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"content": "\u003cp>Graduation, summer break, new experiences and next steps loom large in the minds of students and educators this time of year.\u003c/p>\n\u003cp>The research journal \u003ca href=\"http://www.youthmediareporter.org/\">Youth Media Reporter\u003c/a> together with \u003ca href=\"http://www.thealliance.media/programs/youth-media/\">the Alliance for Media Arts and Culture\u003c/a> have published a \u003ca href=\"http://www.youthmediareporter.org/\">Special Issue\u003c/a> that matches this future-facing mood. The issue is packed with articles, art, images and lesson plans to spark inspiration in the last weeks of school.\u003c/p>\n\u003cp>Nineteen contributors ranging in ages from 16 to 50+ tackled themes around the question: What are our desired futures? The issue follows The Alliance’s \u003ca href=\"http://www.thealliance.media/resources/50-state-dinner-party-project-toolkit/\">50 State Dinner Party Project\u003c/a>, which used gatherings over a simple dinner as a way to start conversations around civic issues.\u003c/p>\n\u003cp>“This journal contains the desired futures, unforgettable pasts, and unavoidable realities of artists, educators, practitioners, students, and media makers across the country. It is a diary of experiences and dreams,” wrote Myah Overstreet, who edited the special issue. Overstreet is a San Francisco State student and The Alliance’s Producer of Youth Engagement.\u003c/p>\n\u003cp>These experiences and dreams can also inspire students, educators and classrooms. Below are some ideas for turning youth-created art, poetry and commentary from the \u003ca href=\"http://www.youthmediareporter.org/\">Special Issue\u003c/a> into conversations, model texts and multimedia projects.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Poem:\u003c/b> \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/the-future-is-a-choir/\">the future is a choir\u003c/a> by Ash Tré Phillips\u003c/p>\n\u003cp>Phillips, a 2015 and 2016 Youth Speaks Teen Poetry Slam finalist uses rhythm, repetition, metaphor and accessible language to write about the force of love that unites humanity. The poem is both a model text and conversation starter for middle and high school students alike.\u003c/p>\n\u003cp>\u003cb>Essay: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/a-space-of-our-own/\">A Space of Our Own by Kadijah Means\u003c/a>\u003c/p>\n\u003cp>Means, a Black Lives Matter activist and UC Santa Cruz student, writes about the importance of a “unique and exclusive place for self-expression” for black women. With explicit connections to Virginia Woolf’s “A Room of One’s Own” and a conversation between two celebrities at a film festival, Means discusses the rarity of such safe spaces and their vital importance. Older high school and college students will find much to discuss and respond to in this thoughtful, multifaceted text that explores historic and current questions of intersectionality and identity.\u003c/p>\n\u003cp>\u003cb>Photo essay: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/19/dum-spiro-spero/\">Dum Spiro Spero by Ashley Sanchez \u003c/a>\u003c/p>\n\u003cp>Sanchez, 20, has studied photography since 10th grade. Her powerful photos explore her relationships with her mother and siblings, along with overcoming the struggles of coming out. The powerful, often stark black-and-white images tell a story and provide a model for middle and high school students to explore their own family relationships and identities with images. (For more on communicating with digital photography, check out \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">this course on KQED Teach\u003c/a>)\u003c/p>\n\u003cp>\u003cb>Short films: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/mock-identity/\">Mock Identity\u003c/a> by Megan Aubry, \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/the-window/\">The Window\u003c/a> by George Relyea, \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/co2/\">CO2\u003c/a> by Logon Rosson and Madelyn Anne Willardson, and\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/dancing-with-thorns/\"> Dancing with Thorns\u003c/a> by Mary Nejatifar and Peque Curiel.\u003c/p>\n\u003cp>Four distinct short films by Salt Lake City high school and college filmmakers from the Spy Hop digital media program examine identity, wellness and the connection to the past, present and future. The films, suitable for mature middle school and high school students, start conversations surrounding these topics and can be used to analyze film-making techniques.\u003c/p>\n\u003cp>\u003cb>Lesson plan: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/lesson-plan-creative-lens-autoethnography-sessions-clas-part-i/\">Creative Lens Autoethnography Sessions by Andrea Juarez\u003c/a>\u003c/p>\n\u003cp>Juarez is a San Francisco artist, philanthropist, student and educator whose work centers on participatory action research. This lesson plan for youth ages 16-24 introduces students to the basic concept of autoethnography and creative research methods using PhotoVoice and Digital Ethnography. An introduction to grounding meditation and self-reflective practices is also a key part of this lesson.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Explore all of \u003ca href=\"http://www.youthmediareporter.org/\">the Special Issue\u003c/a>, which also includes a \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/lesson-plan-are-teens-age-16-and-older-ready-to-vote/\">lesson plan on lowering the youth voting age \u003c/a>from KQED and articles from educators that explore tools, ideas and theories all centered on the importance of youth media creation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Graduation, summer break, new experiences and next steps loom large in the minds of students and educators this time of year.\u003c/p>\n\u003cp>The research journal \u003ca href=\"http://www.youthmediareporter.org/\">Youth Media Reporter\u003c/a> together with \u003ca href=\"http://www.thealliance.media/programs/youth-media/\">the Alliance for Media Arts and Culture\u003c/a> have published a \u003ca href=\"http://www.youthmediareporter.org/\">Special Issue\u003c/a> that matches this future-facing mood. The issue is packed with articles, art, images and lesson plans to spark inspiration in the last weeks of school.\u003c/p>\n\u003cp>Nineteen contributors ranging in ages from 16 to 50+ tackled themes around the question: What are our desired futures? The issue follows The Alliance’s \u003ca href=\"http://www.thealliance.media/resources/50-state-dinner-party-project-toolkit/\">50 State Dinner Party Project\u003c/a>, which used gatherings over a simple dinner as a way to start conversations around civic issues.\u003c/p>\n\u003cp>“This journal contains the desired futures, unforgettable pasts, and unavoidable realities of artists, educators, practitioners, students, and media makers across the country. It is a diary of experiences and dreams,” wrote Myah Overstreet, who edited the special issue. Overstreet is a San Francisco State student and The Alliance’s Producer of Youth Engagement.\u003c/p>\n\u003cp>These experiences and dreams can also inspire students, educators and classrooms. Below are some ideas for turning youth-created art, poetry and commentary from the \u003ca href=\"http://www.youthmediareporter.org/\">Special Issue\u003c/a> into conversations, model texts and multimedia projects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Poem:\u003c/b> \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/the-future-is-a-choir/\">the future is a choir\u003c/a> by Ash Tré Phillips\u003c/p>\n\u003cp>Phillips, a 2015 and 2016 Youth Speaks Teen Poetry Slam finalist uses rhythm, repetition, metaphor and accessible language to write about the force of love that unites humanity. The poem is both a model text and conversation starter for middle and high school students alike.\u003c/p>\n\u003cp>\u003cb>Essay: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/a-space-of-our-own/\">A Space of Our Own by Kadijah Means\u003c/a>\u003c/p>\n\u003cp>Means, a Black Lives Matter activist and UC Santa Cruz student, writes about the importance of a “unique and exclusive place for self-expression” for black women. With explicit connections to Virginia Woolf’s “A Room of One’s Own” and a conversation between two celebrities at a film festival, Means discusses the rarity of such safe spaces and their vital importance. Older high school and college students will find much to discuss and respond to in this thoughtful, multifaceted text that explores historic and current questions of intersectionality and identity.\u003c/p>\n\u003cp>\u003cb>Photo essay: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/19/dum-spiro-spero/\">Dum Spiro Spero by Ashley Sanchez \u003c/a>\u003c/p>\n\u003cp>Sanchez, 20, has studied photography since 10th grade. Her powerful photos explore her relationships with her mother and siblings, along with overcoming the struggles of coming out. The powerful, often stark black-and-white images tell a story and provide a model for middle and high school students to explore their own family relationships and identities with images. (For more on communicating with digital photography, check out \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">this course on KQED Teach\u003c/a>)\u003c/p>\n\u003cp>\u003cb>Short films: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/mock-identity/\">Mock Identity\u003c/a> by Megan Aubry, \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/the-window/\">The Window\u003c/a> by George Relyea, \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/co2/\">CO2\u003c/a> by Logon Rosson and Madelyn Anne Willardson, and\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/dancing-with-thorns/\"> Dancing with Thorns\u003c/a> by Mary Nejatifar and Peque Curiel.\u003c/p>\n\u003cp>Four distinct short films by Salt Lake City high school and college filmmakers from the Spy Hop digital media program examine identity, wellness and the connection to the past, present and future. The films, suitable for mature middle school and high school students, start conversations surrounding these topics and can be used to analyze film-making techniques.\u003c/p>\n\u003cp>\u003cb>Lesson plan: \u003c/b>\u003ca href=\"http://www.youthmediareporter.org/2017/04/20/lesson-plan-creative-lens-autoethnography-sessions-clas-part-i/\">Creative Lens Autoethnography Sessions by Andrea Juarez\u003c/a>\u003c/p>\n\u003cp>Juarez is a San Francisco artist, philanthropist, student and educator whose work centers on participatory action research. This lesson plan for youth ages 16-24 introduces students to the basic concept of autoethnography and creative research methods using PhotoVoice and Digital Ethnography. An introduction to grounding meditation and self-reflective practices is also a key part of this lesson.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Explore all of \u003ca href=\"http://www.youthmediareporter.org/\">the Special Issue\u003c/a>, which also includes a \u003ca href=\"http://www.youthmediareporter.org/2017/04/20/lesson-plan-are-teens-age-16-and-older-ready-to-vote/\">lesson plan on lowering the youth voting age \u003c/a>from KQED and articles from educators that explore tools, ideas and theories all centered on the importance of youth media creation.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>I teach social studies at a high-achieving, nationally acclaimed public high school in California. In other words, I teach at a school with a longstanding history of excellence and an entrenched culture of high expectations.\u003c/p>\n\u003cp>Despite this, computer games are a staple of my instruction, with some of the best games (listed below) found on the \u003ca href=\"https://www.icivics.org\">iCivics\u003c/a> website.\u003c/p>\n\u003cul>\n\u003cli>“Win the White House”\u003c/li>\n\u003cli>“Executive Command”\u003c/li>\n\u003cli>“Do I Have a Right?”\u003c/li>\n\u003cli>“Supreme Decision”\u003c/li>\n\u003cli>“Represent Me”\u003c/li>\n\u003c/ul>\n\u003cp>I first heard of iCivics, the nonprofit founded by U.S. Supreme Court Justice Sandra Day O’Connor that provides a free, digital games-based curriculum to teach civics, in 2010, a year after the launch of their first two games. My initial reaction: “Yeah, right. Computer games for students at \u003ci>my school\u003c/i>?”\u003c/p>\n\u003cp>When a talented colleague challenged me by saying, “Don’t be a snob. There’s so much value there,” I felt compelled to give them a try.\u003c/p>\n\u003cp>A couple of years later, I approached the start of the school year determined to engage in serious iCivics experimentation. By the end of the year, I’d learned that iCivics can be used:\u003c/p>\n\u003cul>\n\u003cli>As a hook to introduce new learning\u003c/li>\n\u003cli>As the primary learning activity\u003c/li>\n\u003cli>As an assessment activity\u003c/li>\n\u003cli>As an extra credit opportunity\u003c/li>\n\u003cli>As a tool for English-language learners\u003c/li>\n\u003cli>As a learning tool for struggling learners\u003c/li>\n\u003cli>As an enthusiasm generator\u003c/li>\n\u003cli>As a dependable set of plans for a substitute teacher\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"478\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465493 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.56.53 PM\" width=\"478\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png 478w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-240x193.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-375x301.png 375w\" sizes=\"(max-width: 478px) 100vw, 478px\">[/media-credit]\u003c/p>\n\u003ch3>Students Who Benefit the Most From the Games\u003c/h3>\n\u003cp>I’ve found that the students who often benefit the most from playing iCivics games are the energetic and the struggling learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Energetic learners easily connect with the games from both a gameplay and thinking perspective. They are eager to talk about a game and the knowledge it imparts, both while playing and immediately thereafter. These are the kinds of students who, long after the game has been played, will explain how something from the game relates to current subject matter.\u003c/p>\n\u003cp>The struggling learners, be it a result of a learning disability and/or a language barrier, tend to be hesitant and shy, often unwilling to publicly join a learning activity. These are the kinds of learners who, during and immediately following gameplay, often shock their classmates with an inquisitive question, an enthusiastic outburst or a thoughtful insight.\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"519\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465492 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.57.03 PM\" width=\"519\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png 519w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-240x172.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-375x269.png 375w\" sizes=\"(max-width: 519px) 100vw, 519px\">[/media-credit]\u003c/p>\n\u003ch3>Incorporating the Games Into an AP Class\u003c/h3>\n\u003cp>Periodically I have the students in my AP U.S. government (APGOV) class play iCivics games. This is not a thoughtless undertaking, especially given the daunting structural constraints that come with AP: an impossibly large topical array; a breadth-oriented, high-stakes summative test; and the test-prep pedagogy for which AP courses are generally known.