at the ISTE conference to connect and learn from other innovate educators, thought leaders, and education companies. Through a host of lectures and interactive activities learn and engage with new educational technologies. This year’s conference will take place June 25th through the 28th in San Antonio, Texas. Come check out the KQED Teach and Engineering for Good poster session.\u003c/p>\n\u003cp>\u003cstrong>Sessions\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Make, Share, and Level-Up: Free Online Digital Media Courses for Educators\u003c/strong>\u003cbr>\nMonday, June 26\u003cbr>\n11:00 am – 1:00pm\u003c/p>\n\u003cp>Learn how to make maps, timelines, and infographics to level-up your classroom with free online digital media courses for educators.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Engineering for Good: Communicating Solutions for the Plastic Problem\u003c/strong>\u003cbr>\nSunday, June 25\u003cbr>\n7:00 pm – 8:30 pm\u003c/p>\n\u003cp>Help your students share their solutions to the plastics problem. Through videos about their methods to creating infographics to demonstrate their newly gained understanding.\u003c/p>\n\u003cp>\u003cstrong>Additional Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>\u003c/p>\n\u003cp>KQED Teach is an online professional learning platform with a variety of hands-on courses for learning digital media literacy skills. In this space, practice and collaborate with fellow educators to bring media making into your learning environment.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2017/04/13/engineering-for-good/\">Engineering for Good\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Plastic is a useful and ubiquitous item in our lives, but the fact that it doesn’t biodegrade means that it has long-term effects on the Earth. Middle school science classrooms across the country can develop solutions for negative impacts of plastic on the environment with KQED Learning’s new Next Generation Science Standard (NGSS)-aligned, project-based learning unit, Engineering for Good.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Engineering for Good: Communicating Solutions for the Plastic Problem\u003c/strong>\u003cbr>\nSunday, June 25\u003cbr>\n7:00 pm – 8:30 pm\u003c/p>\n\u003cp>Help your students share their solutions to the plastics problem. Through videos about their methods to creating infographics to demonstrate their newly gained understanding.\u003c/p>\n\u003cp>\u003cstrong>Additional Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>\u003c/p>\n\u003cp>KQED Teach is an online professional learning platform with a variety of hands-on courses for learning digital media literacy skills. In this space, practice and collaborate with fellow educators to bring media making into your learning environment.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2017/04/13/engineering-for-good/\">Engineering for Good\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Plastic is a useful and ubiquitous item in our lives, but the fact that it doesn’t biodegrade means that it has long-term effects on the Earth. Middle school science classrooms across the country can develop solutions for negative impacts of plastic on the environment with KQED Learning’s new Next Generation Science Standard (NGSS)-aligned, project-based learning unit, Engineering for Good.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Can Algorithms Help Wind Down Mass Incarceration? | KQED",
"content": "\u003cp>https://www.youtube.com/watch?v=Gi4YeRqfb24\u003c/p>\n\u003ch2>\u003cstrong>Algorithms and Criminal Justice Reform\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s no big secret that the United States has a prison problem. We lock up people at \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/fact-checker/wp/2015/07/07/yes-u-s-locks-people-up-at-a-higher-rate-than-any-other-country/?utm_term=.5099387ba1d9\">\u003cspan style=\"font-weight: 400\">higher rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">than any other nation, and there are huge racial disparities in who we lock up. According to a study from \u003c/span>\u003ca href=\"http://www.sentencingproject.org/publications/color-of-justice-racial-and-ethnic-disparity-in-state-prisons/\">\u003cspan style=\"font-weight: 400\">The Sentencing Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, African Americans are incarcerated in state prisons five times more than whites. There are lots of reasons for why we may see these racial disparities, including \u003c/span>\u003ca href=\"http://www.sentencingproject.org/wp-content/uploads/2016/01/Reducing-Racial-Disparity-in-the-Criminal-Justice-System-A-Manual-for-Practitioners-and-Policymakers.pdf\">\u003cspan style=\"font-weight: 400\">law enforcement practices, inequitable access to resources, and punitive sentencing policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Keeping so many people in prison is also really expensive– it costs roughly \u003ca href=\"https://www.usnews.com/news/blogs/data-mine/articles/2016-04-28/white-house-americas-prisons-more-costly-than-helpful\" target=\"_blank\" rel=\"noopener noreferrer\">$80 billion a year\u003c/a>, far more than we spend on many other essential public services. California, for instance, spends more than \u003ca href=\"http://www.lao.ca.gov/PolicyAreas/CJ/6_cj_inmatecost\" target=\"_blank\" rel=\"noopener noreferrer\">$70,000 per inmate\u003c/a> but less than \u003ca href=\"https://edsource.org/2017/how-does-california-rank-in-per-pupil-spending-it-all-depends/577405\" target=\"_blank\" rel=\"noopener noreferrer\">$12,000 per k-12 student\u003c/a>.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the Above the Noise discussion guide and student worksheet to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What do you think does a better job of predicting someone’s risk of committing a future crime — data-driven algorithms or human judgement?\u003c/em>\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\u003cp>\u003cspan style=\"font-weight: 400\">As a result, there’s lots of momentum to reform our prison system. One popular strategy that has been gaining traction as part of this reform effort is the use of \u003c/span>\u003ca href=\"https://fas.org/sgp/crs/misc/R44087.pdf\">\u003cspan style=\"font-weight: 400\">risk assessment tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Like Netflix, these tools use algorithms to make predictions about behavior. While Netflix uses data to predict what videos you would like to watch, risk assessment tools use data to predict whether a person will commit a future crime. Depending on how the tools are used, they could help reduce prison and jail populations. For example, people who are less likely to commit a future crime could be released out of prison early, receive shorter prison sentences or avoid jail time in the first place. Rehabilitative programs and services could also be prioritized for those that are at a higher risk of committing future crimes.\u003c/span>\u003c/p>\n\u003ch2>Assessment Tools\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the tools may vary in purpose and how they are used, they all essentially work by assessing an individual’s risk factors. A risk factor is a characteristic that is associated with an increase in the likelihood of future criminal behavior. They are typically presented as questionnaires, and range in complexity including more simple questions about age, criminal history, education level to more complicated questions about personality and criminal attitudes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tools compare an individual’s answers to a database of past offenders that have been tracked over time to see if and when they re-commit a crime. Based on the actions of past offenders that share that individual’s risk factors, the tool predicts if that person is likely to re-commit a crime. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without the use of these tools, judges and parole boards often take into account many of the same considerations when making decisions about sentencing and parole– considering things like criminal history, employment status, the nature of the crime, and a person’s attitude toward their crime.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While not new, the tools have been receiving more and more \u003c/span>\u003ca href=\"https://fivethirtyeight.com/features/prison-reform-risk-assessment/\">\u003cspan style=\"font-weight: 400\">media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attention over concerns about their \u003c/span>\u003ca href=\"https://www.brennancenter.org/blog/when-it-comes-justice-algorithms-are-far-infallible\">\u003cspan style=\"font-weight: 400\">fairness, accuracy and reliability\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One concern stems from how the tools are tested and validated. Not all risk assessment tools in use in the United States have been independently \u003ca href=\"https://csgjusticecenter.org/wp-content/uploads/2014/07/Risk-Assessment-Instruments-Validated-and-Implemented-in-Correctional-Settings-in-the-United-States.pdf\">reviewed\u003c/a>. \u003c/span>\u003cspan style=\"font-weight: 400\">In some cases the companies that make the tools are the ones evaluating how good it is at predicting if someone is likely to reoffend. \u003ca href=\"http://risk-resilience.berkeley.edu/sites/default/files/journal-articles/files/annurev-clinpsy-021815-092945.pdf\">Experts point out\u003c/a> it’s important to validate tools in local settings in order to ensure they work for that setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also concerns about how these tools may affect \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/05/01/us/politics/sent-to-prison-by-a-software-programs-secret-algorithms.html?_r=0\">\u003cspan style=\"font-weight: 400\">racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> already seen in the criminal justice system. While race is not explicitly considered as a risk factor in the tools, critics caution that some risk factors, like a person’s neighborhood, may serve as a stand in for race. For the most part, many of these tools have not been extensively studied to see if they exhibit racial bias, or how they may impact racial disparities already seen in our criminal justice system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As risk assessment tools gain popularity in prison reform efforts, many are advocating for greater testing, validation and transparency in order to build public trust and ensure they do not further contribute to racial inequality in the prison system.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Learn More….\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://ww2.kqed.org/lowdown/2017/06/01/can-algorithms-predict-criminal-behavior/\">How Algorithms Are Used in the Criminal Justice System\u003c/a> (The Lowdown/KQED)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://www.nytimes.com/2017/05/01/us/politics/sent-to-prison-by-a-software-programs-secret-algorithms.html?_r=0\">Sent to Prison by a Software Program’s Secret Algorithms\u003c/a> (The New York Times)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2016/10/17/can-an-algorithm-be-racist-our-analysis-is-more-cautious-than-propublicas/?utm_term=.5c0f1cab0e9f\">A Computer Program Used for Bail and Sentencing Decisions Was Labeled Biased Against Blacks. It’s Actually Not That Clear. \u003c/a>(The Washington Post)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE\u003c/strong>: \u003cstrong>\u003ca href=\"https://engineering.stanford.edu/news/exploring-use-algorithms-criminal-justice-system\">Exploring the Use of Algorithms in the Criminal Justice System\u003c/a> (Stanford Engineering)\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>\u003cstrong>ABOVE THE NOISE\u003c/strong>, a new YouTube series from KQED, follows young journalists as they investigate real world issues that impact young people’s lives. These short videos prompt critical thinking with middle and high school students to spark civic engagement. \u003cspan style=\"font-weight: 400\">Join hosts Myles Bess and Shirin Ghaffary for \u003ca href=\"https://www.youtube.com/abovethenoise\">new episodes published every Wednesday\u003c/a> on YouTube.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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We lock up people at \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/fact-checker/wp/2015/07/07/yes-u-s-locks-people-up-at-a-higher-rate-than-any-other-country/?utm_term=.5099387ba1d9\">\u003cspan style=\"font-weight: 400\">higher rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">than any other nation, and there are huge racial disparities in who we lock up. According to a study from \u003c/span>\u003ca href=\"http://www.sentencingproject.org/publications/color-of-justice-racial-and-ethnic-disparity-in-state-prisons/\">\u003cspan style=\"font-weight: 400\">The Sentencing Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, African Americans are incarcerated in state prisons five times more than whites. There are lots of reasons for why we may see these racial disparities, including \u003c/span>\u003ca href=\"http://www.sentencingproject.org/wp-content/uploads/2016/01/Reducing-Racial-Disparity-in-the-Criminal-Justice-System-A-Manual-for-Practitioners-and-Policymakers.pdf\">\u003cspan style=\"font-weight: 400\">law enforcement practices, inequitable access to resources, and punitive sentencing policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Keeping so many people in prison is also really expensive– it costs roughly \u003ca href=\"https://www.usnews.com/news/blogs/data-mine/articles/2016-04-28/white-house-americas-prisons-more-costly-than-helpful\" target=\"_blank\" rel=\"noopener noreferrer\">$80 billion a year\u003c/a>, far more than we spend on many other essential public services. California, for instance, spends more than \u003ca href=\"http://www.lao.ca.gov/PolicyAreas/CJ/6_cj_inmatecost\" target=\"_blank\" rel=\"noopener noreferrer\">$70,000 per inmate\u003c/a> but less than \u003ca href=\"https://edsource.org/2017/how-does-california-rank-in-per-pupil-spending-it-all-depends/577405\" target=\"_blank\" rel=\"noopener noreferrer\">$12,000 per k-12 student\u003c/a>.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the Above the Noise discussion guide and student worksheet to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What do you think does a better job of predicting someone’s risk of committing a future crime — data-driven algorithms or human judgement?\u003c/em>\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\u003cp>\u003cspan style=\"font-weight: 400\">As a result, there’s lots of momentum to reform our prison system. One popular strategy that has been gaining traction as part of this reform effort is the use of \u003c/span>\u003ca href=\"https://fas.org/sgp/crs/misc/R44087.pdf\">\u003cspan style=\"font-weight: 400\">risk assessment tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Like Netflix, these tools use algorithms to make predictions about behavior. While Netflix uses data to predict what videos you would like to watch, risk assessment tools use data to predict whether a person will commit a future crime. Depending on how the tools are used, they could help reduce prison and jail populations. For example, people who are less likely to commit a future crime could be released out of prison early, receive shorter prison sentences or avoid jail time in the first place. Rehabilitative programs and services could also be prioritized for those that are at a higher risk of committing future crimes.