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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Maker Ed, or the Maker Education Initiative is a national nonprofit organization that provides educators and institutions with the training, resources, and community of support they need to create engaging, inclusive, and motivating learning experiences for youth through maker education. This year they will be holding their 3rd annual Maker Educator Convening \u003cem>Impact and Outcomes of Maker Education: Empowering Youth and Educators \u003c/em>from May 16th through 17th in San Francisco, California. Come check out KQED’s workshop on \u003cem>Engineering for Good\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Engineering for Good: Designing Solutions for the Plastic Problem\u003c/strong>\u003c/p>\n\u003cp>Develop your knowledge of the engineering design process with a quick dip into a hands-on, youth-centered design challenge. Engineering for Good takes middle-school aged youth through the Engineering Design Process to develop solutions for impacts of plastics on the environment. Get a chance to go through the first couple steps of the Engineering Design Process, and discover how youth can share their engineering stories through media-making activities.\u003c/p>\n\u003cp>\u003cstrong>Additional Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2017/04/13/engineering-for-good/\">Engineering for Good\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Plastic is a useful and ubiquitous item in our lives, but the fact that it doesn’t biodegrade means that it has long-term effects on the Earth. Middle school science classrooms across the country can develop solutions for negative impacts of plastic on the environment with KQED Learning’s new Next Generation Science Standard (NGSS)-aligned, project-based learning unit.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://teach.kqed.org/#\">KQED Teach \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Teach is an online professional learning platform with a variety of hands-on courses for learning digital media literacy skills. In this space, practice and collaborate with fellow educators to bring media making into your learning environment.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.netflix.com/title/80117470\">\u003ci>13 Reasons Why\u003c/i>,\u003c/a> is a new Netflix series based on Jay Asher’s popular novel. The show, depicts the life of Hannah Baker, a high schooler who commits suicide and leaves behind a trail of cassette tapes that explain the decision to end her life. A second season was announced this week.\u003c/p>\n\u003cp>May is mental health month, prompting opportunities to engage in conversations about the challenging topics of mental health and depression. The \u003ca href=\"http://www.mayoclinic.org/\">Mayo Clinic\u003c/a> defines depression as “a brain disorder characterized by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life.” Use the following resources to learn more about depression and support engaged dialogue around mental health issues.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/04/28/how-does-your-community-view-depression/\">\u003cstrong>There is something that can be done about depression\u003c/strong>\u003c/a>. There are thirteen reasons given for why the character Hannah did what she did — these reasons can serve as thirteen opportunities to become more informed and aware about what depression is and how to be supportive. Start a conversation about mental health issues with the following \u003cem>Do Now\u003c/em> post featuring discussion prompts.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/12/09/why-do-teens-hide-their-feelings/\">\u003cstrong>Learn how to detect signs of depression.\u003c/strong>\u003c/a> In the fictional account, Mr. Porter, the counselor, saw Hannah the day she died. The following lesson plan highlights how to spot signs of depression in your community.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/02/high-school-students-health-suffers-from-too-much-stress/\">Depression can be exacerbated by stress\u003c/a>\u003c/strong>. As a sophomore at a new school, trying to find new friends, exploring some of her first relationships, and maintaining good academic standing, the character Hannah Baker had a lot on her plate. Checkout this KQED MindShift post to learn about the different stressors on teens.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2017/04/12/is-social-media-making-you-sick/\">Social Media can be a powerful source of inciting and spreading judgement, leading to even more stress.\u003c/a>\u003c/strong> After watching the show, one might question what would have happened if the controversial picture of Hannah never circulated? In this episode of \u003ci>Above the Noise\u003c/i> learn how Social Media, such as Snapchat, Facebook, and Twitter may lead to depressed moods.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://youthradio.org/journalism/science/only-smiling-on-the-outside-teens-hide-depression/\">Depression can be hidden\u003c/a>\u003c/strong>. In the fictional portrayal, Hannah did not overtly display depressed moods in her social interactions. In this Youth Radio podcast, a girl shares her internal battle with depression.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://youthradio.org/journalism/education/discussion-how-does-your-community-view-depression/\">Depression affects people in different ways. \u003c/a>\u003c/strong> Throughout the series, all of the characters experienced their own hardships and responded in different ways. In this Youth Radio podcast, teenagers share their personal experiences with depression and weigh in on how depression is addressed or not in their societies.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/46a5519c-3bbe-461e-8de8-02808139fd82/seb000d-3009-the-secret-life-of-the-brain-part-3-summary/#.WQn_ZU2GPcs\">Depression is a mental disability, and a real illness\u003c/a>\u003c/strong>. The brain is one of the most complex structures in the human body. Learn about the brain and how it feels emotion with the following PBS video.