\u003c/p>\n\u003cp>My experimentation has proven that the iCivics computer games help my APGOV students make sense of complex government concepts and processes that, when presented in more traditional methods, tend to lack context and relevancy.\u003c/p>\n\u003cp>Put another way, the games cultivate deeper understanding of important APGOV curriculum, including checks and balances (“\u003ca href=\"https://www.icivics.org/games/branches-power\">Branches of Power\u003c/a>”), the federal budget (“\u003ca href=\"https://www.icivics.org/games/peoples-pie\">People’s Pie\u003c/a>”), the dreaded Electoral College (“\u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House\u003c/a>”) and, more recently, the powers of the president (“\u003ca href=\"https://www.icivics.org/games/executive-command\">Executive Command\u003c/a>”).\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://www.icivics.org/games/executive-command\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-469610 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg\" alt=\"C9U40yjXoAAzF1k\" width=\"800\" height=\"553\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-160x111.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-768x531.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-1020x705.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-960x663.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-240x166.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-375x259.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-520x359.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k.jpg 1152w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003ch3>What My Students Think About the Games\u003c/h3>\n\u003cp>To find out what my students think about the games, I periodically ask them: “On a scale of 1-10, to what extent did you find this game interesting, informative and engaging (10 = very interesting, informative and engaging; 1 = not at all interesting, informative or engaging)?”\u003c/p>\n\u003cp>On average, students answer “seven,” which I consider to be a high score.\u003c/p>\n\u003ch3>A Final Word\u003c/h3>\n\u003cp>Given that iCivics was founded by one of this country’s truly great judicial pioneers and exists today in an age of rapid technological development, I expect that the company will bring even more high-quality, educational civics-related games to the forefront in the near future.\u003c/p>\n\u003cp>As my wise colleague once told me, “There’s so much value there.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I teach social studies at a high-achieving, nationally acclaimed public high school in California. In other words, I teach at a school with a longstanding history of excellence and an entrenched culture of high expectations.\u003c/p>\n\u003cp>Despite this, computer games are a staple of my instruction, with some of the best games (listed below) found on the \u003ca href=\"https://www.icivics.org\">iCivics\u003c/a> website.\u003c/p>\n\u003cul>\n\u003cli>“Win the White House”\u003c/li>\n\u003cli>“Executive Command”\u003c/li>\n\u003cli>“Do I Have a Right?”\u003c/li>\n\u003cli>“Supreme Decision”\u003c/li>\n\u003cli>“Represent Me”\u003c/li>\n\u003c/ul>\n\u003cp>I first heard of iCivics, the nonprofit founded by U.S. Supreme Court Justice Sandra Day O’Connor that provides a free, digital games-based curriculum to teach civics, in 2010, a year after the launch of their first two games. My initial reaction: “Yeah, right. Computer games for students at \u003ci>my school\u003c/i>?”\u003c/p>\n\u003cp>When a talented colleague challenged me by saying, “Don’t be a snob. There’s so much value there,” I felt compelled to give them a try.\u003c/p>\n\u003cp>A couple of years later, I approached the start of the school year determined to engage in serious iCivics experimentation. By the end of the year, I’d learned that iCivics can be used:\u003c/p>\n\u003cul>\n\u003cli>As a hook to introduce new learning\u003c/li>\n\u003cli>As the primary learning activity\u003c/li>\n\u003cli>As an assessment activity\u003c/li>\n\u003cli>As an extra credit opportunity\u003c/li>\n\u003cli>As a tool for English-language learners\u003c/li>\n\u003cli>As a learning tool for struggling learners\u003c/li>\n\u003cli>As an enthusiasm generator\u003c/li>\n\u003cli>As a dependable set of plans for a substitute teacher\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"478\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465493 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.56.53 PM\" width=\"478\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png 478w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-240x193.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-375x301.png 375w\" sizes=\"(max-width: 478px) 100vw, 478px\">[/media-credit]\u003c/p>\n\u003ch3>Students Who Benefit the Most From the Games\u003c/h3>\n\u003cp>I’ve found that the students who often benefit the most from playing iCivics games are the energetic and the struggling learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Energetic learners easily connect with the games from both a gameplay and thinking perspective. They are eager to talk about a game and the knowledge it imparts, both while playing and immediately thereafter. These are the kinds of students who, long after the game has been played, will explain how something from the game relates to current subject matter.\u003c/p>\n\u003cp>The struggling learners, be it a result of a learning disability and/or a language barrier, tend to be hesitant and shy, often unwilling to publicly join a learning activity. These are the kinds of learners who, during and immediately following gameplay, often shock their classmates with an inquisitive question, an enthusiastic outburst or a thoughtful insight.\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"519\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465492 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.57.03 PM\" width=\"519\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png 519w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-240x172.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-375x269.png 375w\" sizes=\"(max-width: 519px) 100vw, 519px\">[/media-credit]\u003c/p>\n\u003ch3>Incorporating the Games Into an AP Class\u003c/h3>\n\u003cp>Periodically I have the students in my AP U.S. government (APGOV) class play iCivics games. This is not a thoughtless undertaking, especially given the daunting structural constraints that come with AP: an impossibly large topical array; a breadth-oriented, high-stakes summative test; and the test-prep pedagogy for which AP courses are generally known.\u003c/p>\n\u003cp>My experimentation has proven that the iCivics computer games help my APGOV students make sense of complex government concepts and processes that, when presented in more traditional methods, tend to lack context and relevancy.\u003c/p>\n\u003cp>Put another way, the games cultivate deeper understanding of important APGOV curriculum, including checks and balances (“\u003ca href=\"https://www.icivics.org/games/branches-power\">Branches of Power\u003c/a>”), the federal budget (“\u003ca href=\"https://www.icivics.org/games/peoples-pie\">People’s Pie\u003c/a>”), the dreaded Electoral College (“\u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House\u003c/a>”) and, more recently, the powers of the president (“\u003ca href=\"https://www.icivics.org/games/executive-command\">Executive Command\u003c/a>”).\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://www.icivics.org/games/executive-command\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-469610 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg\" alt=\"C9U40yjXoAAzF1k\" width=\"800\" height=\"553\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-160x111.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-768x531.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-1020x705.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-960x663.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-240x166.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-375x259.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-520x359.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k.jpg 1152w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003ch3>What My Students Think About the Games\u003c/h3>\n\u003cp>To find out what my students think about the games, I periodically ask them: “On a scale of 1-10, to what extent did you find this game interesting, informative and engaging (10 = very interesting, informative and engaging; 1 = not at all interesting, informative or engaging)?”\u003c/p>\n\u003cp>On average, students answer “seven,” which I consider to be a high score.\u003c/p>\n\u003ch3>A Final Word\u003c/h3>\n\u003cp>Given that iCivics was founded by one of this country’s truly great judicial pioneers and exists today in an age of rapid technological development, I expect that the company will bring even more high-quality, educational civics-related games to the forefront in the near future.\u003c/p>\n\u003cp>As my wise colleague once told me, “There’s so much value there.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Videoconferencing Magic in the Elementary School Classroom",
"headTitle": "Videoconferencing Magic in the Elementary School Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">What’s one way to create a major spark in your classroom? In one word: videoconferencing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional. Transformative. Touching. Passion inducing. Educational. These are only some of the words I can use to describe the impact that face-to-face interaction through videoconferencing has had on my elementary school students over the last eight years. \u003c/span>\u003c/p>\n\u003ch3>The Beginning\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It all started in the fall of 2009, when a family from my school community broke the news that they were leaving our suburban New York town and moving to Hong Kong. The mom and I got together for a goodbye lunch and talked about keeping in touch despite the miles. We were discussing using Skype for this purpose, when it suddenly occurred to me that our social studies curriculum was changing that year to focus on China. How great might it be if we were able to Skype live from my classroom to her two young sons in Hong Kong? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Soon after, I borrowed a webcam, taped it to a box, connected it to my computer, downloaded Skype and hoped for the best. (I warned my students that failure was part of learning, so if this didn’t work, we were still gaining useful life experience.) Luckily, things went well. Really well. The results were unlike anything I’d ever experienced in my life as a teacher. This was a career-changing moment for me, and a major shift for my students. My third graders were fascinated and enthralled. “How is it possible that we can talk to Matthew and Josh all the way in Hong Kong without a wire coming out of the computer, going down the hall, and through the ocean?” asked eight-year-old Anna.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since that first video call, my classes have had calls with people on every continent and more than 40 countries. We’ve learned about language, art, music, government, science, math and culture. We’ve become true global citizens.\u003c/span>\u003c/p>\n\u003ch3>Five Ways to Videoconference\u003c/h3>\n\u003cp>\u003cb>Guest Speakers:\u003c/b>\u003cspan style=\"font-weight: 400;\"> After finishing a chapter book together as a class; my students wanted to learn more and asked if we could meet the author. They were now savvy to the magic of Skype, having had the call with Hong Kong. This was their idea, not mine. I emailed Robert Kimmel Smith to see if we could meet him via Skype to learn about his book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The War with Grandpa. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">He agreed and again, this was an unforgettable experience. The author taught the kids about the writing process, about character development, about getting published. He used their names to create a personal connection. The third graders were so motivated that they asked me if they could publish their own stories. And we did. But I’ll get into that in another post. In the meantime, \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/find-guest-speakers\">\u003cspan style=\"font-weight: 400;\">here’s a great resource for finding guest speakers,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> such as authors, for your class.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465415 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg\" alt=\"unnamed-3\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3.jpg 1064w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Virtual Field Trips: \u003c/b>\u003cspan style=\"font-weight: 400;\">What better way to immerse elementary students in new worlds via images and sounds than by taking \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/virtual-field-trips\">\u003cspan style=\"font-weight: 400;\">virtual field trips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">? My students have traveled underwater with Fabien Cousteau as he lived under the sea, off the coast of Florida, for 31 days. And they’ve traveled to the far north to meet digital explorer \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"http://www.today.com/video/how-to-get-kids-attention-skype-in-the-classroom-454612547656\">Jamie Buchanan-Dunlop\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465494 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg\" alt=\"unnamed-4\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465413 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg\" alt=\"unnamed-1\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-1020x571.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-240x134.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-520x291.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Mystery Skype: \u003c/b>\u003cspan style=\"font-weight: 400;\">Games are big motivators for many primary school kids, and \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/mystery-skype\">\u003cspan style=\"font-weight: 400;\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> fosters deductive reasoning in students as they have fun along the way. For kindergarten through second grade, Mystery Animal and Mystery Number are big motivators. For third through fifth grade, Mystery Geography Skype is the ticket. Here, students use words such as hemispheres, border, equator and landlocked to find yes/no answers to questions and figure out the location of another class, somewhere in the country or world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465416 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg\" alt=\"unnamed-2\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Skype Lessons: \u003c/b>\u003cspan style=\"font-weight: 400;\">Learn from experts on a variety of topics, such as the rainforest or climate change. \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-lessons\">\u003cspan style=\"font-weight: 400;\">Skype lessons are available \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">for students in elementary school by videoconference.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Skype Collaborations:\u003c/b> \u003cspan style=\"font-weight: 400;\">Teachers can use \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-collaborations\">\u003cspan style=\"font-weight: 400;\">Skype collaborations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to connect their students with another class and work together to develop awareness or solve a problem related to a common goal, such as climate action. Recent collaborations with my class have involved working with students from Kenya, Macedonia, India and South Africa on projects such as solar lamps and protecting children’s rights.