\u003c/span>\u003c/p>\n\u003ch2>Assessment Tools\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the tools may vary in purpose and how they are used, they all essentially work by assessing an individual’s risk factors. A risk factor is a characteristic that is associated with an increase in the likelihood of future criminal behavior. They are typically presented as questionnaires, and range in complexity including more simple questions about age, criminal history, education level to more complicated questions about personality and criminal attitudes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tools compare an individual’s answers to a database of past offenders that have been tracked over time to see if and when they re-commit a crime. Based on the actions of past offenders that share that individual’s risk factors, the tool predicts if that person is likely to re-commit a crime. \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\">Without the use of these tools, judges and parole boards often take into account many of the same considerations when making decisions about sentencing and parole– considering things like criminal history, employment status, the nature of the crime, and a person’s attitude toward their crime.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While not new, the tools have been receiving more and more \u003c/span>\u003ca href=\"https://fivethirtyeight.com/features/prison-reform-risk-assessment/\">\u003cspan style=\"font-weight: 400\">media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attention over concerns about their \u003c/span>\u003ca href=\"https://www.brennancenter.org/blog/when-it-comes-justice-algorithms-are-far-infallible\">\u003cspan style=\"font-weight: 400\">fairness, accuracy and reliability\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One concern stems from how the tools are tested and validated. Not all risk assessment tools in use in the United States have been independently \u003ca href=\"https://csgjusticecenter.org/wp-content/uploads/2014/07/Risk-Assessment-Instruments-Validated-and-Implemented-in-Correctional-Settings-in-the-United-States.pdf\">reviewed\u003c/a>. \u003c/span>\u003cspan style=\"font-weight: 400\">In some cases the companies that make the tools are the ones evaluating how good it is at predicting if someone is likely to reoffend. \u003ca href=\"http://risk-resilience.berkeley.edu/sites/default/files/journal-articles/files/annurev-clinpsy-021815-092945.pdf\">Experts point out\u003c/a> it’s important to validate tools in local settings in order to ensure they work for that setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also concerns about how these tools may affect \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/05/01/us/politics/sent-to-prison-by-a-software-programs-secret-algorithms.html?_r=0\">\u003cspan style=\"font-weight: 400\">racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> already seen in the criminal justice system. While race is not explicitly considered as a risk factor in the tools, critics caution that some risk factors, like a person’s neighborhood, may serve as a stand in for race. For the most part, many of these tools have not been extensively studied to see if they exhibit racial bias, or how they may impact racial disparities already seen in our criminal justice system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As risk assessment tools gain popularity in prison reform efforts, many are advocating for greater testing, validation and transparency in order to build public trust and ensure they do not further contribute to racial inequality in the prison system.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Learn More….\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://ww2.kqed.org/lowdown/2017/06/01/can-algorithms-predict-criminal-behavior/\">How Algorithms Are Used in the Criminal Justice System\u003c/a> (The Lowdown/KQED)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://www.nytimes.com/2017/05/01/us/politics/sent-to-prison-by-a-software-programs-secret-algorithms.html?_r=0\">Sent to Prison by a Software Program’s Secret Algorithms\u003c/a> (The New York Times)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2016/10/17/can-an-algorithm-be-racist-our-analysis-is-more-cautious-than-propublicas/?utm_term=.5c0f1cab0e9f\">A Computer Program Used for Bail and Sentencing Decisions Was Labeled Biased Against Blacks. It’s Actually Not That Clear. \u003c/a>(The Washington Post)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE\u003c/strong>: \u003cstrong>\u003ca href=\"https://engineering.stanford.edu/news/exploring-use-algorithms-criminal-justice-system\">Exploring the Use of Algorithms in the Criminal Justice System\u003c/a> (Stanford Engineering)\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>\u003cstrong>ABOVE THE NOISE\u003c/strong>, a new YouTube series from KQED, follows young journalists as they investigate real world issues that impact young people’s lives. These short videos prompt critical thinking with middle and high school students to spark civic engagement. \u003cspan style=\"font-weight: 400\">Join hosts Myles Bess and Shirin Ghaffary for \u003ca href=\"https://www.youtube.com/abovethenoise\">new episodes published every Wednesday\u003c/a> on YouTube.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age",
"headTitle": "NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“No offense, Mrs. Bradley, but when I knew my writing was going to be posted on a blog where all my friends would see, I worked a lot harder on it than when only you were going to read it!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This student’s reflection on how blogging impacted her writing was the impetus that brought about the most significant changes in my middle school English curriculum. I had already discovered that when students learn to write in digital spaces like Google Docs, they also learn to read and respond appropriately to one another’s writing (via comments), work productively in shared digital spaces, and revise their writing during the process in response to teacher comments. Moving their \u003c/span>\u003ca href=\"https://bradleybooks.wordpress.com/\">\u003cspan style=\"font-weight: 400\">writing to blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> added that critical component of a meaningful audience, and my students’ responses to it was significant.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But digital spaces like Docs and blogs offer little improvement to the writing experience if students aren’t fully engaged in the writing itself. Do they have some say in what they write? Do they feel connected to the topic? Do they discover that sweet spot of challenging work that with support is also accessible? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I discovered \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/for-educators\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (National Novel Writing Month) – “a fun, seat-of-your-pants approach to creative writing” that specifically calls upon those willing to accept the challenge, my 8th graders for example, to write a novel in the month of November. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the novel that students write during NaNoWriMo is a very rough draft, some students \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#revision\">\u003cspan style=\"font-weight: 400\">continue the process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they have a final draft worthy of \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#publishing\">\u003cspan style=\"font-weight: 400\">publication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And thanks to \u003c/span>\u003ca href=\"https://www.createspace.com/\">\u003cspan style=\"font-weight: 400\">CreateSpace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online self-publishing site owned by Amazon, some of my students are now even \u003c/span>\u003ca href=\"https://www.amazon.com/gp/richpub/listmania/fullview/R3IWOK0I7X0W4E\">\u003cspan style=\"font-weight: 400\">selling their novels online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528349\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-528349\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg\" alt=\"\" width=\"800\" height=\"598\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-768x574.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1020x762.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1920x1434.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1180x881.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-960x717.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-240x179.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-375x280.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-520x388.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Novels my students have written and self-published\u003c/figcaption>\u003c/figure>\n\u003cp>Now that’s about as real-world as the writing classroom can get, right?\u003c/p>\n\u003cp>To help teachers who have never written a novel guide their students through the brainstorming, outlining, plotting, and writing of their first novel, the \u003ca href=\"https://ywp.nanowrimo.org/\">NaNoWriMo website\u003c/a> from the Young Writers Program offers teachers a wealth of resources, including free common-core aligned \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#lessonplans\">curriculum\u003c/a> and student \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#workbooks\">workbooks\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/home\">\u003cspan style=\"font-weight: 400\">NaNoWriMo website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also offers students a kind of social media site\u003c/span>\u003cspan style=\"font-weight: 400\">, which means that students learn a variety of 21st century digital skills when they join this writing community. Starting with the basics and moving into some critical online skills, NaNoWriMo helps students practice:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choosing appropriate usernames\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Creating safe passwords\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting in shared digital spaces\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participating in online forums\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sharing work online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Collaborating with other writers online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Responding to feedback online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Supporting other writers online\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if everyone who participates in some kind of online conversation (think of all those comment threads…) had first learned how to do so with a teacher’s guidance through engaging school work? What a civil, collaborative, respectful world we could be!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All in all, NaNoWriMo \u003c/span>\u003cspan style=\"font-weight: 400\">is a powerful project-based learning opportunity that engages students in a meaningful challenge that incorporates a whole host of writing and digital literacy skills. But I must admit that my first response to NaNoWriMo was, “Are 8th graders really capable of writing novels?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students’ responses over the past six years have shown me that not only are they up for the challenge, they are far more confident and competent novelists than I am.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NaNoWriMo offers students the perfect combination of student voice and choice, compelling challenge, digital writing, publication, and so much more.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“Writing a novel has greatly boosted my confidence about future essays and writing projects, mostly because now I know that if I can write fifteen thousand words, it should be way easier to write shorter assignments.” ~\u003c/em>Jaxon\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“[NaNoWriMo] has helped my confidence when writing. I am no longer so shy about letting people read what I have written, I now appreciate their feedback more, because it will help me become a better author.”\u003c/em> ~Kathleen\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Another thing I have noticed is that my mind is really cool. I will be writing one part of my story, and then suddenly I have an idea that will come back later and completely knock my character off her feet.” ~Bailey\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Writing through this whole month has helped me be more confident as a writer, and finishing my novel has solidified that confidence. When I went through the climax of my story, I was getting close to the end of November and I didn’t know if I was going to finish. But perseverance and self-belief helped me reach my goal.” ~Will\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"637\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528351 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg\" width=\"637\" height=\"478\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg 637w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-520x390.jpg 520w\" sizes=\"(max-width: 637px) 100vw, 637px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528346 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png\" width=\"640\" height=\"648\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-160x162.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-800x810.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-768x778.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-960x972.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-240x243.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-375x380.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-520x526.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting.png 1126w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>When I first started NaNoWrimo I thought it was going to be boring because writing is not my favorite thing to do. My opinion has now changed. NaNoWriMo has shown me that writing doesn’t always have to be boring. Writing can be fun.” ~Jaime\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528344 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528345 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>“Since writing my novel I feel more comfortable with my creative abilities. I never thought that I could create a whole new world the way that I did.” ~Ariana\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“In these writing periods, I figured out how to calm myself down and actually just write, without letting distractions get the best of me.” ~Nolan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“As I wrote my novel, I got to know my characters more and more. I developed real feelings for the people I made up, and I wanted the best for them. When writing something longer than an essay or a very short story, I found it easier to connect with the characters as if they were real people.” ~Megan\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally writing has been a solitary activity, but NaNoWriMo has turned it into a world-wide challenge within an enthusiastic \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=nanowrimo\">\u003cspan style=\"font-weight: 400\">community of WriMos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who discover the power of online writing, forums, feedback, and publication. What better way to teach our students a myriad of digital literacy skills than through such an engaging, rewarding writing project?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you would like to learn more about bringing the NaNoWriMo challenge to your students, check out my NaNoTeacher website \u003c/span>\u003ca href=\"http://nanoteacher.weebly.com/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, follow my blog \u003c/span>\u003ca href=\"https://laurabradley.me/?s=nanowrimo\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and contact me on Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBRADLEY\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "“No offense, Mrs. Bradley, but when I knew my writing was going to be posted on a blog where all my friends would see, I worked a lot harder on it than when only you were going to read it!” This student’s reflection on how blogging impacted her writing was the impetus that brought about",