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/13/why-depression-strikes-todays-teen-girls-especially-hard/\">Depression is not always caused by one thing but can be influenced by many\u003c/a>.\u003c/strong> The character Hannah is depicted as consumed with different social pressures of fitting in and making friends in a new community. Check out this KQED MindShift post to learn how judgement and social stigmas can affect girls development and sense of identity.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/perspectives/2014/12/04/explaining-depression-to-my-family/\">\u003cstrong>Silence can be harmful\u003c/strong>\u003c/a>. Depression is a widespread issue even if not always openly talked about. Learn about others battles with depression with the following KQED Perspective.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\">\u003cstrong>Learn how to change academic institutions to provide more mental health resources.\u003c/strong>\u003c/a> Use the following KQED MindShift post to think through how to change schools to provide better Mental Health resources. What resources are available for students in your community?\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/22/10-realities-about-bullying-at-school-and-online/\">\u003cstrong>Become more informed about what bullying actually is\u003c/strong>\u003c/a>. In the series, many of the students knew bullying or “drama” occurred but never spoke up, prompting some to question \u003cem>why were they so mean?\u003c/em> — But, is this the right question to ask? Rather, what conditions were influencing their behavior? Learn more about the context of bullying with the following KQED MindShift resource.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/19/why-dont-teachers-get-training-on-mental-health-disorders/\">\u003cstrong>Learn how to provide better opportunities for teachers\u003c/strong>\u003c/a>. Although the high school had a wellness class and a counselor, often this is not the case. Learn about teacher’s access to mental health training with the following KQED MindShift post.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/16/how-empathy-is-important-for-parents-and-teens-when-things-get-stressful/\">\u003cstrong>Start conversations about taboo topics. \u003c/strong>\u003c/a>The character Hannah never told anyone how she was feeling. Use the following KQED MindShift post as a guide for how to foster empathetic conversations around challenging topics.\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.netflix.com/title/80117470\">\u003ci>13 Reasons Why\u003c/i>,\u003c/a> is a new Netflix series based on Jay Asher’s popular novel. The show, depicts the life of Hannah Baker, a high schooler who commits suicide and leaves behind a trail of cassette tapes that explain the decision to end her life. A second season was announced this week.\u003c/p>\n\u003cp>May is mental health month, prompting opportunities to engage in conversations about the challenging topics of mental health and depression. The \u003ca href=\"http://www.mayoclinic.org/\">Mayo Clinic\u003c/a> defines depression as “a brain disorder characterized by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life.” Use the following resources to learn more about depression and support engaged dialogue around mental health issues.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/04/28/how-does-your-community-view-depression/\">\u003cstrong>There is something that can be done about depression\u003c/strong>\u003c/a>. There are thirteen reasons given for why the character Hannah did what she did — these reasons can serve as thirteen opportunities to become more informed and aware about what depression is and how to be supportive. Start a conversation about mental health issues with the following \u003cem>Do Now\u003c/em> post featuring discussion prompts.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/12/09/why-do-teens-hide-their-feelings/\">\u003cstrong>Learn how to detect signs of depression.\u003c/strong>\u003c/a> In the fictional account, Mr. Porter, the counselor, saw Hannah the day she died. The following lesson plan highlights how to spot signs of depression in your community.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/02/high-school-students-health-suffers-from-too-much-stress/\">Depression can be exacerbated by stress\u003c/a>\u003c/strong>. As a sophomore at a new school, trying to find new friends, exploring some of her first relationships, and maintaining good academic standing, the character Hannah Baker had a lot on her plate. Checkout this KQED MindShift post to learn about the different stressors on teens.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2017/04/12/is-social-media-making-you-sick/\">Social Media can be a powerful source of inciting and spreading judgement, leading to even more stress.\u003c/a>\u003c/strong> After watching the show, one might question what would have happened if the controversial picture of Hannah never circulated? In this episode of \u003ci>Above the Noise\u003c/i> learn how Social Media, such as Snapchat, Facebook, and Twitter may lead to depressed moods.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://youthradio.org/journalism/science/only-smiling-on-the-outside-teens-hide-depression/\">Depression can be hidden\u003c/a>\u003c/strong>. In the fictional portrayal, Hannah did not overtly display depressed moods in her social interactions. 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Learn about the brain and how it feels emotion with the following PBS video.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/13/why-depression-strikes-todays-teen-girls-especially-hard/\">Depression is not always caused by one thing but can be influenced by many\u003c/a>.\u003c/strong> The character Hannah is depicted as consumed with different social pressures of fitting in and making friends in a new community. Check out this KQED MindShift post to learn how judgement and social stigmas can affect girls development and sense of identity.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/perspectives/2014/12/04/explaining-depression-to-my-family/\">\u003cstrong>Silence can be harmful\u003c/strong>\u003c/a>. Depression is a widespread issue even if not always openly talked about. Learn about others battles with depression with the following KQED Perspective.