\u003c/span>\u003c/p>\n\u003ch3>Five Simple Steps\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If you’re interested in using Skype in your classroom, give it a try. It’s really simple. Truly. Here’s all you need to do.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Check to see if your computer has a built-in webcam with a microphone. If not, get an external one. They’re inexpensive and easy to find.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Download Skype. Other options are Google Hangouts and Zoom.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">To make connections, sign up for a \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/overview\">\u003cspan style=\"font-weight: 400;\">Skype in the Classroom account\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Contact someone from a posted lesson, or create your own.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Schedule a test call, prior to the main call, to ensure the technology is working correctly and that both sides agree on the format the call will take.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Skype calls work hand-in-hand with reading, writing, math, science and social studies. Students conduct research before the calls, take notes during the calls, and write reflections and create movies, digital stories and podcasts afterward. The calls ignite the passion.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional and intellectual connections have paved the way for magic to take place in my classroom. Before Skype entered Room 34 of my suburban New York elementary school, my students, no doubt, received a solid education in reading, writing, math and social studies. But once we made that first connection to students in Hong Kong, everything changed.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_465417\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465417 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg\" alt=\"unnamed\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">This is Laila, one of Amy Rosenstein’s students, holding a trophy of hers. “We had pen pals (old-fashioned snail mail) in England, and we wrote back and forth all year. Then, at the end of the year, the kids got to actually meet each other via Skype. That’s Laila, showing off her trophy.”\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">What’s one way to create a major spark in your classroom? In one word: videoconferencing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional. Transformative. Touching. Passion inducing. Educational. These are only some of the words I can use to describe the impact that face-to-face interaction through videoconferencing has had on my elementary school students over the last eight years. \u003c/span>\u003c/p>\n\u003ch3>The Beginning\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It all started in the fall of 2009, when a family from my school community broke the news that they were leaving our suburban New York town and moving to Hong Kong. The mom and I got together for a goodbye lunch and talked about keeping in touch despite the miles. We were discussing using Skype for this purpose, when it suddenly occurred to me that our social studies curriculum was changing that year to focus on China. How great might it be if we were able to Skype live from my classroom to her two young sons in Hong Kong? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Soon after, I borrowed a webcam, taped it to a box, connected it to my computer, downloaded Skype and hoped for the best. (I warned my students that failure was part of learning, so if this didn’t work, we were still gaining useful life experience.) Luckily, things went well. Really well. The results were unlike anything I’d ever experienced in my life as a teacher. This was a career-changing moment for me, and a major shift for my students. My third graders were fascinated and enthralled. “How is it possible that we can talk to Matthew and Josh all the way in Hong Kong without a wire coming out of the computer, going down the hall, and through the ocean?” asked eight-year-old Anna.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since that first video call, my classes have had calls with people on every continent and more than 40 countries. We’ve learned about language, art, music, government, science, math and culture. We’ve become true global citizens.\u003c/span>\u003c/p>\n\u003ch3>Five Ways to Videoconference\u003c/h3>\n\u003cp>\u003cb>Guest Speakers:\u003c/b>\u003cspan style=\"font-weight: 400;\"> After finishing a chapter book together as a class; my students wanted to learn more and asked if we could meet the author. They were now savvy to the magic of Skype, having had the call with Hong Kong. This was their idea, not mine. I emailed Robert Kimmel Smith to see if we could meet him via Skype to learn about his book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The War with Grandpa. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">He agreed and again, this was an unforgettable experience. The author taught the kids about the writing process, about character development, about getting published. He used their names to create a personal connection. The third graders were so motivated that they asked me if they could publish their own stories. And we did. But I’ll get into that in another post. In the meantime, \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/find-guest-speakers\">\u003cspan style=\"font-weight: 400;\">here’s a great resource for finding guest speakers,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> such as authors, for your 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>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465415 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg\" alt=\"unnamed-3\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3.jpg 1064w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Virtual Field Trips: \u003c/b>\u003cspan style=\"font-weight: 400;\">What better way to immerse elementary students in new worlds via images and sounds than by taking \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/virtual-field-trips\">\u003cspan style=\"font-weight: 400;\">virtual field trips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">? My students have traveled underwater with Fabien Cousteau as he lived under the sea, off the coast of Florida, for 31 days. And they’ve traveled to the far north to meet digital explorer \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"http://www.today.com/video/how-to-get-kids-attention-skype-in-the-classroom-454612547656\">Jamie Buchanan-Dunlop\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465494 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg\" alt=\"unnamed-4\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465413 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg\" alt=\"unnamed-1\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-1020x571.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-240x134.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-520x291.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Mystery Skype: \u003c/b>\u003cspan style=\"font-weight: 400;\">Games are big motivators for many primary school kids, and \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/mystery-skype\">\u003cspan style=\"font-weight: 400;\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> fosters deductive reasoning in students as they have fun along the way. For kindergarten through second grade, Mystery Animal and Mystery Number are big motivators. For third through fifth grade, Mystery Geography Skype is the ticket. Here, students use words such as hemispheres, border, equator and landlocked to find yes/no answers to questions and figure out the location of another class, somewhere in the country or world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465416 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg\" alt=\"unnamed-2\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Skype Lessons: \u003c/b>\u003cspan style=\"font-weight: 400;\">Learn from experts on a variety of topics, such as the rainforest or climate change. \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-lessons\">\u003cspan style=\"font-weight: 400;\">Skype lessons are available \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">for students in elementary school by videoconference.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Skype Collaborations:\u003c/b> \u003cspan style=\"font-weight: 400;\">Teachers can use \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-collaborations\">\u003cspan style=\"font-weight: 400;\">Skype collaborations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to connect their students with another class and work together to develop awareness or solve a problem related to a common goal, such as climate action. Recent collaborations with my class have involved working with students from Kenya, Macedonia, India and South Africa on projects such as solar lamps and protecting children’s rights.\u003c/span>\u003c/p>\n\u003ch3>Five Simple Steps\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If you’re interested in using Skype in your classroom, give it a try. It’s really simple. Truly. Here’s all you need to do.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Check to see if your computer has a built-in webcam with a microphone. If not, get an external one. They’re inexpensive and easy to find.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Download Skype. Other options are Google Hangouts and Zoom.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">To make connections, sign up for a \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/overview\">\u003cspan style=\"font-weight: 400;\">Skype in the Classroom account\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Contact someone from a posted lesson, or create your own.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Schedule a test call, prior to the main call, to ensure the technology is working correctly and that both sides agree on the format the call will take.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Skype calls work hand-in-hand with reading, writing, math, science and social studies. Students conduct research before the calls, take notes during the calls, and write reflections and create movies, digital stories and podcasts afterward. The calls ignite the passion.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional and intellectual connections have paved the way for magic to take place in my classroom. Before Skype entered Room 34 of my suburban New York elementary school, my students, no doubt, received a solid education in reading, writing, math and social studies. But once we made that first connection to students in Hong Kong, everything changed.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_465417\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465417 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg\" alt=\"unnamed\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">This is Laila, one of Amy Rosenstein’s students, holding a trophy of hers. “We had pen pals (old-fashioned snail mail) in England, and we wrote back and forth all year. Then, at the end of the year, the kids got to actually meet each other via Skype. That’s Laila, showing off her trophy.”\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"title": "Student-Produced Board Games that Promote Empathy",
"headTitle": "Student-Produced Board Games that Promote Empathy | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">“My parents emigrated to France from the West African island of Cape Verde, then later moved to Brooklyn,” one student said. Then she rolled a set of dice, and moved her game piece — an image of a woman wearing a red jacket — forward three spaces. Her goal was to get across the board, to the affluent neighborhood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The player to her right went next. He rolled a four, and moved his piece — a uniformed police officer — closer to the first player. Now it was the third player’s turn. She rolled a six. Like the first player, she was instructed to read from a Fact Card. She read aloud, “I identify as black, white and Jewish.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These students were playing a board game called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">It was not created not by me, nor did professional game designers prototype it. The game was the result of a research project students conducted on issues facing illegal and undocumented immigrants. The designers were two 12-years-old students in my social studies class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the information on the Fact Cards was based on real people, they were not actually undocumented immigrants — they arrived here legally, or were the children of immigrants. Nonetheless, the facts were adapted to be backstories, adding a layer of humanity to their game. The \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B5LqI-H9ERlcNlREa09FNU5iODA/preview\">\u003cspan style=\"font-weight: 400;\">curriculum materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> came from the Brooklyn Historical Society, and were originally part of a \u003c/span>\u003ca href=\"http://www.gamesforchange.org/studentchallenge/2017/01/30/11136/\">\u003cspan style=\"font-weight: 400;\">Moveable Game Jam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> I helped organize with Games for Change. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458421\" class=\"wp-caption aligncenter\" style=\"max-width: 522px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"522\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458421 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.17.55 PM\" width=\"522\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png 522w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-240x180.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-375x282.