"title": "NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“No offense, Mrs. Bradley, but when I knew my writing was going to be posted on a blog where all my friends would see, I worked a lot harder on it than when only you were going to read it!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This student’s reflection on how blogging impacted her writing was the impetus that brought about the most significant changes in my middle school English curriculum. I had already discovered that when students learn to write in digital spaces like Google Docs, they also learn to read and respond appropriately to one another’s writing (via comments), work productively in shared digital spaces, and revise their writing during the process in response to teacher comments. Moving their \u003c/span>\u003ca href=\"https://bradleybooks.wordpress.com/\">\u003cspan style=\"font-weight: 400\">writing to blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> added that critical component of a meaningful audience, and my students’ responses to it was significant.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But digital spaces like Docs and blogs offer little improvement to the writing experience if students aren’t fully engaged in the writing itself. Do they have some say in what they write? Do they feel connected to the topic? Do they discover that sweet spot of challenging work that with support is also accessible? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I discovered \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/for-educators\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (National Novel Writing Month) – “a fun, seat-of-your-pants approach to creative writing” that specifically calls upon those willing to accept the challenge, my 8th graders for example, to write a novel in the month of November. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the novel that students write during NaNoWriMo is a very rough draft, some students \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#revision\">\u003cspan style=\"font-weight: 400\">continue the process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they have a final draft worthy of \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#publishing\">\u003cspan style=\"font-weight: 400\">publication\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>\u003cspan style=\"font-weight: 400\">And thanks to \u003c/span>\u003ca href=\"https://www.createspace.com/\">\u003cspan style=\"font-weight: 400\">CreateSpace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online self-publishing site owned by Amazon, some of my students are now even \u003c/span>\u003ca href=\"https://www.amazon.com/gp/richpub/listmania/fullview/R3IWOK0I7X0W4E\">\u003cspan style=\"font-weight: 400\">selling their novels online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528349\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-528349\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg\" alt=\"\" width=\"800\" height=\"598\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-768x574.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1020x762.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1920x1434.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1180x881.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-960x717.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-240x179.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-375x280.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-520x388.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Novels my students have written and self-published\u003c/figcaption>\u003c/figure>\n\u003cp>Now that’s about as real-world as the writing classroom can get, right?\u003c/p>\n\u003cp>To help teachers who have never written a novel guide their students through the brainstorming, outlining, plotting, and writing of their first novel, the \u003ca href=\"https://ywp.nanowrimo.org/\">NaNoWriMo website\u003c/a> from the Young Writers Program offers teachers a wealth of resources, including free common-core aligned \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#lessonplans\">curriculum\u003c/a> and student \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#workbooks\">workbooks\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/home\">\u003cspan style=\"font-weight: 400\">NaNoWriMo website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also offers students a kind of social media site\u003c/span>\u003cspan style=\"font-weight: 400\">, which means that students learn a variety of 21st century digital skills when they join this writing community. Starting with the basics and moving into some critical online skills, NaNoWriMo helps students practice:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choosing appropriate usernames\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Creating safe passwords\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting in shared digital spaces\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participating in online forums\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sharing work online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Collaborating with other writers online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Responding to feedback online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Supporting other writers online\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if everyone who participates in some kind of online conversation (think of all those comment threads…) had first learned how to do so with a teacher’s guidance through engaging school work? What a civil, collaborative, respectful world we could be!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All in all, NaNoWriMo \u003c/span>\u003cspan style=\"font-weight: 400\">is a powerful project-based learning opportunity that engages students in a meaningful challenge that incorporates a whole host of writing and digital literacy skills. But I must admit that my first response to NaNoWriMo was, “Are 8th graders really capable of writing novels?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students’ responses over the past six years have shown me that not only are they up for the challenge, they are far more confident and competent novelists than I am.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NaNoWriMo offers students the perfect combination of student voice and choice, compelling challenge, digital writing, publication, and so much more.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“Writing a novel has greatly boosted my confidence about future essays and writing projects, mostly because now I know that if I can write fifteen thousand words, it should be way easier to write shorter assignments.” ~\u003c/em>Jaxon\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“[NaNoWriMo] has helped my confidence when writing. I am no longer so shy about letting people read what I have written, I now appreciate their feedback more, because it will help me become a better author.”\u003c/em> ~Kathleen\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Another thing I have noticed is that my mind is really cool. I will be writing one part of my story, and then suddenly I have an idea that will come back later and completely knock my character off her feet.” ~Bailey\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Writing through this whole month has helped me be more confident as a writer, and finishing my novel has solidified that confidence. When I went through the climax of my story, I was getting close to the end of November and I didn’t know if I was going to finish. But perseverance and self-belief helped me reach my goal.” ~Will\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"637\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528351 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg\" width=\"637\" height=\"478\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg 637w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-520x390.jpg 520w\" sizes=\"(max-width: 637px) 100vw, 637px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528346 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png\" width=\"640\" height=\"648\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-160x162.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-800x810.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-768x778.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-960x972.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-240x243.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-375x380.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-520x526.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting.png 1126w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>When I first started NaNoWrimo I thought it was going to be boring because writing is not my favorite thing to do. My opinion has now changed. NaNoWriMo has shown me that writing doesn’t always have to be boring. Writing can be fun.” ~Jaime\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528344 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528345 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>“Since writing my novel I feel more comfortable with my creative abilities. I never thought that I could create a whole new world the way that I did.” ~Ariana\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“In these writing periods, I figured out how to calm myself down and actually just write, without letting distractions get the best of me.” ~Nolan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“As I wrote my novel, I got to know my characters more and more. I developed real feelings for the people I made up, and I wanted the best for them. When writing something longer than an essay or a very short story, I found it easier to connect with the characters as if they were real people.” ~Megan\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally writing has been a solitary activity, but NaNoWriMo has turned it into a world-wide challenge within an enthusiastic \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=nanowrimo\">\u003cspan style=\"font-weight: 400\">community of WriMos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who discover the power of online writing, forums, feedback, and publication. What better way to teach our students a myriad of digital literacy skills than through such an engaging, rewarding writing project?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you would like to learn more about bringing the NaNoWriMo challenge to your students, check out my NaNoTeacher website \u003c/span>\u003ca href=\"http://nanoteacher.weebly.com/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, follow my blog \u003c/span>\u003ca href=\"https://laurabradley.me/?s=nanowrimo\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and contact me on Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBRADLEY\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How Minecraft Teaches 5th Graders Video Game Design",
"headTitle": "How Minecraft Teaches 5th Graders Video Game Design | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Would you believe me if I told you that fifth graders can easily combine computer science, English language arts, statistics, engineering, science, game design and the design process in one super fun Create a Video Game Project? Well, with Minecraft they can.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are two examples of Minecraft video games my students created: \u003ca href=\"https://www.youtube.com/watch?v=tn4MJn8qdIA&t=20s\">Animal Cell Game\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=ts05ke6U8B8&t=62s\">Plant Cell Game\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>These games (sometimes also referred to as “minigames”) were all programmed, created and played in Minecraft, so they’re essentially a video game inside of a video game.\u003c/p>\n\u003cp>A\u003cspan style=\"font-weight: 400\">fter watching these games, you might be wondering how the player switched rooms, got the bad guys on the map, or even just how words were put on the screen. The answer: \u003c/span>\u003ca href=\"http://minecraft.gamepedia.com/Command_Block\">\u003cspan style=\"font-weight: 400\">command blocks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"aligncenter\" width=\"225\"]\u003ca href=\"https://www.youtube.com/watch?v=e5ww0c8wxzs\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500706 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg\" width=\"225\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg 225w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-150x150.jpg 150w\" sizes=\"(max-width: 225px) 100vw, 225px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A command block is a programmable block in Minecraft that can run one line of code, connect a series of command blocks together and create a program that will run in the Minecraft world. Command block coding may sound complicated, but it is actually very simple. \u003c/span>\u003c/p>\n\u003ch3>Your Turn\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re going to try to create a Minecraft video game of your own, please first watch \u003ca href=\"https://www.youtube.com/watch?v=DMJ9g8Nwk1w\">this video tutorial\u003c/a>. It is intended to supplement the written tutorial appearing below. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then also r\u003c/span>\u003cspan style=\"font-weight: 400\">emember to take advantage of the tab button for predictive text. This will keep your spelling and grammar correct while saving time while coding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To start building a level, find some space. Then push “/” and write the code.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/fill ~ ~ ~ ~L ~H ~W sea_lanturn 0 hollow\u003cbr>\n\u003c/em>L H W are variables for how high and how wide you want your room, so enter the numbers you want.\u003cem> \u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">3:29 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now that you have your room, you will need to write the code for a command block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/give @p command_block\u003cbr>\n\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">6:03 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you have a command block place it on the ground with a “right click” and “right click” it again to go inside and write the code. Remember to use one line of code per block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/clear @p\u003cbr>\n\u003c/em>This command prevents cheating by clearing out the player inventory so players can’t have materials in the game that the game maker doesn’t want them to have. “@p” means at player, the item will be given to the closest player to the block. \u003c/span>\u003cspan style=\"font-weight: 400\">6:40 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/gamemode 2 @p\u003cbr>\n\u003c/em>This puts the player in adventure mode so they can take damage and will not be able to break blocks. \u003c/span>\u003cspan style=\"font-weight: 400\">6:48 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next few blocks will use the “give” command and be used to give your players their gear. For example. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p diamond_sword\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p bow\u003cbr>\n\u003c/span>\u003c/em>\u003cspan style=\"font-weight: 400\">/give @p arrow 64\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">The number after the item is how many things you will give. \u003c/span>\u003cspan style=\"font-weight: 400\">You can put most anything in the game after the “@p”. 7:20 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You then need to code for the placement of the player and bad guys when they enter the level. Push the F3 (or Fn F3) to get the game coordinates on the screen, and find the block coordinates on the upper middle left of the screen labeled BLOCK. Then fly to the level and land in the place where you want the player to arrive, and where you want the bad guys to start from. Always write down your coordinates on paper when working with students. \u003c/span>\u003cspan style=\"font-weight: 400\">9:15 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Write the teleportation command. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/tp @p x y z\u003cbr>\nx y z are the three numbers that made up the block coordinate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now you can take care of what will happen when the player dies by creating a spawnpoint. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/spawnpoint @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">This command will set the spawnpoint to where the player is standing when the block is activated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To tell your game’s story and to give directions to your player, use the “say @p” command. Simply open the command block and write “say @p” after a space anything you write there will show up and the player’s screen when the command block is activated. \u003c/span>\u003cspan style=\"font-weight: 400\">8:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/say @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Anything you write after the @p will show up on the screen when the command block is activated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 2 command blocks will put in the game’s enemies and create a reset button. Start by leaving at least one space between your last block and the block that summons your enemies. This space is so you can create a “piston break system” in order to control the number of bad guys in the game. The break system is necessary because after a player dies and pushes the button to re-enter the level, the command that created the enemies gets activated again. Now there are both new and old mobs trying to kill your player making the game impossible and lagging your system. The brake system will keep this from happening. The reset will be a separate button that will fix the break and is only pushed when new games are started.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put down your enemies block and write the summon command.\u003c/span>\u003c/p>\n\u003cp>\u003cem>/summon zombie x y z\u003c/em>\u003cbr>\nRemember you took the coordinates a few steps ago.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This block, as it stands, will only summon one zombie. If you want lots of zombies, change the command block into a repeat command block by clicking the button on the bottom left of the screen. A repeat command block will repeat the command as long as there is electricity on the block. This way you will have more like 15 mobs instead of one. (Mob are what monsters are called in Minecraft.) The command block will turn purple too. \u003c/span>\u003cspan style=\"font-weight: 400\">11:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An important thing to know about.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500702\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png\" width=\"600\" height=\"337\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27.png 854w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9SLikvD-9jc&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">this video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to build the break system and reset button. The reset button will use the setblock command and replace the part of the wire that was broken by the brake system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/setblock x y z redstone_wire\u003cbr>\n\u003c/span>Make sure you get the coordinate from the space where the piston brakes with red stone wire.\u003c/p>\n\u003ch3>Cross-Curriculum Subjects\u003c/h3>\n\u003cp>When creating our cell minigames, my class studied English language arts and science by writing the storylines — each level must contain a written story that includes information about the organelle and its role in the cell as well as instructions on how to play the game. I used this for science but it could be used for any academic subject. I had my students create a Google doc to tell the story of their game — the first and last paragraphs tell us why we are in the game, and the closing paragraph tells us what happens after you beat the game. The students then cut and paste their paragraphs into the say @p command block.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math is all over Minecraft. For example, the command blocks covers coordinate planes, the fill command covers volume and surface area, and the set designed covers measurement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the games were complete, we had a game review day. My students brainstormed ideas about what makes a good game, and played and rated each others game. We also ran statistics and made charts. I was so impressed with the real-world math applications my students found in the process of game design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500700\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png\" width=\"600\" height=\"145\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-160x39.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-768x185.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1020x246.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1180x284.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-960x231.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-240x58.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-375x90.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-520x125.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM.png 1195w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you haven’t started teaching Minecraft, please be the rock star teacher that brings it to your school. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can find information on how to get started at the \u003c/span>\u003ca href=\"https://education.minecraft.net/faq/where-do-i-buy-it/\">\u003cspan style=\"font-weight: 400\">Minecraft Education Edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website, and if you are a teacher and want to see my math lessons please sign up at \u003c/span>\u003ca href=\"http://www.mathcraftteachers.com/\">\u003cspan style=\"font-weight: 400\">Mathcraft PLC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n",
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"description": "Would you believe me if I told you that fifth graders can easily combine computer science, English language arts, statistics, engineering, science, game design and the design process in one super fun Create a Video Game Project? Well, with Minecraft they can. Here are two examples of Minecraft video games my students created: Animal Cell",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Would you believe me if I told you that fifth graders can easily combine computer science, English language arts, statistics, engineering, science, game design and the design process in one super fun Create a Video Game Project? Well, with Minecraft they can.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are two examples of Minecraft video games my students created: \u003ca href=\"https://www.youtube.com/watch?v=tn4MJn8qdIA&t=20s\">Animal Cell Game\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=ts05ke6U8B8&t=62s\">Plant Cell Game\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>These games (sometimes also referred to as “minigames”) were all programmed, created and played in Minecraft, so they’re essentially a video game inside of a video game.\u003c/p>\n\u003cp>A\u003cspan style=\"font-weight: 400\">fter watching these games, you might be wondering how the player switched rooms, got the bad guys on the map, or even just how words were put on the screen. The answer: \u003c/span>\u003ca href=\"http://minecraft.gamepedia.com/Command_Block\">\u003cspan style=\"font-weight: 400\">command blocks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"aligncenter\" width=\"225\"]\u003ca href=\"https://www.youtube.com/watch?v=e5ww0c8wxzs\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500706 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg\" width=\"225\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg 225w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-150x150.jpg 150w\" sizes=\"(max-width: 225px) 100vw, 225px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A command block is a programmable block in Minecraft that can run one line of code, connect a series of command blocks together and create a program that will run in the Minecraft world. Command block coding may sound complicated, but it is actually very simple. \u003c/span>\u003c/p>\n\u003ch3>Your Turn\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re going to try to create a Minecraft video game of your own, please first watch \u003ca href=\"https://www.youtube.com/watch?v=DMJ9g8Nwk1w\">this video tutorial\u003c/a>. It is intended to supplement the written tutorial appearing below. \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\">Then also r\u003c/span>\u003cspan style=\"font-weight: 400\">emember to take advantage of the tab button for predictive text. This will keep your spelling and grammar correct while saving time while coding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To start building a level, find some space. Then push “/” and write the code.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/fill ~ ~ ~ ~L ~H ~W sea_lanturn 0 hollow\u003cbr>\n\u003c/em>L H W are variables for how high and how wide you want your room, so enter the numbers you want.\u003cem> \u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">3:29 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now that you have your room, you will need to write the code for a command block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/give @p command_block\u003cbr>\n\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">6:03 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you have a command block place it on the ground with a “right click” and “right click” it again to go inside and write the code. Remember to use one line of code per block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/clear @p\u003cbr>\n\u003c/em>This command prevents cheating by clearing out the player inventory so players can’t have materials in the game that the game maker doesn’t want them to have. “@p” means at player, the item will be given to the closest player to the block. \u003c/span>\u003cspan style=\"font-weight: 400\">6:40 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/gamemode 2 @p\u003cbr>\n\u003c/em>This puts the player in adventure mode so they can take damage and will not be able to break blocks. \u003c/span>\u003cspan style=\"font-weight: 400\">6:48 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next few blocks will use the “give” command and be used to give your players their gear. For example. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p diamond_sword\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p bow\u003cbr>\n\u003c/span>\u003c/em>\u003cspan style=\"font-weight: 400\">/give @p arrow 64\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">The number after the item is how many things you will give. \u003c/span>\u003cspan style=\"font-weight: 400\">You can put most anything in the game after the “@p”. 7:20 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You then need to code for the placement of the player and bad guys when they enter the level. Push the F3 (or Fn F3) to get the game coordinates on the screen, and find the block coordinates on the upper middle left of the screen labeled BLOCK. Then fly to the level and land in the place where you want the player to arrive, and where you want the bad guys to start from. Always write down your coordinates on paper when working with students. \u003c/span>\u003cspan style=\"font-weight: 400\">9:15 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Write the teleportation command. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/tp @p x y z\u003cbr>\nx y z are the three numbers that made up the block coordinate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now you can take care of what will happen when the player dies by creating a spawnpoint. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/spawnpoint @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">This command will set the spawnpoint to where the player is standing when the block is activated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To tell your game’s story and to give directions to your player, use the “say @p” command. Simply open the command block and write “say @p” after a space anything you write there will show up and the player’s screen when the command block is activated. \u003c/span>\u003cspan style=\"font-weight: 400\">8:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/say @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Anything you write after the @p will show up on the screen when the command block is activated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 2 command blocks will put in the game’s enemies and create a reset button. Start by leaving at least one space between your last block and the block that summons your enemies. This space is so you can create a “piston break system” in order to control the number of bad guys in the game. The break system is necessary because after a player dies and pushes the button to re-enter the level, the command that created the enemies gets activated again. Now there are both new and old mobs trying to kill your player making the game impossible and lagging your system. The brake system will keep this from happening. The reset will be a separate button that will fix the break and is only pushed when new games are started.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put down your enemies block and write the summon command.\u003c/span>\u003c/p>\n\u003cp>\u003cem>/summon zombie x y z\u003c/em>\u003cbr>\nRemember you took the coordinates a few steps ago.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This block, as it stands, will only summon one zombie. If you want lots of zombies, change the command block into a repeat command block by clicking the button on the bottom left of the screen. A repeat command block will repeat the command as long as there is electricity on the block. This way you will have more like 15 mobs instead of one. (Mob are what monsters are called in Minecraft.) The command block will turn purple too. \u003c/span>\u003cspan style=\"font-weight: 400\">11:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An important thing to know about.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500702\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png\" width=\"600\" height=\"337\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27.png 854w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9SLikvD-9jc&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">this video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to build the break system and reset button. The reset button will use the setblock command and replace the part of the wire that was broken by the brake system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/setblock x y z redstone_wire\u003cbr>\n\u003c/span>Make sure you get the coordinate from the space where the piston brakes with red stone wire.\u003c/p>\n\u003ch3>Cross-Curriculum Subjects\u003c/h3>\n\u003cp>When creating our cell minigames, my class studied English language arts and science by writing the storylines — each level must contain a written story that includes information about the organelle and its role in the cell as well as instructions on how to play the game. I used this for science but it could be used for any academic subject. I had my students create a Google doc to tell the story of their game — the first and last paragraphs tell us why we are in the game, and the closing paragraph tells us what happens after you beat the game. The students then cut and paste their paragraphs into the say @p command block.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math is all over Minecraft. For example, the command blocks covers coordinate planes, the fill command covers volume and surface area, and the set designed covers measurement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the games were complete, we had a game review day. My students brainstormed ideas about what makes a good game, and played and rated each others game. We also ran statistics and made charts. I was so impressed with the real-world math applications my students found in the process of game design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500700\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png\" width=\"600\" height=\"145\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-160x39.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-768x185.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1020x246.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1180x284.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-960x231.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-240x58.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-375x90.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-520x125.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM.png 1195w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you haven’t started teaching Minecraft, please be the rock star teacher that brings it to your school. \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\">You can find information on how to get started at the \u003c/span>\u003ca href=\"https://education.minecraft.net/faq/where-do-i-buy-it/\">\u003cspan style=\"font-weight: 400\">Minecraft Education Edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website, and if you are a teacher and want to see my math lessons please sign up at \u003c/span>\u003ca href=\"http://www.mathcraftteachers.com/\">\u003cspan style=\"font-weight: 400\">Mathcraft PLC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Tips and Tricks for Using Google Apps with Kindergartners",