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-520x390.png 520w\" sizes=\"(max-width: 522px) 100vw, 522px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Immigrants and Border Patrol game board\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> is actually unwinnable. It is more of a procedural than a game, and that’s the point. The ongoing cycle of immigration and border patrol enforcement is embodied by the game’s core mechanics, or actions of play. The border agents patrol the board in a circular path, while the illegal immigrants try to move from one end of the board to the other. If the immigrants run into the border patrol, they don’t lose the game; instead, they go back to the start position and attempt the journey. At the end of playtesting, several students remarked, “There has to be a better system than this!” \u003c/span>\u003c/p>\n\u003ch3>Games, VR and Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There is a growing list of serious games — themed on real-world issues and with strong narrative components — that can engage students in shared experiences and help create a sense of empathy. They also include time for reflection and discussion as the choices players make should resonate in an emotional response. One example I’ve introduced to my students is \u003c/span>\u003ca href=\"http://www.mission-us.org/pages/landing-mission-4\">\u003ci>\u003cspan style=\"font-weight: 400;\">Mission US: City of Immigrants\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which puts players in the role of a Russian-Jewish immigrant in New York City in 1907\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Another is\u003c/span> \u003ca href=\"http://theundocumented.com\">\u003ci>\u003cspan style=\"font-weight: 400;\">The Migrant Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which put students in the role of border patrol and undocumented immigrants. Both games can be read as a text, and can inspire thoughtful classroom discussions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond games, I try to provide students with experiences they could not ordinarily have in real life. For example, they can use the low-cost virtual reality viewer \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/\">\u003cspan style=\"font-weight: 400;\">Google Cardboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to watch \u003c/span>\u003ca href=\"http://with.in/watch/clouds-over-sidra/\">\u003cspan style=\"font-weight: 400;\">Clouds Over Sidra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a short film told from the point of view of a young Syrian girl named Sidra. It tells her story of her days in a Jordanian refugee camp. \u003c/span>\u003c/p>\n\u003ch3>Design Starts With Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Design thinking should \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">start\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> with empathy, and that’s where game-based learning meets project-based learning. After students play serious games, or experience virtual reality field trips, give them an opportunity to design their own. For example, one of my students created a breakout game using scrapbook boxes and several locks. To play, a group works together cooperatively to solve a series of interesting puzzles. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458420\" class=\"wp-caption aligncenter\" style=\"max-width: 386px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"386\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458420 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.18.20 PM\" width=\"386\" height=\"517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png 386w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-160x214.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-240x321.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-375x502.png 375w\" sizes=\"(max-width: 386px) 100vw, 386px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Student-designed breakout game\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her game, each puzzle is embodied as a border checkpoint. Players take on the role of Carrie, an immigrant, whose goal is to get into the United States to save her family from uncertain harm. The first clues involve her scrambling to the United States border. Other clues lead to police and a lawyer, which are represented by a rubber ink stamp. Players are instructed to fingerprint themselves, and then check for a clue embedded in the stamp itself! The final lock — \u003c/span>\u003ca href=\"https://www.amazon.com/ImageLOCK-Combination-Lock-Administrative-Double-Reinforced/dp/B01DI6TLCK/ref=pd_lpo_60_tr_img_3?_encoding=UTF8&psc=1&refRID=RX802KS87QRK78SNM76X\">\u003cspan style=\"font-weight: 400;\">an image lock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> — is the hardest challenge. It is, in gamer parlance, the “\u003c/span>\u003ca href=\"http://digitalis.nwp.org/case-studies/boss-level-quest-learn-connected-learning-public-school\">\u003cspan style=\"font-weight: 400;\">boss level\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” Succeeding in this challenge results in the player winning. Inside that last box is the oath to become a United States citizen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This game’s creator, also 12 years old, referred to \u003c/span>\u003ca href=\"http://www.breakoutedu.com\">\u003cspan style=\"font-weight: 400;\">BreakoutEDU’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> website for guidance. She then used empathy as her starting point for all of her puzzle challenges. To view her breakout script \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j_q_0B0WqDZiRSd13LTs98wnd2YsCRDv2msMKUL0bTw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400;\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In a g\u003c/span>\u003cspan style=\"font-weight: 400;\">ood game, players make meaningful decisions based on the roles and identities they take on. Games — like film, text and other traditional media — can inspire class discussions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For more about \u003c/span>\u003cspan style=\"font-weight: 400;\">empathy, check out Brené Brown’s \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=1Evwgu369Jw\">\u003cspan style=\"font-weight: 400;\">animated video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, in which she talks about the subtle differences between being empathetic and sympathetic. To find out more about \u003c/span>\u003cspan style=\"font-weight: 400;\">serious games, check out the \u003c/span>\u003ca href=\"http://www.gamesforchange.org/play/\">\u003cspan style=\"font-weight: 400;\">Games for Change website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\n",
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"description": "“My parents emigrated to France from the West African island of Cape Verde, then later moved to Brooklyn,” one student said. Then she rolled a set of dice, and moved her game piece — an image of a woman wearing a red jacket — forward three spaces. Her goal was to get across the board,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“My parents emigrated to France from the West African island of Cape Verde, then later moved to Brooklyn,” one student said. Then she rolled a set of dice, and moved her game piece — an image of a woman wearing a red jacket — forward three spaces. Her goal was to get across the board, to the affluent neighborhood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The player to her right went next. He rolled a four, and moved his piece — a uniformed police officer — closer to the first player. Now it was the third player’s turn. She rolled a six. Like the first player, she was instructed to read from a Fact Card. She read aloud, “I identify as black, white and Jewish.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These students were playing a board game called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">It was not created not by me, nor did professional game designers prototype it. The game was the result of a research project students conducted on issues facing illegal and undocumented immigrants. The designers were two 12-years-old students in my social studies class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the information on the Fact Cards was based on real people, they were not actually undocumented immigrants — they arrived here legally, or were the children of immigrants. Nonetheless, the facts were adapted to be backstories, adding a layer of humanity to their game. The \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B5LqI-H9ERlcNlREa09FNU5iODA/preview\">\u003cspan style=\"font-weight: 400;\">curriculum materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> came from the Brooklyn Historical Society, and were originally part of a \u003c/span>\u003ca href=\"http://www.gamesforchange.org/studentchallenge/2017/01/30/11136/\">\u003cspan style=\"font-weight: 400;\">Moveable Game Jam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> I helped organize with Games for Change. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458421\" class=\"wp-caption aligncenter\" style=\"max-width: 522px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"522\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458421 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.17.55 PM\" width=\"522\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png 522w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-240x180.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-375x282.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-520x390.png 520w\" sizes=\"(max-width: 522px) 100vw, 522px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Immigrants and Border Patrol game board\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> is actually unwinnable. It is more of a procedural than a game, and that’s the point. The ongoing cycle of immigration and border patrol enforcement is embodied by the game’s core mechanics, or actions of play. The border agents patrol the board in a circular path, while the illegal immigrants try to move from one end of the board to the other. If the immigrants run into the border patrol, they don’t lose the game; instead, they go back to the start position and attempt the journey. At the end of playtesting, several students remarked, “There has to be a better system than this!” \u003c/span>\u003c/p>\n\u003ch3>Games, VR and Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There is a growing list of serious games — themed on real-world issues and with strong narrative components — that can engage students in shared experiences and help create a sense of empathy. They also include time for reflection and discussion as the choices players make should resonate in an emotional response. One example I’ve introduced to my students is \u003c/span>\u003ca href=\"http://www.mission-us.org/pages/landing-mission-4\">\u003ci>\u003cspan style=\"font-weight: 400;\">Mission US: City of Immigrants\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which puts players in the role of a Russian-Jewish immigrant in New York City in 1907\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Another is\u003c/span> \u003ca href=\"http://theundocumented.com\">\u003ci>\u003cspan style=\"font-weight: 400;\">The Migrant Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which put students in the role of border patrol and undocumented immigrants. Both games can be read as a text, and can inspire thoughtful classroom discussions. \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;\">Beyond games, I try to provide students with experiences they could not ordinarily have in real life. For example, they can use the low-cost virtual reality viewer \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/\">\u003cspan style=\"font-weight: 400;\">Google Cardboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to watch \u003c/span>\u003ca href=\"http://with.in/watch/clouds-over-sidra/\">\u003cspan style=\"font-weight: 400;\">Clouds Over Sidra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a short film told from the point of view of a young Syrian girl named Sidra. It tells her story of her days in a Jordanian refugee camp. \u003c/span>\u003c/p>\n\u003ch3>Design Starts With Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Design thinking should \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">start\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> with empathy, and that’s where game-based learning meets project-based learning. After students play serious games, or experience virtual reality field trips, give them an opportunity to design their own. For example, one of my students created a breakout game using scrapbook boxes and several locks. To play, a group works together cooperatively to solve a series of interesting puzzles. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458420\" class=\"wp-caption aligncenter\" style=\"max-width: 386px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"386\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458420 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.18.20 PM\" width=\"386\" height=\"517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png 386w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-160x214.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-240x321.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-375x502.png 375w\" sizes=\"(max-width: 386px) 100vw, 386px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Student-designed breakout game\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her game, each puzzle is embodied as a border checkpoint. Players take on the role of Carrie, an immigrant, whose goal is to get into the United States to save her family from uncertain harm. The first clues involve her scrambling to the United States border. Other clues lead to police and a lawyer, which are represented by a rubber ink stamp. Players are instructed to fingerprint themselves, and then check for a clue embedded in the stamp itself! The final lock — \u003c/span>\u003ca href=\"https://www.amazon.com/ImageLOCK-Combination-Lock-Administrative-Double-Reinforced/dp/B01DI6TLCK/ref=pd_lpo_60_tr_img_3?_encoding=UTF8&psc=1&refRID=RX802KS87QRK78SNM76X\">\u003cspan style=\"font-weight: 400;\">an image lock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> — is the hardest challenge. It is, in gamer parlance, the “\u003c/span>\u003ca href=\"http://digitalis.nwp.org/case-studies/boss-level-quest-learn-connected-learning-public-school\">\u003cspan style=\"font-weight: 400;\">boss level\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” Succeeding in this challenge results in the player winning. Inside that last box is the oath to become a United States citizen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This game’s creator, also 12 years old, referred to \u003c/span>\u003ca href=\"http://www.breakoutedu.com\">\u003cspan style=\"font-weight: 400;\">BreakoutEDU’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> website for guidance. She then used empathy as her starting point for all of her puzzle challenges. To view her breakout script \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j_q_0B0WqDZiRSd13LTs98wnd2YsCRDv2msMKUL0bTw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400;\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In a g\u003c/span>\u003cspan style=\"font-weight: 400;\">ood game, players make meaningful decisions based on the roles and identities they take on. Games — like film, text and other traditional media — can inspire class discussions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For more about \u003c/span>\u003cspan style=\"font-weight: 400;\">empathy, check out Brené Brown’s \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=1Evwgu369Jw\">\u003cspan style=\"font-weight: 400;\">animated video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, in which she talks about the subtle differences between being empathetic and sympathetic. To find out more about \u003c/span>\u003cspan style=\"font-weight: 400;\">serious games, check out the \u003c/span>\u003ca href=\"http://www.gamesforchange.org/play/\">\u003cspan style=\"font-weight: 400;\">Games for Change website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Broadcasting Class Creates an Authentic Real-World Learning Experience",