"headTitle": "Tips and Tricks for Using Google Apps with Kindergartners | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I \u003c/span>\u003cspan style=\"font-weight: 400\">have been teaching for 34 years, and this year, for the first time, I decided to have my students explore the world of Google Classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why, you may ask, did I wait so long?, especially given the fact that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003ca href=\"https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html\">\u003ci> \u003c/i>\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that in the past five years Google has gone from “an interesting possibility to the dominant way that schools around the country teach students to find information, create documents, and turn them in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well, for starters, I’m relatively new to technology — I’ve been one of those teachers who has been comfortable just using iPads and children’s websites. Another reason centers around limited computer resources. To use computers at my school, I either have to take my students to the computer lab, or I have to sign them up for access to the portable cart, which contains a single class set of Chromebooks. In either case, access is limited. I also hesitated because my students are kindergarteners, only 5 and 6 years old. In any event, in March, I decided to give Google a go, starting with reserving one hour a week to teach my 26 students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After teaching my students their initials, they were ready to learn how to sign onto Google Classroom. During the first hour I had students sign on and sign off three times, or until I was sure they were confident. Once students learned, I was able to use them as teacher helpers, and they loved helping each other. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second time my students got out their personal Chromebooks, logging in was effortless. I had assigned some games from Google Classroom that I had created using Google Drawing. These games helped them manipulate numbers and letters using the mouse pad and arrows. I also assigned some safari animal videos from Google Classroom for them to watch. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing how quickly my students were learning increased my confidence in the process. When students saw a struggling classmate, they got up on their own and helped. We soon developed a cadre of student experts, and I was amazed at the lack of fear and the confidence they quickly gained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I call my classroom Suburu’s Safari and I use safari animals as a way to teach elements of the curriculum. After showing students how to research animals on the Internet, as well as reading non-fiction books to them, I required them to write a full page of facts, in complete sentences with capitals and periods, in their safari book. Given the amount of time we spent on the books, and my students’ high interest in the project, I thought that having each one create a Google Slides presentation for their parents would be a fun and challenging extension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first slide consisted of writing their title, which included their name with an apostrophe (s) and the word “safari” (e.g. Jason’s Safari). Thanks to Starfall Language Arts lessons. \u003c/span>\u003ca href=\"http://www.starfall.com/\">\u003cspan style=\"font-weight: 400\">Starfall: Learn to Read with Phonics, Learn Mathematics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my students know that apostrophe means it belongs to them. I showed them how to search for a picture using Google Images and how to choose the picture to include in their slide presentation. Shrinking and moving pictures was a challenging and slow process to teach, but I had two upper-grade helpers assist me. After we created the title slide, I taught my students how to create a new slide by highlighting the previous slide and pushing the plus sign. I demonstrated everything on my computer, using the projector and big screen, then they tried it. When it came time to choose a new picture for their new slide, most of the children remembered and chose their picture from Google Images without help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next challenge was creating a text box under the picture so students could type information from their safari books. I did not create a template slide for them to use because I felt that teaching the text box tool was more advantageous. Showing them where to locate the text box icon on the toolbar was not simple and required a huge amount of teacher and student patience. My two helpers and I went to each child and showed them how to manipulate their mouse pads. I taught them how to use the shift key for capitals, where the period was, and how to use the space bar, which I call Mr. Spaceman or Mrs. Spacewoman. By the third slide, many students were able to manipulate their text box to the correct size by themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next lessons became simpler. By the fourth hour, children were making their own text boxes and doing their slideshows without much assistance — creating a slide for each animal. I no longer needed outside help, since I had learned so much and I had plenty of five- and six-year-old helpers. The final slide in each presentation was a dedication to someone special, like their mom, and students told why they dedicated their slideshow to that person. Most children finished all seven slides in about seven sessions. Some were faster and others were slower. When they finished, I taught students how to turn them in, and I edited \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1rOeuG135oQ-sSNmWMHBAgBAuedgUbO9e8nNXuTA0U_I/edit?ts=5917e016\">\u003cspan style=\"font-weight: 400\">them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-495589 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM.png\" width=\"651\" height=\"484\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM.png 651w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-240x178.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-375x279.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-520x387.png 520w\" sizes=\"(max-width: 651px) 100vw, 651px\">I would be remiss if I failed to admit that I was highly stressed during the early lessons, especially since I was learning along with my students. But I learned valuable lessons through this experience that I can now share with others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I especially look forward to sharing the valuable lessons I learned with kindergarten teachers who only now are beginning to have their students explore the world of tech and media.\u003c/p>\n\u003cdiv class=\"yj6qo ajU\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I \u003c/span>\u003cspan style=\"font-weight: 400\">have been teaching for 34 years, and this year, for the first time, I decided to have my students explore the world of Google Classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why, you may ask, did I wait so long?, especially given the fact that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003ca href=\"https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html\">\u003ci> \u003c/i>\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that in the past five years Google has gone from “an interesting possibility to the dominant way that schools around the country teach students to find information, create documents, and turn them in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well, for starters, I’m relatively new to technology — I’ve been one of those teachers who has been comfortable just using iPads and children’s websites. Another reason centers around limited computer resources. To use computers at my school, I either have to take my students to the computer lab, or I have to sign them up for access to the portable cart, which contains a single class set of Chromebooks. In either case, access is limited. I also hesitated because my students are kindergarteners, only 5 and 6 years old. In any event, in March, I decided to give Google a go, starting with reserving one hour a week to teach my 26 students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After teaching my students their initials, they were ready to learn how to sign onto Google Classroom. During the first hour I had students sign on and sign off three times, or until I was sure they were confident. Once students learned, I was able to use them as teacher helpers, and they loved helping each other. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second time my students got out their personal Chromebooks, logging in was effortless. I had assigned some games from Google Classroom that I had created using Google Drawing. These games helped them manipulate numbers and letters using the mouse pad and arrows. I also assigned some safari animal videos from Google Classroom for them to watch. \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\">Seeing how quickly my students were learning increased my confidence in the process. When students saw a struggling classmate, they got up on their own and helped. We soon developed a cadre of student experts, and I was amazed at the lack of fear and the confidence they quickly gained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I call my classroom Suburu’s Safari and I use safari animals as a way to teach elements of the curriculum. After showing students how to research animals on the Internet, as well as reading non-fiction books to them, I required them to write a full page of facts, in complete sentences with capitals and periods, in their safari book. Given the amount of time we spent on the books, and my students’ high interest in the project, I thought that having each one create a Google Slides presentation for their parents would be a fun and challenging extension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first slide consisted of writing their title, which included their name with an apostrophe (s) and the word “safari” (e.g. Jason’s Safari). Thanks to Starfall Language Arts lessons. \u003c/span>\u003ca href=\"http://www.starfall.com/\">\u003cspan style=\"font-weight: 400\">Starfall: Learn to Read with Phonics, Learn Mathematics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my students know that apostrophe means it belongs to them. I showed them how to search for a picture using Google Images and how to choose the picture to include in their slide presentation. Shrinking and moving pictures was a challenging and slow process to teach, but I had two upper-grade helpers assist me. After we created the title slide, I taught my students how to create a new slide by highlighting the previous slide and pushing the plus sign. I demonstrated everything on my computer, using the projector and big screen, then they tried it. When it came time to choose a new picture for their new slide, most of the children remembered and chose their picture from Google Images without help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next challenge was creating a text box under the picture so students could type information from their safari books. I did not create a template slide for them to use because I felt that teaching the text box tool was more advantageous. Showing them where to locate the text box icon on the toolbar was not simple and required a huge amount of teacher and student patience. My two helpers and I went to each child and showed them how to manipulate their mouse pads. I taught them how to use the shift key for capitals, where the period was, and how to use the space bar, which I call Mr. Spaceman or Mrs. Spacewoman. By the third slide, many students were able to manipulate their text box to the correct size by themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next lessons became simpler. By the fourth hour, children were making their own text boxes and doing their slideshows without much assistance — creating a slide for each animal. I no longer needed outside help, since I had learned so much and I had plenty of five- and six-year-old helpers. The final slide in each presentation was a dedication to someone special, like their mom, and students told why they dedicated their slideshow to that person. Most children finished all seven slides in about seven sessions. Some were faster and others were slower. When they finished, I taught students how to turn them in, and I edited \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1rOeuG135oQ-sSNmWMHBAgBAuedgUbO9e8nNXuTA0U_I/edit?ts=5917e016\">\u003cspan style=\"font-weight: 400\">them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-495589 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM.png\" width=\"651\" height=\"484\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM.png 651w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-240x178.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-375x279.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-19-at-6.15.34-AM-520x387.png 520w\" sizes=\"(max-width: 651px) 100vw, 651px\">I would be remiss if I failed to admit that I was highly stressed during the early lessons, especially since I was learning along with my students. But I learned valuable lessons through this experience that I can now share with others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I especially look forward to sharing the valuable lessons I learned with kindergarten teachers who only now are beginning to have their students explore the world of tech and media.\u003c/p>\n\u003cdiv class=\"yj6qo ajU\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "The Student-Produced TED-Ed Lesson: A Lesson Worth Sharing?",
"headTitle": "The Student-Produced TED-Ed Lesson: A Lesson Worth Sharing? | KQED",
"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">At its core, a \u003c/span>\u003ca href=\"http://ed.ted.com/\">\u003cspan style=\"font-weight: 400\">TED-Ed Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a three-to five-minute animated video that focuses on topics ranging from chemistry to Shakespeare to origami, and is often created by a teacher working collaboratively with a TED-Ed scriptwriter, a professional animator and a professional voice over actor. But can a small group of high school students create a TED-Ed Lesson? And if so, could a student-produced lesson prove valuable in classrooms worldwide?\u003c/span>\u003c/p>\n\u003cp>To answer the first question, I reached out over a year ago to the folks at TED-Ed and got the following response:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Generally, we’re open to students nominating themselves for a chance to work with us on a TED-Ed Lesson. That said, a student would need to be an expert in the facts and background of the content.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a way for students to create a TED-Ed Lesson — one discovered by my world history students this past year, and which doesn’t need the help of a TED-Ed script writer, a professional animator or voiceover actor. An entirely student-produced TED-Ed Lesson. It is possible, and my students have proven it.\u003c/span>\u003c/p>\n\u003cp>So what do these student-produced TED-Ed lessons look like? To find out, click on any one of the following:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/2j66WF4E#review\">\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/yAluZZEJ#review\">\u003cspan style=\"font-weight: 400\">The Fight for the Favelas\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/Ezh9BZVJ#review\">\u003cspan style=\"font-weight: 400\">The Surrender of the Last Japanese World War II Soldier\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/WTG29v9n#watch\">\u003cspan style=\"font-weight: 400\">South China Sea Territorial Dispute\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/lbbISetK#review\">Sherman’s March to the Sea\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/RU9BZYlt#review\">The Attack on Benghazi\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/ApqnVFPl#watch\">The Armenian Genocide\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/MYQHx25T\">Hitler’s Mein Kampf: Again a Bestseller in Germany\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ten-step process for producing one of these lessons is described below.\u003c/span>\u003c/p>\n\u003ch3>Step No.1\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups of two or three. (I also permit some students to work on their own.) \u003c/span>\u003c/p>\n\u003ch3>Step No. 2\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group of students meets with the teacher to discuss a potential topic for the group’s TED-Ed Lesson. Only when groups have received the teacher’s permission may they move on to step \u003c/span>\u003c/p>\n\u003ch3>Step No. 3\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group makes a copy of the Google Doc entitled \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1DssKa86592gOqWseVfpB7X5tkrhY0w2X_71dsDkoDuw/edit\">\u003cspan style=\"font-weight: 400\">Planning Notes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 4\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are provided class time to complete the Planning Notes. I provided my students one day per week for approximately 25 weeks. To see a copy of the completed Planning Notes for the lesson entitled \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1skMmWrZ0UkhTgIXPOH-u2ARm0u2nOXtx610g3B3svBc/edit#\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 5\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">At some point along the way, week 20 or so, each group produces a 500-word script. The script must be properly footnoted and pass through an online plagiarism detection application program. Completed scripts are presented to the teacher, and only when groups have received the teacher’s permission may they continue to step No. 6.\u003c/span>\u003c/p>\n\u003ch3>Step No. 6\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group creates a Google Slide Show Presentation with the script text and images worked into the proper places. \u003c/span>\u003c/p>\n\u003ch3>Step No. 7\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group records their script into their slide show presentation. There are a multiple ways to do this. Rather than require my students to do it one way or another, I let them decide. \u003c/span>\u003c/p>\n\u003ch3>Step No. 8\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group uploads their recorded slide show presentation to Youtube.\u003c/span>\u003c/p>\n\u003ch3>Step No. 9\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ea\u003c/span>\u003cspan style=\"font-weight: 400\">ch group follows the directions on the \u003c/span>\u003ca href=\"https://ed.ted.com/videos\">\u003cspan style=\"font-weight: 400\">Create a Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> section of the TED-Ed website.\u003c/span>\u003c/p>\n\u003ch3>Step No. 10\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group shares their completed TED-Ed Lesson with the class. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to TED-Ed, a teacher-produced TED-Ed Lesson will be viewed 100,000 times on average. As for how many times a student-produced TED-Ed Lesson will be viewed, it’s too soon to know. \u003c/span>\u003c/p>\n\u003cp>But, with this assignment, viewership isn’t what’s important. The real value is giving students the chance to learn history in a way that they’re sure to find interesting, informative and engaging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, I wouldn’t be surprised if, eventually, various student-produced TED-Ed Lessons are declared worth sharing in at least a small handful of classrooms worldwide.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">At its core, a \u003c/span>\u003ca href=\"http://ed.ted.com/\">\u003cspan style=\"font-weight: 400\">TED-Ed Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a three-to five-minute animated video that focuses on topics ranging from chemistry to Shakespeare to origami, and is often created by a teacher working collaboratively with a TED-Ed scriptwriter, a professional animator and a professional voice over actor. But can a small group of high school students create a TED-Ed Lesson? And if so, could a student-produced lesson prove valuable in classrooms worldwide?\u003c/span>\u003c/p>\n\u003cp>To answer the first question, I reached out over a year ago to the folks at TED-Ed and got the following response:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Generally, we’re open to students nominating themselves for a chance to work with us on a TED-Ed Lesson. That said, a student would need to be an expert in the facts and background of the content.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a way for students to create a TED-Ed Lesson — one discovered by my world history students this past year, and which doesn’t need the help of a TED-Ed script writer, a professional animator or voiceover actor. An entirely student-produced TED-Ed Lesson. It is possible, and my students have proven it.\u003c/span>\u003c/p>\n\u003cp>So what do these student-produced TED-Ed lessons look like? To find out, click on any one of the following:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/2j66WF4E#review\">\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/yAluZZEJ#review\">\u003cspan style=\"font-weight: 400\">The Fight for the Favelas\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/Ezh9BZVJ#review\">\u003cspan style=\"font-weight: 400\">The Surrender of the Last Japanese World War II Soldier\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/WTG29v9n#watch\">\u003cspan style=\"font-weight: 400\">South China Sea Territorial Dispute\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/lbbISetK#review\">Sherman’s March to the Sea\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/RU9BZYlt#review\">The Attack on Benghazi\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/ApqnVFPl#watch\">The Armenian Genocide\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/MYQHx25T\">Hitler’s Mein Kampf: Again a Bestseller in Germany\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ten-step process for producing one of these lessons is described below.\u003c/span>\u003c/p>\n\u003ch3>Step No.1\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups of two or three. (I also permit some students to work on their own.) \u003c/span>\u003c/p>\n\u003ch3>Step No. 2\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group of students meets with the teacher to discuss a potential topic for the group’s TED-Ed Lesson. Only when groups have received the teacher’s permission may they move on to step \u003c/span>\u003c/p>\n\u003ch3>Step No. 3\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group makes a copy of the Google Doc entitled \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1DssKa86592gOqWseVfpB7X5tkrhY0w2X_71dsDkoDuw/edit\">\u003cspan style=\"font-weight: 400\">Planning Notes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 4\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are provided class time to complete the Planning Notes. I provided my students one day per week for approximately 25 weeks. To see a copy of the completed Planning Notes for the lesson entitled \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1skMmWrZ0UkhTgIXPOH-u2ARm0u2nOXtx610g3B3svBc/edit#\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 5\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">At some point along the way, week 20 or so, each group produces a 500-word script. The script must be properly footnoted and pass through an online plagiarism detection application program. Completed scripts are presented to the teacher, and only when groups have received the teacher’s permission may they continue to step No. 6.\u003c/span>\u003c/p>\n\u003ch3>Step No. 6\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group creates a Google Slide Show Presentation with the script text and images worked into the proper places. \u003c/span>\u003c/p>\n\u003ch3>Step No. 7\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group records their script into their slide show presentation. There are a multiple ways to do this. Rather than require my students to do it one way or another, I let them decide. \u003c/span>\u003c/p>\n\u003ch3>Step No. 8\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group uploads their recorded slide show presentation to Youtube.\u003c/span>\u003c/p>\n\u003ch3>Step No. 9\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ea\u003c/span>\u003cspan style=\"font-weight: 400\">ch group follows the directions on the \u003c/span>\u003ca href=\"https://ed.ted.com/videos\">\u003cspan style=\"font-weight: 400\">Create a Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> section of the TED-Ed website.\u003c/span>\u003c/p>\n\u003ch3>Step No. 10\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group shares their completed TED-Ed Lesson with the class. \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\">According to TED-Ed, a teacher-produced TED-Ed Lesson will be viewed 100,000 times on average. As for how many times a student-produced TED-Ed Lesson will be viewed, it’s too soon to know. \u003c/span>\u003c/p>\n\u003cp>But, with this assignment, viewership isn’t what’s important. The real value is giving students the chance to learn history in a way that they’re sure to find interesting, informative and engaging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, I wouldn’t be surprised if, eventually, various student-produced TED-Ed Lessons are declared worth sharing in at least a small handful of classrooms worldwide.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">How do we know our students are truly learning? Teachers often use tests and essays to gauge student achievement. And although these methods are useful ways to measure student performance, they place most of the responsibility of analysis on the teacher. What if students were also involved in actively analyzing their mastery?\u003c/span>\u003c/p>\n\u003cp>In my classroom, student reflection is regularly woven into each unit of study throughout the year. Below are eight ways I’ve found to encourage and promote this very important cognitive skill.\u003c/p>\n\u003ch3>Blogging\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">All my student have their own blog, and in addition to writing on topics of their choosing, I often also ask them to write about what they’ve learned from a lesson I’ve taught. My prompt usually includes variations of the following questions: After studying this unit, what conclusions can you draw? What do you think of the ideas and skills we covered during our lesson? What do you think about what you learned? Did you find these lessons meaningful or valuable? Why or why not? To learn more about incorporating student blogs into your teaching, check out my post “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">How to Inspire a New Generation of Writers Through Blogging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003ch3>Websites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">All my students also have their own website, which is a great way to showcase the projects they’ve worked on in my class. For each assignment they add to their site, I ask them to write a short paragraph of explanation and reflection. Because I teach in a \u003c/span>\u003ca href=\"https://blog.google/topics/education/introducing-g-suite-education/\">\u003cspan style=\"font-weight: 400\">G Suite for Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> district, my students use \u003c/span>\u003ca href=\"https://sites.google.com/new\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but there are also many beautiful website builders like \u003c/span>\u003ca href=\"http://www.wix.com/\">\u003cspan style=\"font-weight: 400\">Wix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that students might find equally easy to use.\u003c/span>\u003c/p>\n\u003ch3>Padlet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I love \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a virtual bulletin board where students can share ideas and crowdsource information. If building a website seems a bit daunting, then Padlet is a great alternative — it’s very easy to use. Students can post their projects on a Padlet and reflect on what they’ve learned.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fLGUL1k6UcA\u003c/p>\n\u003ch3>Google Slides\u003c/h3>\n\u003cp>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is not just a tool for creating presentations, it can also be used as a digital book. Think of each slide as a page in a book, and you get the idea. Students can upload or import each assignment into a separate slide, and write a short explanation for each one. With lots of fonts, colors and layouts to choose from, a reflective paragraph never looked so pretty.\u003c/span>\u003c/p>\n\u003ch3>Google Forms\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">What better way to keep things quick and simple than by collecting reflective responses in a \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Form\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? I love that Google Forms populates all responses into one spreadsheet. No need to click on 175 different files to read 175 paragraphs. You can also use the same form throughout the year to have students reflect on different assignments, since all responses are timestamped. \u003c/span>Below is an example of a form I use in my class for this purpose.\u003c/p>\n\u003cp>[media-credit id=11220 align=\"aligncenter\" width=\"523\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-492561 \" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Reflections-800x791.png\" width=\"523\" height=\"517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-800x791.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-160x158.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-768x760.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-1020x1009.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-1180x1167.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-960x950.