"headTitle": "Broadcasting Class Creates an Authentic Real-World Learning Experience | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When Jordan enters her Broadcast Media class at Kenilworth Junior High school, she doesn’t wait for directions from her teacher. She checks the job board, grabs a laptop and heads to her table to confer with her partner, Kyle. They are anchoring today’s news show, so they will spend the first part of class writing their script. They pull up the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/home?authuser=0\">\u003cspan style=\"font-weight: 400\">class website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and navigate to a spreadsheet of announcements submitted by school staff members. They work together on a shared Google doc (also from the website) and coordinate with the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/weather?authuser=0\">\u003cspan style=\"font-weight: 400\">weather\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/sports-corner?authuser=0\">\u003cspan style=\"font-weight: 400\">sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teams so they can incorporate their reports into their script.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to Jordan and Kyle, there are 31 more seventh and eighth grade students in the class, all assigned \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/jobs-rotation?authuser=0\">\u003cspan style=\"font-weight: 400\">jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the production of KTV, their school’s daily news broadcast.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Studio Managers: set up lights, cameras and teleprompters at the start of class\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Script/Anchors: write script and anchor news show\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weather: research and write weather forecast and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sports: research and write sports report and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Graphics: make graphics for each news item\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On This Day…Team: research, write, film and edit movies to highlight events in history\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Film Crew: research, storyboard, film and edit movies (PSAs, school events, etc.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Floor Manager: collect, deliver, and confirm that graphics and videos are loaded on the tricaster prior to filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Producer: organize teams to prep for filming; supervise directors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Audio Tech: set up, check and monitor audio for anchors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bus Tech: switch cameras during filming\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tricaster Tech: manage videos, graphics, audio and recording during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Directors: direct anchors during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teleprompter Tech: set up and pace teleprompters during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;text-align: left\">\u003cspan style=\"font-weight: 400\">Equipment Managers: confirm all equipment i\u003cbr>\ns shut down and stored after filming\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_457450\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-457450 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg\" alt=\"KTV_job_board\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The KTV job board\u003c/figcaption>\u003c/figure>\n\u003cp>From the time the first bell rings until the producer quiets the class for filming, the KTV room is abuzz with activity. Students move with authority around the room (and across campus), each responsible for elements of genuine broadcast media work. The stakes are high, as the scripts they write, the graphics they design or the movies they edit are not merely “turned in” to a teacher, but are published to a wide and meaningful audience. Our students know that the next day, during their morningclass, they will watch this episode of KTV, surrounded by their peers. That audience alone is significant enough to motivate 12 and 13-year-olds to do the best work they can. But the audience for our students’ work extends well beyond the walls of our classroom — parents and community members also stay up-to-date on school news by accessing KTV from the front page of the school website.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the final half hour of class, Jordan and Kyle wear the official KTV News Team shirts, sit at the anchor desk in the studio, and run through their lines while the teleprompter team paces the script. The producer rounds up the tech team and directors, and checks in with the floor manager to make sure the tricaster and bus tech have coordinated the show’s chronology. She quiets the room for filming and the show is now in the hands of the tech team, anchors and directors. When the show is over, the class applauds and then starts putting away the equipment, while the tech team uploads the show to \u003c/span>\u003ca href=\"https://www.youtube.com/playlist?list=PLUd-rfiTj3_L86OUzx2LS-FUxHAo7ZYj4\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/AndThatsKTV\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another episode is in the can; just another day in the studio for these kids.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Pa8t87dgRLY\u003c/p>\n\u003cp>After teaching English for 20 years, taking on the broadcast media class has opened my eyes to the power of giving students jobs with clearly defined responsibilities, meaningful motivation, and wide publication to a significant audience. And it makes me wonder: What if our traditional academic classes looked like this? What if in an English class, my students were given jobs that writers and literary critics tackle in their professional roles? And what if those jobs resulted in frequent publication to a meaningful audience? What about math classes? Can they look more like the workplaces of mathematicians and engineers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We’ve all heard the favorite student complaint disguised as a question: “When am I ever going to use this in the real world?” Annoying, yes, but a fair question. What if their classes really did operate like the real world? What if students were given jobs instead of assignments and could easily see how the skills they were learning were relevant to real-world work? This teacher is convinced: The real-world question is valid, and we owe our students more than an answer; we owe them authentic, real-world learning opportunities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Jordan enters her Broadcast Media class at Kenilworth Junior High school, she doesn’t wait for directions from her teacher. She checks the job board, grabs a laptop and heads to her table to confer with her partner, Kyle. They are anchoring today’s news show, so they will spend the first part of class writing their script. They pull up the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/home?authuser=0\">\u003cspan style=\"font-weight: 400\">class website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and navigate to a spreadsheet of announcements submitted by school staff members. They work together on a shared Google doc (also from the website) and coordinate with the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/weather?authuser=0\">\u003cspan style=\"font-weight: 400\">weather\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/sports-corner?authuser=0\">\u003cspan style=\"font-weight: 400\">sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teams so they can incorporate their reports into their script.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to Jordan and Kyle, there are 31 more seventh and eighth grade students in the class, all assigned \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/jobs-rotation?authuser=0\">\u003cspan style=\"font-weight: 400\">jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the production of KTV, their school’s daily news broadcast.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Studio Managers: set up lights, cameras and teleprompters at the start of class\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Script/Anchors: write script and anchor news show\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weather: research and write weather forecast and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sports: research and write sports report and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Graphics: make graphics for each news item\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On This Day…Team: research, write, film and edit movies to highlight events in history\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Film Crew: research, storyboard, film and edit movies (PSAs, school events, etc.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Floor Manager: collect, deliver, and confirm that graphics and videos are loaded on the tricaster prior to filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Producer: organize teams to prep for filming; supervise directors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Audio Tech: set up, check and monitor audio for anchors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bus Tech: switch cameras during filming\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tricaster Tech: manage videos, graphics, audio and recording during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Directors: direct anchors during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teleprompter Tech: set up and pace teleprompters during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;text-align: left\">\u003cspan style=\"font-weight: 400\">Equipment Managers: confirm all equipment i\u003cbr>\ns shut down and stored after filming\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_457450\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-457450 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg\" alt=\"KTV_job_board\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The KTV job board\u003c/figcaption>\u003c/figure>\n\u003cp>From the time the first bell rings until the producer quiets the class for filming, the KTV room is abuzz with activity. Students move with authority around the room (and across campus), each responsible for elements of genuine broadcast media work. The stakes are high, as the scripts they write, the graphics they design or the movies they edit are not merely “turned in” to a teacher, but are published to a wide and meaningful audience. Our students know that the next day, during their morningclass, they will watch this episode of KTV, surrounded by their peers. That audience alone is significant enough to motivate 12 and 13-year-olds to do the best work they can. But the audience for our students’ work extends well beyond the walls of our classroom — parents and community members also stay up-to-date on school news by accessing KTV from the front page of the school website.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the final half hour of class, Jordan and Kyle wear the official KTV News Team shirts, sit at the anchor desk in the studio, and run through their lines while the teleprompter team paces the script. The producer rounds up the tech team and directors, and checks in with the floor manager to make sure the tricaster and bus tech have coordinated the show’s chronology. She quiets the room for filming and the show is now in the hands of the tech team, anchors and directors. When the show is over, the class applauds and then starts putting away the equipment, while the tech team uploads the show to \u003c/span>\u003ca href=\"https://www.youtube.com/playlist?list=PLUd-rfiTj3_L86OUzx2LS-FUxHAo7ZYj4\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/AndThatsKTV\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another episode is in the can; just another day in the studio for these kids.\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/Pa8t87dgRLY'\n title='//www.youtube.com/embed/Pa8t87dgRLY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>After teaching English for 20 years, taking on the broadcast media class has opened my eyes to the power of giving students jobs with clearly defined responsibilities, meaningful motivation, and wide publication to a significant audience. And it makes me wonder: What if our traditional academic classes looked like this? What if in an English class, my students were given jobs that writers and literary critics tackle in their professional roles? And what if those jobs resulted in frequent publication to a meaningful audience? What about math classes? Can they look more like the workplaces of mathematicians and engineers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We’ve all heard the favorite student complaint disguised as a question: “When am I ever going to use this in the real world?” Annoying, yes, but a fair question. What if their classes really did operate like the real world? What if students were given jobs instead of assignments and could easily see how the skills they were learning were relevant to real-world work? This teacher is convinced: The real-world question is valid, and we owe our students more than an answer; we owe them authentic, real-world learning opportunities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Beyond the First 100 Days",
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"content": "\u003cp>The first 100 days of the Trump administration will come to a close at the end of April. The opening months of a new president’s tenure have long been viewed as a time to set a policy agenda, fulfill high-profile campaign promises and ride the wave of goodwill an election often brings.\u003c/p>\n\u003cp>But the first 100 days aren’t always smooth sailing, as President Trump and others have discovered. We won’t know until the end of April how Trump’s first 100 days compare with other recent presidents, but there’s no doubt it’s been unusually rocky so far. It has involved an ongoing Senate investigation into possible Russian interference in the 2016 election, the battle in the courts over both drafts of a \u003ca href=\"http://www.npr.org/sections/thetwo-way/2017/03/15/520171478/trump-travel-ban-faces-court-hearings-by-challengers-today\">controversial immigration ban \u003c/a>and Congress’s failure to repeal the Affordable Care Act. Trump’s approval rating \u003ca href=\"http://www.newsweek.com/donald-trump-latest-approval-rating-plunged-republican-fled-president-579151\">dipped to 34%\u003c/a> in the first week of April, the lowest of any president in his first 100 days. In contrast, President Obama’s overall approval rating was 69% at the end of his first 100 days. President George W. Bush’s was 58% and President Bill Clinton’s was 55%.\u003c/p>\n\u003cp>On the flip side, all of Trump’s initial nominees for cabinet posts with the exception of labor secretary nominee Andrew Puzder were confirmed by the Senate despite stiff opposition from Democrats.\u003c/p>\n\u003cp>Though the first 100 days will wrap up soon, the issues students care about won’t be going anywhere. Here are resources to put Trump’s first 100 days in context and help your students stay engaged through April and beyond:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">KQED’s Local Election Toolkit:\u003c/a> The next presidential election is years away, but local and state elections happen every year. Encourage students to contact their local representatives with these resources and civic engagement how-to guides.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.reuters.com/news/picture/first-100-days-of-trump?articleId=USRTX2Z3AQ\">First 100 Days of Trump\u003c/a>: This interactive and easy-to-read slideshow from Reuters zooms in on a key news item for each of the 100 days.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/graphics/politics/trump-claims/?utm_term=.6065453d022a\">100 Days of Trump Claims:\u003c/a> The Washington Post’s FactChecker team regularly update this post, which is packed with interactive graphics that focus on the veracity of Trump’s tweets and other claims.\u003c/p>\n\u003cp>\u003ca href=\"http://www.wsj.com/livecoverage/donald-trumps-first-100-days\">President Donald Trump’s First 100 Days\u003c/a>: The Wall Street Journal continues to collect daily coverage of the new administration.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/powerpost/wp/2017/03/26/trumps-first-100-days-whats-next-for-trump-and-congress/?utm_term=.3dff61d8e63a\">Trump’s First 100 Days, What’s Next for Trump and Congress: \u003c/a>The Washington Post is tracking the first 100 days with daily updates.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/02/28/whos-in-the-presidents-cabinet-and-what-do-they-do-with-lesson-plan/\">Trump’s Cabinet, What Do They Do and What Does it Matter?\u003c/a> KQED’s The Lowdown post and lesson plan explore the roles of a presidential cabinet and introduces students to Trump’s picks.\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/a-presidents-first-100-days-really-do-matter/\">A President’s First 100 Days Really Do Matter\u003c/a>: Historical context from FiveThirtyEight takes a data dive into the first 100 days of every administration from Roosevelt to Obama, and in some cases as far back as the McKinley administration.\u003c/p>\n\u003cp>\u003ca href=\"https://www.icivics.org/node/2499860\">First 100 Days\u003c/a>: This upper elementary curriculum from iCivics explains the history of the first 100 days and how the president is evaluated during this time.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first 100 days of the Trump administration will come to a close at the end of April. The opening months of a new president’s tenure have long been viewed as a time to set a policy agenda, fulfill high-profile campaign promises and ride the wave of goodwill an election often brings.\u003c/p>\n\u003cp>But the first 100 days aren’t always smooth sailing, as President Trump and others have discovered. We won’t know until the end of April how Trump’s first 100 days compare with other recent presidents, but there’s no doubt it’s been unusually rocky so far. It has involved an ongoing Senate investigation into possible Russian interference in the 2016 election, the battle in the courts over both drafts of a \u003ca href=\"http://www.npr.org/sections/thetwo-way/2017/03/15/520171478/trump-travel-ban-faces-court-hearings-by-challengers-today\">controversial immigration ban \u003c/a>and Congress’s failure to repeal the Affordable Care Act. Trump’s approval rating \u003ca href=\"http://www.newsweek.com/donald-trump-latest-approval-rating-plunged-republican-fled-president-579151\">dipped to 34%\u003c/a> in the first week of April, the lowest of any president in his first 100 days. In contrast, President Obama’s overall approval rating was 69% at the end of his first 100 days. President George W. Bush’s was 58% and President Bill Clinton’s was 55%.\u003c/p>\n\u003cp>On the flip side, all of Trump’s initial nominees for cabinet posts with the exception of labor secretary nominee Andrew Puzder were confirmed by the Senate despite stiff opposition from Democrats.\u003c/p>\n\u003cp>Though the first 100 days will wrap up soon, the issues students care about won’t be going anywhere. Here are resources to put Trump’s first 100 days in context and help your students stay engaged through April and beyond:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">KQED’s Local Election Toolkit:\u003c/a> The next presidential election is years away, but local and state elections happen every year. Encourage students to contact their local representatives with these resources and civic engagement how-to guides.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.reuters.com/news/picture/first-100-days-of-trump?articleId=USRTX2Z3AQ\">First 100 Days of Trump\u003c/a>: This interactive and easy-to-read slideshow from Reuters zooms in on a key news item for each of the 100 days.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/graphics/politics/trump-claims/?utm_term=.6065453d022a\">100 Days of Trump Claims:\u003c/a> The Washington Post’s FactChecker team regularly update this post, which is packed with interactive graphics that focus on the veracity of Trump’s tweets and other claims.\u003c/p>\n\u003cp>\u003ca href=\"http://www.wsj.com/livecoverage/donald-trumps-first-100-days\">President Donald Trump’s First 100 Days\u003c/a>: The Wall Street Journal continues to collect daily coverage of the new administration.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/powerpost/wp/2017/03/26/trumps-first-100-days-whats-next-for-trump-and-congress/?utm_term=.3dff61d8e63a\">Trump’s First 100 Days, What’s Next for Trump and Congress: \u003c/a>The Washington Post is tracking the first 100 days with daily updates.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/02/28/whos-in-the-presidents-cabinet-and-what-do-they-do-with-lesson-plan/\">Trump’s Cabinet, What Do They Do and What Does it Matter?\u003c/a> KQED’s The Lowdown post and lesson plan explore the roles of a presidential cabinet and introduces students to Trump’s picks.\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/a-presidents-first-100-days-really-do-matter/\">A President’s First 100 Days Really Do Matter\u003c/a>: Historical context from FiveThirtyEight takes a data dive into the first 100 days of every administration from Roosevelt to Obama, and in some cases as far back as the McKinley administration.\u003c/p>\n\u003cp>\u003ca href=\"https://www.icivics.org/node/2499860\">First 100 Days\u003c/a>: This upper elementary curriculum from iCivics explains the history of the first 100 days and how the president is evaluated during this time.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400;\">Before the digital age, teachers often had limited choices when responding to an eager-to-learn student with a question to which they did not know the answer. \u003c/span>A teacher could say:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400;\">“I don’t know,” and then try to move on.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">“I don’t know, but I will look it up after school today and get back to you tomorrow.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">“Why don’t you look it after school today and get back to all of us tomorrow.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>With the digital age, things have changed for the better. Now teachers can also say “Great question, grab a Chromebook, look it up and tell me what you learn.”\u003c/p>\n\u003cp>But what if the answer to a student’s question can’t be found online. It does happen. The Internet, sadly, does not contain the answers to all of life’s questions. Given this reality, what’s a teacher to do? Leave the eager-to-learn student feeling in the dark, shut-down, not-knowing?\u003c/p>\n\u003cp>Not necessarily. A teacher’s cell phone can often come to the rescue.\u003c/p>\n\u003ch3>EXAMPLE #1\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many years ago, while teaching the 1973 \u003c/span>\u003cspan style=\"font-weight: 400;\">landmark U.S. Supreme Court abortion cas\u003c/span>\u003cspan style=\"font-weight: 400;\">e \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Roe v. Wade,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> one of my students came up with two questions he wanted to ask Jane Roe (aka Norma McCorvey, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Roe v. Wade\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> plaintiff.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After finding McCorvey’s phone number online following an easy Internet search, I handed over my cell phone and a few minutes later, my student was asking Norma McCorvey the following questions: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Long before the U.S. Supreme Court ruled in your favor in the case of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Roe v. Wade, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">you gave birth to a baby that was placed for adoption. Have you ever been reunited with that child; any interest? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Do you think minor females should be required to get parental consent to have an abortion?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Can you imagine what that was like? Powerful learning took place that day and, via my cell phone’s speakers, the entire class was able to experience both sides of the conversation. Certainly it’s a phone call I will never forget.\u003c/span>\u003c/p>\n\u003ch3>EXAMPLE #2\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Just this past month, one of my students — while reading aloud a paragraph from a primary source detailing racial segregation in 1920s St. Louis — came across the term “restrictive covenant.” After finishing the paragraph, the student asked, “What’s a restrictive covenant?” Truth is, I didn’t know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sure, I could have faked it, but on that day, in that class and with that reading, it was super important for all of my students to fully understand the meaning of the term. So I asked the class to use their Chromebooks to find out how best to define the term. “Look it up I said; tell me what you learn.” But did that ever prove frustrating! Way too much legalese to cut through. Finally, and in desperation, I reached into my pocket, pulled out my cell phone, and called a lawyer and good friend of mine. He was able to explain the term well, over my cell phone’s speakers, no less.\u003c/span>\u003c/p>\n\u003ch3>EXAMPLE #3\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every semester in my U.S. Government class, I give a TED-Talk style presentation entitled The Watergate Scandal. In this presentation, I teach, among other things, about the power of the Senate to investigate and the power of the president to pardon, and I make quick mention of G. Gordon Liddy, best known as the chief operative in the \u003c/span>\u003cspan style=\"font-weight: 400;\">White House Plumbers\u003c/span>\u003cspan style=\"font-weight: 400;\"> Unit that existed during \u003c/span>\u003cspan style=\"font-weight: 400;\">Richard Nixon\u003c/span>\u003cspan style=\"font-weight: 400;\">‘s presidency.\u003c/span>\u003c/p>\n\u003cp>Some years back, two of my students raised their hands to ask two questions that I could not answer.\u003c/p>\n\u003cp>The following day in class, after having found Liddy’s phone number online, one of the two students used my phone to asked G. Gordon the questions directly.\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">You were convicted of burglary, conspiracy and refusing to testify before the Senate committee investigating Watergate and consequently served nearly 52 months in federal prison. Do you think you were punished fairly? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">How do you feel about President Ford’s pardon of Richard Nixon?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Need I add that, yes, Liddy’s answers were heard by the rest of the class via my cell phone’s speakers.\u003c/p>\n\u003ch3>EXAMPLE #4\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every semester the students in my U.S. Government class work on something called a \u003ca href=\"http://www.crfcap.org\">Civic Action Project\u003c/a>. During the project, students often need to acquire knowledge that can’t be found online, and which only our city’s mayor, city council members, city manager, police chief, and/or fire chief can provide. The phone calls we’ve made have resulted in one great story after another, with one in particular topping the list — when on of my students used my phone to ask our city’s police chief about some parking tickets that had been issued earlier in the day. \u003c/span>\u003c/p>\n\u003ch3>EXAMPLE #5\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Aside from my social studies teaching duties, I also coach our school’s mock trial team. I’ve been doing this for more than 20 years, but, until recently, I’d not found a good way to teach the hearsay rule. In the past, no matter my approach, my student attorneys always ended up giving me that dear-in-the-headlights look. Then four years ago, I tried something different. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">You guessed it, I reached into my pocket, removed my cell phone, and called a friend — an attorney and highly successful fellow mock trial teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">How I wish I had taken two photographs. One of the student attorneys huddled around my cell phone listening to my friend explain the hearsay rule. Another of the looks on the students’ faces at the end of the phone call. Not only did they learn the rule, but I learned how to teach it in a way that future mock trialers would grasp.\u003c/span>\u003c/p>\n\u003ch3>EXTERNAL SPEAKERS\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Perhaps you are wondering if I’ve ever connected my cell phone to an external set of speakers. I have not. I have always simply relied on my phone’s built-in speakers to project the audio to all corners of the room, and it’s worked well enough. But if you’re interested, you can purchase externals speakers for well under $100. For more information, click \u003c/span>\u003ca href=\"http://www.joodio.com/5-best-portable-speakers/\">\u003cspan style=\"font-weight: 400;\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003ch3>ENDNOTE\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite all these examples of how I have used my cell phone over the years, the truth is that I haven’t used it nearly enough. \u003c/span>Often times, it simply doesn’t dawn on me to reach for my phone until many days after it could have been useful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Nonetheless, I have come to view my cell phone, though often underutilized, as a great way to provide my students with an interesting, informative and engaging teaching and learning experience. In the future, I look forward to more-often inviting my students to use my cell phone to connect with the world at large.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400;\">Before the digital age, teachers often had limited choices when responding to an eager-to-learn student with a question to which they did not know the answer. \u003c/span>A teacher could say:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400;\">“I don’t know,” and then try to move on.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">“I don’t know, but I will look it up after school today and get back to you tomorrow.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">“Why don’t you look it after school today and get back to all of us tomorrow.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>With the digital age, things have changed for the better. Now teachers can also say “Great question, grab a Chromebook, look it up and tell me what you learn.”\u003c/p>\n\u003cp>But what if the answer to a student’s question can’t be found online. It does happen. The Internet, sadly, does not contain the answers to all of life’s questions. Given this reality, what’s a teacher to do? Leave the eager-to-learn student feeling in the dark, shut-down, not-knowing?\u003c/p>\n\u003cp>Not necessarily. A teacher’s cell phone can often come to the rescue.