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-240x237.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-375x371.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-520x514.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections.png 1470w\" sizes=\"(max-width: 523px) 100vw, 523px\">[/media-credit]\u003c/p>\n\u003ch3>Google Classroom\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I want my students to write a short paragraph, I often turn to \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Using its “Create Question” feature, I can quickly ask my students a reflective question, and they can post their replies. I can also decide if I want their answers to be viewable by only me, or if I want them to read and respond to each other’s ideas. What better way to promote reflection than to have students interact and evaluate each other’s responses?\u003c/span>\u003c/p>\n\u003ch3>Screencasts\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only is screencasting a fantastic tool for reflection, it promotes fluency skills as well. Students can open a digital assignment on their computer and record themselves talking about what they’ve learned from the lesson as they show the project on their screen. Some popular screencasting tools include \u003c/span>\u003ca href=\"https://www.screencastify.com/\">\u003cspan style=\"font-weight: 400\">Screencastify\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.apple.com/quicktime/\">\u003cspan style=\"font-weight: 400\">QuickTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://explaineverything.com/\">\u003cspan style=\"font-weight: 400\">Explain Everything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://products.office.com/en-us/powerpoint\">\u003cspan style=\"font-weight: 400\">PowerPoint 2016.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This list includes both free and paid software. Some are Web-based or specific to Mac, iOS or Windows platforms.\u003c/span>\u003c/p>\n\u003ch3>Student-Designed Assessments\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since last year, I have given my students the option of designing their own assessments. I first ask them to consider what skills and content they learned from a particular unit. For example, after reading Martin Luther King, Jr.’s “I Have a Dream” and Dolores Huerta’s “Proclamation of the Delano Grape Workers for International Boycott Day,” I asked them to reflect (in small groups) on their takeaways from the lesson. They replied: “We learned many rhetorical strategies and how they help make a speech powerful and convincing.” They also realized that “words are as powerful as actions,” and “problems can also be solved without violence.” After pinpointing the goals of the lesson, we craft a rubric together to identify the criteria that will be used to evaluate their assessment. Students have fun working on this project, and I love seeing their creativity.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, I want my students to become independent learners and critical thinkers. I truly believe that in order to learn, one has to be reflective. If you have found ways to encourage reflection in your students, please share your thoughts in the comments below.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How do we know our students are truly learning? Teachers often use tests and essays to gauge student achievement. And although these methods are useful ways to measure student performance, they place most of the responsibility of analysis on the teacher. What if students were also involved in actively analyzing their mastery?\u003c/span>\u003c/p>\n\u003cp>In my classroom, student reflection is regularly woven into each unit of study throughout the year. Below are eight ways I’ve found to encourage and promote this very important cognitive skill.\u003c/p>\n\u003ch3>Blogging\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">All my student have their own blog, and in addition to writing on topics of their choosing, I often also ask them to write about what they’ve learned from a lesson I’ve taught. My prompt usually includes variations of the following questions: After studying this unit, what conclusions can you draw? What do you think of the ideas and skills we covered during our lesson? What do you think about what you learned? Did you find these lessons meaningful or valuable? Why or why not? To learn more about incorporating student blogs into your teaching, check out my post “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">How to Inspire a New Generation of Writers Through Blogging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003ch3>Websites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">All my students also have their own website, which is a great way to showcase the projects they’ve worked on in my class. For each assignment they add to their site, I ask them to write a short paragraph of explanation and reflection. Because I teach in a \u003c/span>\u003ca href=\"https://blog.google/topics/education/introducing-g-suite-education/\">\u003cspan style=\"font-weight: 400\">G Suite for Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> district, my students use \u003c/span>\u003ca href=\"https://sites.google.com/new\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but there are also many beautiful website builders like \u003c/span>\u003ca href=\"http://www.wix.com/\">\u003cspan style=\"font-weight: 400\">Wix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that students might find equally easy to use.\u003c/span>\u003c/p>\n\u003ch3>Padlet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I love \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a virtual bulletin board where students can share ideas and crowdsource information. If building a website seems a bit daunting, then Padlet is a great alternative — it’s very easy to use. Students can post their projects on a Padlet and reflect on what they’ve learned.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/fLGUL1k6UcA'\n title='//www.youtube.com/embed/fLGUL1k6UcA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch3>Google Slides\u003c/h3>\n\u003cp>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is not just a tool for creating presentations, it can also be used as a digital book. Think of each slide as a page in a book, and you get the idea. Students can upload or import each assignment into a separate slide, and write a short explanation for each one. With lots of fonts, colors and layouts to choose from, a reflective paragraph never looked so pretty.\u003c/span>\u003c/p>\n\u003ch3>Google Forms\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">What better way to keep things quick and simple than by collecting reflective responses in a \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Form\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? I love that Google Forms populates all responses into one spreadsheet. No need to click on 175 different files to read 175 paragraphs. You can also use the same form throughout the year to have students reflect on different assignments, since all responses are timestamped. \u003c/span>Below is an example of a form I use in my class for this purpose.\u003c/p>\n\u003cp>[media-credit id=11220 align=\"aligncenter\" width=\"523\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-492561 \" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Reflections-800x791.png\" width=\"523\" height=\"517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-800x791.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-160x158.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-768x760.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-1020x1009.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-1180x1167.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-960x950.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-240x237.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-375x371.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-520x514.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Reflections.png 1470w\" sizes=\"(max-width: 523px) 100vw, 523px\">[/media-credit]\u003c/p>\n\u003ch3>Google Classroom\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I want my students to write a short paragraph, I often turn to \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Using its “Create Question” feature, I can quickly ask my students a reflective question, and they can post their replies. I can also decide if I want their answers to be viewable by only me, or if I want them to read and respond to each other’s ideas. What better way to promote reflection than to have students interact and evaluate each other’s responses?\u003c/span>\u003c/p>\n\u003ch3>Screencasts\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only is screencasting a fantastic tool for reflection, it promotes fluency skills as well. Students can open a digital assignment on their computer and record themselves talking about what they’ve learned from the lesson as they show the project on their screen. Some popular screencasting tools include \u003c/span>\u003ca href=\"https://www.screencastify.com/\">\u003cspan style=\"font-weight: 400\">Screencastify\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.apple.com/quicktime/\">\u003cspan style=\"font-weight: 400\">QuickTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://explaineverything.com/\">\u003cspan style=\"font-weight: 400\">Explain Everything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://products.office.com/en-us/powerpoint\">\u003cspan style=\"font-weight: 400\">PowerPoint 2016.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This list includes both free and paid software. Some are Web-based or specific to Mac, iOS or Windows platforms.\u003c/span>\u003c/p>\n\u003ch3>Student-Designed Assessments\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since last year, I have given my students the option of designing their own assessments. I first ask them to consider what skills and content they learned from a particular unit. For example, after reading Martin Luther King, Jr.’s “I Have a Dream” and Dolores Huerta’s “Proclamation of the Delano Grape Workers for International Boycott Day,” I asked them to reflect (in small groups) on their takeaways from the lesson. They replied: “We learned many rhetorical strategies and how they help make a speech powerful and convincing.” They also realized that “words are as powerful as actions,” and “problems can also be solved without violence.” After pinpointing the goals of the lesson, we craft a rubric together to identify the criteria that will be used to evaluate their assessment. Students have fun working on this project, and I love seeing their creativity.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, I want my students to become independent learners and critical thinkers. I truly believe that in order to learn, one has to be reflective. If you have found ways to encourage reflection in your students, please share your thoughts in the comments below.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch2>\u003cb>\u003ci>“I know that change can only be made by speaking out…”\u003c/i>\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it: people can be mean. In our online culture, bullying and name calling is rampant, and, naturally, that behavior seeps into our school environments. In response, some campaigns have been launched to spread awareness to end the use of harmful words. For example, the\u003c/span>\u003ca href=\"http://www.r-word.org/\">\u003cspan style=\"font-weight: 400\"> R-Word campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aims “to spread the word to end the word” when it comes to using the term “retard”.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you feel comfortable speaking up to your classmates and friends? \u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, since the presidential election, bullying attitudes of some students were emboldened, taking of the form of \u003c/span>\u003ca href=\"http://www.motherjones.com/politics/2016/11/schools-racism-trump-effect-harassment-bullying\">\u003cspan style=\"font-weight: 400\">hate speech and vandalism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While on a day-to-day basis, other actions may not be as extreme as the bigotry of racist slurs and symbols that go viral on the news, students are still confronted with harmful messages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what happens if the moment doesn’t make headlines? Or what if someone–maybe even a friend–repeats a widely used phrase? How do we feel about speaking up then?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this featured piece, \u003c/span>\u003cspan style=\"font-weight: 400\">freshman Anoushka Ambavanekar of Folsom, CA recalls a time when she chose to take a stand against a student who used the phrase, “that’s gay” to refer to something as “bad”. \u003c/span>\u003c/p>\n\u003ch3>“Taking a Stand” by Anoushka Ambavanekar\u003c/h3>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t be a bystander.” “Stand up for yourself and others.” “Make a change.” As students, we hear these things all the time, so often that they no longer have meaning. The words are drilled into us. We hear them and assure ourselves that we’re not bystanders, and that when it really comes to it, we are brave enough to make a change and advocate for what is right. But how many of us \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> stand up for what is right? And how many decide it’s a lost cause and take the easy route?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent event in one of my classes left me thinking about this. As a teacher assigned a piece of classwork, a classmate sitting next to me groaned and said, “This class is so gay.” “Did you have to use the word “gay” as an insult?”, I asked him disgustedly. He laughed and replied, “Yeah.” I attempted to explain that by calling a class gay when you mean to insult it implies that being gay is bad. He replied, “It is.” Some of our classmates around us began to defend him. I was confronted by a student who told me that it is “normal in society” to use ‘gay’ as an insult and that everyone does it. I fought, saying that just because it is normalized doesn’t mean it’s right. I replied saying, “Change is never made by accepting what society says is normal.” “Yeah, it is,” she told me. Seeing that I would not be able to convince her, I decided to not further an already lost battle. However, I knew that I did the right thing by at least trying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that change can only be made by speaking out and by protesting. By allowing things to stay the way they are, society will never change for the better. A well-known and relevant example is that of Rosa Parks. The day that Rosa Parks refused to give up her seat was an important day in civil rights history. Simply by refusing to accept what was normal at the time–discrimination against people of color– Rosa Parks made a large impact in inspiring others to do the same until tangible changes like the Civil Rights Act were made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I remember that day, as I tried to stand up for what I believed in, one of my friends looked at me and said, “Anoushka, stop.” Stop. Why would I stop? How could I just stop standing up for what I believed in, and for what was right? Of course, whenever you advocate for change, you are met with resistance and people telling you to just give up. And often times, this can come from even the people that you trusted most. However, in the words of author J. K. Rowling, “It takes a great deal of bravery to stand up to our enemies, but just as much to stand up to our friends.” And so, I looked her straight in the eyes and said, “No.” No, I will not stop. No, I will not back down. No, I will not give up in advocating for change. No, I will not stop standing up for what I know is right. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it may seem cliche, it’s true that even the smallest act of defiance against what is truly wrong can have the biggest effect. It takes courage to look someone in the eyes and say “No.