\u003c/p>\n\u003ch3>EXAMPLE #1\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many years ago, while teaching the 1973 \u003c/span>\u003cspan style=\"font-weight: 400;\">landmark U.S. Supreme Court abortion cas\u003c/span>\u003cspan style=\"font-weight: 400;\">e \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Roe v. Wade,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> one of my students came up with two questions he wanted to ask Jane Roe (aka Norma McCorvey, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Roe v. Wade\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> plaintiff.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After finding McCorvey’s phone number online following an easy Internet search, I handed over my cell phone and a few minutes later, my student was asking Norma McCorvey the following questions: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Long before the U.S. Supreme Court ruled in your favor in the case of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Roe v. Wade, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">you gave birth to a baby that was placed for adoption. Have you ever been reunited with that child; any interest? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Do you think minor females should be required to get parental consent to have an abortion?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Can you imagine what that was like? Powerful learning took place that day and, via my cell phone’s speakers, the entire class was able to experience both sides of the conversation. Certainly it’s a phone call I will never forget.\u003c/span>\u003c/p>\n\u003ch3>EXAMPLE #2\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Just this past month, one of my students — while reading aloud a paragraph from a primary source detailing racial segregation in 1920s St. Louis — came across the term “restrictive covenant.” After finishing the paragraph, the student asked, “What’s a restrictive covenant?” Truth is, I didn’t know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sure, I could have faked it, but on that day, in that class and with that reading, it was super important for all of my students to fully understand the meaning of the term. So I asked the class to use their Chromebooks to find out how best to define the term. “Look it up I said; tell me what you learn.” But did that ever prove frustrating! Way too much legalese to cut through. Finally, and in desperation, I reached into my pocket, pulled out my cell phone, and called a lawyer and good friend of mine. He was able to explain the term well, over my cell phone’s speakers, no less.\u003c/span>\u003c/p>\n\u003ch3>EXAMPLE #3\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every semester in my U.S. Government class, I give a TED-Talk style presentation entitled The Watergate Scandal. In this presentation, I teach, among other things, about the power of the Senate to investigate and the power of the president to pardon, and I make quick mention of G. Gordon Liddy, best known as the chief operative in the \u003c/span>\u003cspan style=\"font-weight: 400;\">White House Plumbers\u003c/span>\u003cspan style=\"font-weight: 400;\"> Unit that existed during \u003c/span>\u003cspan style=\"font-weight: 400;\">Richard Nixon\u003c/span>\u003cspan style=\"font-weight: 400;\">‘s presidency.\u003c/span>\u003c/p>\n\u003cp>Some years back, two of my students raised their hands to ask two questions that I could not answer.\u003c/p>\n\u003cp>The following day in class, after having found Liddy’s phone number online, one of the two students used my phone to asked G. Gordon the questions directly.\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">You were convicted of burglary, conspiracy and refusing to testify before the Senate committee investigating Watergate and consequently served nearly 52 months in federal prison. Do you think you were punished fairly? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">How do you feel about President Ford’s pardon of Richard Nixon?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Need I add that, yes, Liddy’s answers were heard by the rest of the class via my cell phone’s speakers.\u003c/p>\n\u003ch3>EXAMPLE #4\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every semester the students in my U.S. Government class work on something called a \u003ca href=\"http://www.crfcap.org\">Civic Action Project\u003c/a>. During the project, students often need to acquire knowledge that can’t be found online, and which only our city’s mayor, city council members, city manager, police chief, and/or fire chief can provide. The phone calls we’ve made have resulted in one great story after another, with one in particular topping the list — when on of my students used my phone to ask our city’s police chief about some parking tickets that had been issued earlier in the day. \u003c/span>\u003c/p>\n\u003ch3>EXAMPLE #5\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Aside from my social studies teaching duties, I also coach our school’s mock trial team. I’ve been doing this for more than 20 years, but, until recently, I’d not found a good way to teach the hearsay rule. In the past, no matter my approach, my student attorneys always ended up giving me that dear-in-the-headlights look. Then four years ago, I tried something different. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">You guessed it, I reached into my pocket, removed my cell phone, and called a friend — an attorney and highly successful fellow mock trial teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">How I wish I had taken two photographs. One of the student attorneys huddled around my cell phone listening to my friend explain the hearsay rule. Another of the looks on the students’ faces at the end of the phone call. Not only did they learn the rule, but I learned how to teach it in a way that future mock trialers would grasp.\u003c/span>\u003c/p>\n\u003ch3>EXTERNAL SPEAKERS\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Perhaps you are wondering if I’ve ever connected my cell phone to an external set of speakers. I have not. I have always simply relied on my phone’s built-in speakers to project the audio to all corners of the room, and it’s worked well enough. But if you’re interested, you can purchase externals speakers for well under $100. For more information, click \u003c/span>\u003ca href=\"http://www.joodio.com/5-best-portable-speakers/\">\u003cspan style=\"font-weight: 400;\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003ch3>ENDNOTE\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite all these examples of how I have used my cell phone over the years, the truth is that I haven’t used it nearly enough. \u003c/span>Often times, it simply doesn’t dawn on me to reach for my phone until many days after it could have been useful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nonetheless, I have come to view my cell phone, though often underutilized, as a great way to provide my students with an interesting, informative and engaging teaching and learning experience. In the future, I look forward to more-often inviting my students to use my cell phone to connect with the world at large.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The iAM Video Project: A Creative 'Get-to-Know-You' Activity",
"headTitle": "The iAM Video Project: A Creative ‘Get-to-Know-You’ Activity | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">As a high school journalism teacher, I have started my classes off for years with various digital\u003ci> \u003c/i>‘get-to-know-you’ activities — everything from having students write me a letter using the computer, to playing various online interactive classroom games— all, theoretically, supposed to give me a better idea of who my students are and what their needs might be. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, since I’m always looking for ways to provide my students with NEW opportunities to engage with digital media, I decided this year, for the first time, to also offer my students a chance to describe themselves via a video project I call the iAM Video Project, with this project having been inspired by fellow journalism educator \u003ca href=\"http://www.dongoble.com/\" target=\"_blank\" rel=\"noopener\">Don Goble’s\u003c/a> \u003ca href=\"http://lhstv.weebly.com/iam-imovie-trailers.html\" target=\"_blank\" rel=\"noopener\">iAm iMovie Trailer Project\u003c/a>. \u003c/span>\u003c/p>\n\u003ch3>THE PROJECT\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The iAM video project allows students to engage at the highest level of critical thinking through digital storytelling. It is also a fun and easy way to learn important media literacy lessons by creating content using photos, audio and video.\u003c/span>\u003c/p>\n\u003cp>While the idea of this project was initially developed with iPads in mind, and using the iMovie application, I made modifications to make it more accessible for classes who might not be using Apple products.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400;\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">’s video feature, students were tasked with creating a video project that would tell the world who they are. They were asked to address the following questions: What do you care about? Who do you care about? What/who do love/like? What do you aspire to be? Students were also allowed to incorporate anything else that they felt was important.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I requested that students include at least 30 pictures to help illustrate their videos. Because Adobe Spark can be downloaded as a mobile app, students could easily pull photos from their camera roll on their mobile device. For students who didn’t have photos they liked, there was any easy solution. Go take some!\u003c/p>\n\u003cp>Additionally, since Adobe Spark allows narration to be recorded over photos and the video, students were able to record their voice over outside of class in a comfortable setting. Incorporating audio added an additional layer of depth to the project and the goal of promoting digital literacy through creation.\u003c/p>\n\u003ch3>THE OUTCOME\u003c/h3>\n\u003cfigure id=\"attachment_446123\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://spark.adobe.com/video/jWkotZtfRP8Ll\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-446123 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-800x453.png\" alt=\"Screen Shot 2017-03-23 at 3.49.45 PM\" width=\"800\" height=\"453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-800x453.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-768x434.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-960x543.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-240x136.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-375x212.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-520x294.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM.png 981w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">To view this completed iAM Video Project, click on the above.\u003c/figcaption>\u003c/figure>\n\u003cp>When I started to assess the projects, I was ecstatic about the outcome. By allowing students to tell their own stories, I’m convinced I learned more about them than I would have from any of my previous projects.\u003c/p>\n\u003cp>Students who might not feel comfortable speaking aloud in class, or were unconfident with their writing skills, were still able to tell their stories and utilize their voice for an authentic audience.\u003c/p>\n\u003cp>While I still learned commonly discussed things about my students, such as their favorite music or sport, I did not anticipate the depths that some students would reveal about their personal lives. Working in a military community, several students told about their parents who were deployed overseas, or about having to live with extended family. Other students felt that it was important to let me know about their sexuality. The details that they were willing to share with me was truly humbling.\u003c/p>\n\u003cp>At the end of the semester I even had a student, who was reluctant to try this new project when it was assigned, admit that he ended up using the video feature of Adobe Spark for a project in a different class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I encourage you to try this project in your own classroom. The digital storytelling and digital literacy skills that students will learn are important, but what you learn about your students will be equally important.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">As a high school journalism teacher, I have started my classes off for years with various digital\u003ci> \u003c/i>‘get-to-know-you’ activities — everything from having students write me a letter using the computer, to playing various online interactive classroom games— all, theoretically, supposed to give me a better idea of who my students are and what their needs might be. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, since I’m always looking for ways to provide my students with NEW opportunities to engage with digital media, I decided this year, for the first time, to also offer my students a chance to describe themselves via a video project I call the iAM Video Project, with this project having been inspired by fellow journalism educator \u003ca href=\"http://www.dongoble.com/\" target=\"_blank\" rel=\"noopener\">Don Goble’s\u003c/a> \u003ca href=\"http://lhstv.weebly.com/iam-imovie-trailers.html\" target=\"_blank\" rel=\"noopener\">iAm iMovie Trailer Project\u003c/a>. \u003c/span>\u003c/p>\n\u003ch3>THE PROJECT\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The iAM video project allows students to engage at the highest level of critical thinking through digital storytelling. It is also a fun and easy way to learn important media literacy lessons by creating content using photos, audio and video.\u003c/span>\u003c/p>\n\u003cp>While the idea of this project was initially developed with iPads in mind, and using the iMovie application, I made modifications to make it more accessible for classes who might not be using Apple products.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400;\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">’s video feature, students were tasked with creating a video project that would tell the world who they are. They were asked to address the following questions: What do you care about? Who do you care about? What/who do love/like? What do you aspire to be? Students were also allowed to incorporate anything else that they felt was important.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I requested that students include at least 30 pictures to help illustrate their videos. Because Adobe Spark can be downloaded as a mobile app, students could easily pull photos from their camera roll on their mobile device. For students who didn’t have photos they liked, there was any easy solution. Go take some!\u003c/p>\n\u003cp>Additionally, since Adobe Spark allows narration to be recorded over photos and the video, students were able to record their voice over outside of class in a comfortable setting. Incorporating audio added an additional layer of depth to the project and the goal of promoting digital literacy through creation.\u003c/p>\n\u003ch3>THE OUTCOME\u003c/h3>\n\u003cfigure id=\"attachment_446123\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://spark.adobe.com/video/jWkotZtfRP8Ll\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-446123 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-800x453.png\" alt=\"Screen Shot 2017-03-23 at 3.49.45 PM\" width=\"800\" height=\"453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-800x453.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-768x434.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-960x543.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-240x136.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-375x212.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM-520x294.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-23-at-3.49.45-PM.png 981w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">To view this completed iAM Video Project, click on the above.\u003c/figcaption>\u003c/figure>\n\u003cp>When I started to assess the projects, I was ecstatic about the outcome. By allowing students to tell their own stories, I’m convinced I learned more about them than I would have from any of my previous projects.\u003c/p>\n\u003cp>Students who might not feel comfortable speaking aloud in class, or were unconfident with their writing skills, were still able to tell their stories and utilize their voice for an authentic audience.\u003c/p>\n\u003cp>While I still learned commonly discussed things about my students, such as their favorite music or sport, I did not anticipate the depths that some students would reveal about their personal lives. Working in a military community, several students told about their parents who were deployed overseas, or about having to live with extended family. Other students felt that it was important to let me know about their sexuality. The details that they were willing to share with me was truly humbling.\u003c/p>\n\u003cp>At the end of the semester I even had a student, who was reluctant to try this new project when it was assigned, admit that he ended up using the video feature of Adobe Spark for a project in a different class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I encourage you to try this project in your own classroom. The digital storytelling and digital literacy skills that students will learn are important, but what you learn about your students will be equally important.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Classroom Blogging Through Daily Bell Ringers",