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Have you ever experienced a situation with classmates or friends where you wanted to speak about something you felt was wrong? How did you react?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn more…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO:\u003ca href=\"http://www.npr.org/sections/ed/2017/04/05/522718288/fighting-hate-in-schools\"> Fighting Hate In Schools\u003c/a> (NPR)\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hate crimes saw a spike after November’s election, and middle and high schools saw a high number of them. What’s happening and how are administrators responding?\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"https://www.raceforward.org/practice/tools/drop-i-word-campaign\">Drop The I-Word Campaign\u003c/a>\u003ca href=\"http://www.nbcnews.com/news/asian-america/little-meaningful-change-hollywood-diversity-report-n644031\"> \u003c/a>\u003c/strong>\u003cstrong>(Colorlines/Race Forward)\u003c/strong>\u003cbr>\nIn this campaign launched in 2010, Race Forward seeks to eliminate the use of the word “illegal” from conversations about immigration.\u003c/p>\n\u003cp>\u003cstrong>GUIDE: \u003ca href=\"https://static1.squarespace.com/static/53b48ddce4b042f160c7405f/t/53e2b618e4b00cf957654ec9/1407366680304/Speak+Up+abridged_2014_SoC_web.pdf\">Speak Up! Responding To Everyday Bigotry\u003c/a> (Teaching Tolerance)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003cb>\u003ci>“I know that change can only be made by speaking out…”\u003c/i>\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it: people can be mean. In our online culture, bullying and name calling is rampant, and, naturally, that behavior seeps into our school environments. In response, some campaigns have been launched to spread awareness to end the use of harmful words. For example, the\u003c/span>\u003ca href=\"http://www.r-word.org/\">\u003cspan style=\"font-weight: 400\"> R-Word campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aims “to spread the word to end the word” when it comes to using the term “retard”.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you feel comfortable speaking up to your classmates and friends? \u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, since the presidential election, bullying attitudes of some students were emboldened, taking of the form of \u003c/span>\u003ca href=\"http://www.motherjones.com/politics/2016/11/schools-racism-trump-effect-harassment-bullying\">\u003cspan style=\"font-weight: 400\">hate speech and vandalism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While on a day-to-day basis, other actions may not be as extreme as the bigotry of racist slurs and symbols that go viral on the news, students are still confronted with harmful messages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what happens if the moment doesn’t make headlines? Or what if someone–maybe even a friend–repeats a widely used phrase? How do we feel about speaking up then?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this featured piece, \u003c/span>\u003cspan style=\"font-weight: 400\">freshman Anoushka Ambavanekar of Folsom, CA recalls a time when she chose to take a stand against a student who used the phrase, “that’s gay” to refer to something as “bad”. \u003c/span>\u003c/p>\n\u003ch3>“Taking a Stand” by Anoushka Ambavanekar\u003c/h3>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t be a bystander.” “Stand up for yourself and others.” “Make a change.” As students, we hear these things all the time, so often that they no longer have meaning. The words are drilled into us. We hear them and assure ourselves that we’re not bystanders, and that when it really comes to it, we are brave enough to make a change and advocate for what is right. But how many of us \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> stand up for what is right? And how many decide it’s a lost cause and take the easy route?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent event in one of my classes left me thinking about this. As a teacher assigned a piece of classwork, a classmate sitting next to me groaned and said, “This class is so gay.” “Did you have to use the word “gay” as an insult?”, I asked him disgustedly. He laughed and replied, “Yeah.” I attempted to explain that by calling a class gay when you mean to insult it implies that being gay is bad. He replied, “It is.” Some of our classmates around us began to defend him. I was confronted by a student who told me that it is “normal in society” to use ‘gay’ as an insult and that everyone does it. I fought, saying that just because it is normalized doesn’t mean it’s right. I replied saying, “Change is never made by accepting what society says is normal.” “Yeah, it is,” she told me. Seeing that I would not be able to convince her, I decided to not further an already lost battle. However, I knew that I did the right thing by at least trying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that change can only be made by speaking out and by protesting. By allowing things to stay the way they are, society will never change for the better. A well-known and relevant example is that of Rosa Parks. The day that Rosa Parks refused to give up her seat was an important day in civil rights history. Simply by refusing to accept what was normal at the time–discrimination against people of color– Rosa Parks made a large impact in inspiring others to do the same until tangible changes like the Civil Rights Act were made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I remember that day, as I tried to stand up for what I believed in, one of my friends looked at me and said, “Anoushka, stop.” Stop. Why would I stop? How could I just stop standing up for what I believed in, and for what was right? Of course, whenever you advocate for change, you are met with resistance and people telling you to just give up. And often times, this can come from even the people that you trusted most. However, in the words of author J. K. Rowling, “It takes a great deal of bravery to stand up to our enemies, but just as much to stand up to our friends.” And so, I looked her straight in the eyes and said, “No.” No, I will not stop. No, I will not back down. No, I will not give up in advocating for change. No, I will not stop standing up for what I know is right. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it may seem cliche, it’s true that even the smallest act of defiance against what is truly wrong can have the biggest effect. It takes courage to look someone in the eyes and say “No.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Have you ever experienced a situation with classmates or friends where you wanted to speak about something you felt was wrong? How did you react?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn more…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO:\u003ca href=\"http://www.npr.org/sections/ed/2017/04/05/522718288/fighting-hate-in-schools\"> Fighting Hate In Schools\u003c/a> (NPR)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Using a Digital Backchannel During Socratic Seminars",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I’ve found Socratic Seminars to be an effective way to integrate social and collaborative learning in the classroom; give students the chance to ask meaningful questions about texts; and engage with one another without instructor intervention. But while the seminars are powerful learning tools, there is the possibility of a class falling silent during a lesson. After two seminars of watching my students struggle to engage with one another, I sought a new way to invigorate seminar conversations and increase the productivity of their discussions. I started using a digital backchannel: \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outlined below are some techniques and benefits of integrating this backchannel into Socratic Seminars.\u003c/span>\u003c/p>\n\u003ch3>Using TodaysMeet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a Socratic Seminar, go to \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and create an account. From the its dashboard, you can open a new room and decide how long you want it to remain open. I often leave mine open for a week to give myself enough time to download the transcript after the end of the seminar. In an effort to make it easy for students to log in to TodaysMeet, I name the rooms with my last name and period number (ParisPeriod1). When students get into the room, I have them use their first and last names together (JohnSmith) as their nicknames for accountability purposes. Once the students are logged onto TodaysMeet with their nicknames, they can begin using the backchannel during the seminar in various ways.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=8D-MA_I2_7U&t=1s\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=jiPwUfbZZYI&t=407s\u003c/p>\n\u003ch3>Altering the Fishbowl Format\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally, I’d used the fishbowl format for seminars, where students on the inside circle (the “fish”) discuss the text while students on the outside circle (the “bowl”) take notes about their “fish” partners. But in my observations of this seminar style, I found that many students on the outside circle wanted to contribute, but had to remain silent. A digital backchannel gives students on the outside circle a chance to voice their opinions without speaking over the students engaged in the seminar. Projecting the TodaysMeet discussion on a smart board or projection screen allows the students on the inside circle to see new ideas from the outside circle and use them stimulate their discussion.\u003c/span>\u003c/p>\n\u003ch3>Reflecting on Discussion Progression\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A digital backchannel is also a great way to track student discussion. In full-circle seminars, I appoint two scribes to the backchannel to record the main points of the discussion, while the rest of the class completes the seminar without access to computers. TodaysMeet creates a downloadable transcript for the session, which records all of the information the scribes write down during the period. After the seminar, I upload the transcript to my learning management system (Google Classroom). Students then review the information and discuss, in small groups, how successful they’d been in meeting the goals and norms that had been set out before the seminar. After the small group discussions, the whole class debriefs and sets new goals for the next seminar. Once a class completes multiple seminars, comparing transcripts is an excellent way to demonstrate growth.\u003c/span>\u003c/p>\n\u003ch3>Giving a Voice to All Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student personalities often shape the success of Socratic Seminars. In my experience, having many talkative students often fuels a discussion, but not all students are comfortable voicing their opinions orally. Introverted students who prefer writing their ideas can use TodaysMeet as an alternative way to demonstrate their knowledge. Using a digital backchannel has helped me differentiate for varying student needs during Socratic Seminars. Depending on the student, I may change the requirements from contributing orally to contributing via the backchannel, instead.\u003c/span>\u003c/p>\n\u003ch3>Tracking Growth\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seminar transcripts are also excellent sources of qualitative data about the level of success across multiple Socratic Seminars — as defined by Common Core State Standards aligned rubrics. Also, reviewing transcripts gives me the opportunity to find new teaching points to strengthen future student discussions. For instance, transcripts reveal how often students are using specific textual evidence from an assigned book to support their discussions. If students seem to be discussing the book without referring to specific pages on a consistent basis, I create a lesson designed to support their use of textual evidence using small group conversations as a scaffold. Then, students reflect on how the lesson could enhance their use of evidence in Socratic Seminars, which makes the connection clear for their future growth.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Overall, using a digital backchannel during Socratic Seminars not only gives me tools to engage a wide range of learners, but it also allows me to build students’ 21st-century skills. Technology is an essential aspect of all future career goals, making it an even more critical component of the classroom. Giving students copious opportunities to use technology in an academic and productive manner helps them beyond their schooling years and into their lives.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I’ve found Socratic Seminars to be an effective way to integrate social and collaborative learning in the classroom; give students the chance to ask meaningful questions about texts; and engage with one another without instructor intervention. But while the seminars are powerful learning tools, there is the possibility of a class falling silent during a lesson. After two seminars of watching my students struggle to engage with one another, I sought a new way to invigorate seminar conversations and increase the productivity of their discussions. I started using a digital backchannel: \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outlined below are some techniques and benefits of integrating this backchannel into Socratic Seminars.\u003c/span>\u003c/p>\n\u003ch3>Using TodaysMeet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a Socratic Seminar, go to \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and create an account. From the its dashboard, you can open a new room and decide how long you want it to remain open. I often leave mine open for a week to give myself enough time to download the transcript after the end of the seminar. In an effort to make it easy for students to log in to TodaysMeet, I name the rooms with my last name and period number (ParisPeriod1). When students get into the room, I have them use their first and last names together (JohnSmith) as their nicknames for accountability purposes. Once the students are logged onto TodaysMeet with their nicknames, they can begin using the backchannel during the seminar in various ways.\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/8D-MA_I2_7U'\n title='//www.youtube.com/embed/8D-MA_I2_7U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>https://www.youtube.com/watch?v=jiPwUfbZZYI&t=407s\u003c/p>\n\u003ch3>Altering the Fishbowl Format\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally, I’d used the fishbowl format for seminars, where students on the inside circle (the “fish”) discuss the text while students on the outside circle (the “bowl”) take notes about their “fish” partners. 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TodaysMeet creates a downloadable transcript for the session, which records all of the information the scribes write down during the period. After the seminar, I upload the transcript to my learning management system (Google Classroom). Students then review the information and discuss, in small groups, how successful they’d been in meeting the goals and norms that had been set out before the seminar. After the small group discussions, the whole class debriefs and sets new goals for the next seminar. Once a class completes multiple seminars, comparing transcripts is an excellent way to demonstrate growth.\u003c/span>\u003c/p>\n\u003ch3>Giving a Voice to All Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student personalities often shape the success of Socratic Seminars. In my experience, having many talkative students often fuels a discussion, but not all students are comfortable voicing their opinions orally. 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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
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