"headTitle": "Classroom Blogging Through Daily Bell Ringers | KQED",
"content": "\u003cp>This fall I decided to have my IEP (individualized education plan) students create in-class personal blogs. For my students, having accommodations to support their learning is imperative. Having a learning disability means that you struggle in a particular area and need some extra support. When students are able to write about their lives in short daily blog posts, it gives them the freedom to share their interests and become more in-tune with themselves. While their work is not visible to the public, their daily posts can be shared with classmates through Google Slides.\u003c/p>\n\u003cp>[media-credit name=\"Kira Miller\" align=\"alignnone\" width=\"622\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-442758 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM.png\" alt=\"Screen Shot 2017-03-17 at 9.16.05 PM\" width=\"622\" height=\"282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM.png 622w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-160x73.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-520x236.png 520w\" sizes=\"(max-width: 622px) 100vw, 622px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I begin each class by publishing a new Bell Ringer Blog assignment on Google Classroom — a starter sentence, a picture, a question the students can answer or a video they can discuss in a new Google Slide (their blog post). This process motivates students to get started just after the bell rings.\u003c/span>\u003c/p>\n\u003cp>I go through the blog assignment step-by-step for a couple of weeks at the beginning of each semester to ensure they have the gist of what I expect from them each day. This process makes things easy when I have to be absent, as students can easily see the post I want them to create that day in Google Classroom and complete it without much additional teacher support.\u003c/p>\n\u003cp>Each student is given design layouts to choose from for their personal blogs, or they can create their own. They use the same layout consistently throughout a semester to maintain equity in their posts. My caseload this year is all freshman, who I will have as students for four years, so the Bell Ringer Blog assignment will be a nice way for them to see their progress during high school. Students will also learn how to use their personal Chromebooks to show me their understanding of digital citizenship. I want to see that they can use their computers properly, search the Internet and communicate with others safely. And because I assigned the project through Google Classroom, I have access to each of their documents and can review and grade for completion, participation and spelling.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11202 align=\"alignnone\" width=\"624\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-442759 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM.png\" alt=\"Screen Shot 2017-03-17 at 9.16.15 PM\" width=\"624\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM.png 624w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-375x202.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-520x280.png 520w\" sizes=\"(max-width: 624px) 100vw, 624px\">[/media-credit]\u003c/p>\n\u003cp>The Google Slides program (or the Windows version, Windows Powerpoint) can be a bit daunting if you’ve never used it before. There are a lot of buttons and options, and each one does something different for your presentation. I show my students different presentation options throughout the year, teaching them new buttons and how to get them to work for their personalized slides. Ideally, using transitions and uploading things like pictures and videos will help them with projects later in high school, in college and when they get a job.\u003c/p>\n\u003cp>[media-credit id=11202 align=\"alignnone\" width=\"623\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-442760 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM.png\" alt=\"Screen Shot 2017-03-17 at 9.16.25 PM\" width=\"623\" height=\"364\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM.png 623w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-375x219.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-520x304.png 520w\" sizes=\"(max-width: 623px) 100vw, 623px\">[/media-credit]\u003c/p>\n\u003ch3>Limitations and Low-Tech Options\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids do this project for more than a quarter, there ends up being a lot of slides — with images, gifs and videos — that need to be uploaded everyday, and it takes a lot longer than I’d like. For this reason, I tend to have students start a new slide deck each \u003c/span>\u003cspan style=\"font-weight: 400\">quarter so the upload process takes less time. This kind of blog project can also be done without technology. Students can answer the daily bell ringer on a piece of paper and put the pages together like a book at the end of each semester. \u003c/span>\u003c/p>\n\u003ch3>Feedback\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have told me that the blogging project feels like a personal journal they can use to relay their thoughts without feeling judged. Students also like the chance to get their thoughts together in their blog post about a particular video we’ve watched or topic I’ve presented before they talk about it aloud. They’ve said it has made them feel more confident about what they want to say. \u003c/span>\u003c/p>\n\u003cp>I really enjoy this project because it gives kids freedom to express themselves using text or photos. I have one student who has personalized his Bell Ringer Blog with photos of trophies he has won from his cross country meets. It’s clear from his blog that he’s proud of himself, and I hope that in the future he will look back and be reminded that he was a successful young man in high school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a big deal for me to have my students acknowledge and share their interests, especially because they may struggle in certain areas of their education. Giving my students the opportunity to work beyond their abilities makes this project successful.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This fall I decided to have my IEP (individualized education plan) students create in-class personal blogs. For my students, having accommodations to support their learning is imperative. Having a learning disability means that you struggle in a particular area and need some extra support. When students are able to write about their lives in short daily blog posts, it gives them the freedom to share their interests and become more in-tune with themselves. While their work is not visible to the public, their daily posts can be shared with classmates through Google Slides.\u003c/p>\n\u003cp>[media-credit name=\"Kira Miller\" align=\"alignnone\" width=\"622\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-442758 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM.png\" alt=\"Screen Shot 2017-03-17 at 9.16.05 PM\" width=\"622\" height=\"282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM.png 622w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-160x73.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.05-PM-520x236.png 520w\" sizes=\"(max-width: 622px) 100vw, 622px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I begin each class by publishing a new Bell Ringer Blog assignment on Google Classroom — a starter sentence, a picture, a question the students can answer or a video they can discuss in a new Google Slide (their blog post). This process motivates students to get started just after the bell rings.\u003c/span>\u003c/p>\n\u003cp>I go through the blog assignment step-by-step for a couple of weeks at the beginning of each semester to ensure they have the gist of what I expect from them each day. This process makes things easy when I have to be absent, as students can easily see the post I want them to create that day in Google Classroom and complete it without much additional teacher support.\u003c/p>\n\u003cp>Each student is given design layouts to choose from for their personal blogs, or they can create their own. They use the same layout consistently throughout a semester to maintain equity in their posts. My caseload this year is all freshman, who I will have as students for four years, so the Bell Ringer Blog assignment will be a nice way for them to see their progress during high school. Students will also learn how to use their personal Chromebooks to show me their understanding of digital citizenship. I want to see that they can use their computers properly, search the Internet and communicate with others safely. And because I assigned the project through Google Classroom, I have access to each of their documents and can review and grade for completion, participation and spelling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit id=11202 align=\"alignnone\" width=\"624\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-442759 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM.png\" alt=\"Screen Shot 2017-03-17 at 9.16.15 PM\" width=\"624\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM.png 624w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-375x202.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.15-PM-520x280.png 520w\" sizes=\"(max-width: 624px) 100vw, 624px\">[/media-credit]\u003c/p>\n\u003cp>The Google Slides program (or the Windows version, Windows Powerpoint) can be a bit daunting if you’ve never used it before. There are a lot of buttons and options, and each one does something different for your presentation. I show my students different presentation options throughout the year, teaching them new buttons and how to get them to work for their personalized slides. Ideally, using transitions and uploading things like pictures and videos will help them with projects later in high school, in college and when they get a job.\u003c/p>\n\u003cp>[media-credit id=11202 align=\"alignnone\" width=\"623\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-442760 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM.png\" alt=\"Screen Shot 2017-03-17 at 9.16.25 PM\" width=\"623\" height=\"364\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM.png 623w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-375x219.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Screen-Shot-2017-03-17-at-9.16.25-PM-520x304.png 520w\" sizes=\"(max-width: 623px) 100vw, 623px\">[/media-credit]\u003c/p>\n\u003ch3>Limitations and Low-Tech Options\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids do this project for more than a quarter, there ends up being a lot of slides — with images, gifs and videos — that need to be uploaded everyday, and it takes a lot longer than I’d like. For this reason, I tend to have students start a new slide deck each \u003c/span>\u003cspan style=\"font-weight: 400\">quarter so the upload process takes less time. This kind of blog project can also be done without technology. Students can answer the daily bell ringer on a piece of paper and put the pages together like a book at the end of each semester. \u003c/span>\u003c/p>\n\u003ch3>Feedback\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have told me that the blogging project feels like a personal journal they can use to relay their thoughts without feeling judged. Students also like the chance to get their thoughts together in their blog post about a particular video we’ve watched or topic I’ve presented before they talk about it aloud. They’ve said it has made them feel more confident about what they want to say. \u003c/span>\u003c/p>\n\u003cp>I really enjoy this project because it gives kids freedom to express themselves using text or photos. I have one student who has personalized his Bell Ringer Blog with photos of trophies he has won from his cross country meets. It’s clear from his blog that he’s proud of himself, and I hope that in the future he will look back and be reminded that he was a successful young man in high school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a big deal for me to have my students acknowledge and share their interests, especially because they may struggle in certain areas of their education. Giving my students the opportunity to work beyond their abilities makes this project successful.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"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/",
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},
"fresh-air": {
"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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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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"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",
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"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": {
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"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
},
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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/",
"meta": {
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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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},
"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",
"subscribe": {
"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",
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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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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"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",
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