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\">\u003cstrong>Learn how to change academic institutions to provide more mental health resources.\u003c/strong>\u003c/a> Use the following KQED MindShift post to think through how to change schools to provide better Mental Health resources. What resources are available for students in your community?\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/22/10-realities-about-bullying-at-school-and-online/\">\u003cstrong>Become more informed about what bullying actually is\u003c/strong>\u003c/a>. In the series, many of the students knew bullying or “drama” occurred but never spoke up, prompting some to question \u003cem>why were they so mean?\u003c/em> — But, is this the right question to ask? Rather, what conditions were influencing their behavior? Learn more about the context of bullying with the following KQED MindShift resource.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/19/why-dont-teachers-get-training-on-mental-health-disorders/\">\u003cstrong>Learn how to provide better opportunities for teachers\u003c/strong>\u003c/a>. Although the high school had a wellness class and a counselor, often this is not the case. Learn about teacher’s access to mental health training with the following KQED MindShift post.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/16/how-empathy-is-important-for-parents-and-teens-when-things-get-stressful/\">\u003cstrong>Start conversations about taboo topics. \u003c/strong>\u003c/a>The character Hannah never told anyone how she was feeling. 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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many educators work in the classroom from 8am to 3pm, teaching students in a specific age range or specializing in a particular subject. For those who want to contribute to their community outside of the classroom, by either helping fellow teachers come up with great ideas or by supporting students who need extra help and expertise, there are multiple opportunities available. \u003c/span>\u003c/p>\n\u003ch3>Serve as an Online Academic Tutor\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online tutoring is one of the most straightforward ways for educators to reach out to their local student population. Students may need help studying for entrance exams or they may be at risk of not fulfilling their educational goals. Teachers can offer generalized tutoring that includes study skills or core subjects or they may have a specific expertise in something like ESL, technology, engineering, or a foreign language. The best thing about one-on-one tutoring is that a teacher can mold the session to meet a student’s individual needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience has been helping students bridge the gap when it comes to preparing for standardized tests. As many teachers agree, a real-world language arts and literature curriculum, for instance, can be very different from the test-taking skills students must master before taking a standardized exam. Many high schoolers become frustrated with the excessive drills required to succeed on these tests. My goal is to help them study efficiently, with an individualized plan, so they can keep their main focus on classroom work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’d like to offer online tutoring to help in your community, companies such as \u003c/span>\u003ca href=\"http://tutor.com\">\u003cspan style=\"font-weight: 400\">Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.wyzant.com/\">\u003cspan style=\"font-weight: 400\">Wyzant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.brainfuse.com/Home/about.asp\">\u003cspan style=\"font-weight: 400\">Brainfuse\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">serve as a marketplace for connecting educators and students.\u003c/span>\u003c/p>\n\u003ch3>Share and Sell Your Lesson Plans Online\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A less obvious, but very important, way for educators to reach out to the student community is to help their fellow teachers with lesson plans. Our colleagues are always looking for the next greatest lesson plan or something creative to make the core subjects more interesting to a classroom of 30 youngsters with short attention spans. In the past, teachers were only able to create lesson plans for themselves or fellow teachers within their school, but now companies such as \u003c/span>\u003ca href=\"http://hosted.ap.org/dynamic/stories/U/US_MILLION_DOLLAR_LESSONS_MIOL-?SITE=AP&SECTION=HOME&TEMPLATE=DEFAULT\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a convenient online platform to share lesson plans and ideas with teachers nationwide. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve shared a few lesson plans over the years and found that it was not only a great way for me to contribute interesting ideas, but was also an opportunity for me to think in detail about my own lesson plans and what I wanted my students to focus on as a learning objective. Shared lesson plans can be highly intricate, such as a pop-up paperboard Egyptian pyramid project aimed at sixth graders to complete in art class, or something relatively simple, such as holiday coloring sheets to keep third graders busy if a main lesson plan ends earlier than expected. Sharing ideas with teachers in a digital community helps people on both ends of the classroom and supports a give-and-take within a thriving academic community. \u003c/span>\u003c/p>\n\u003ch3>Contribute to an Online Education Blog\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators who have a little bit of time here and there might enjoy writing for an education blog. Coordinating an entire blog is a giant time commitment, but there are many excellent sites to which teachers can contribute on a monthly basis. Also, you may consider working with colleagues in your school district to create a blog that meets the specific needs of local students and teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the best things about contributing to education blogs is that it gives teachers an opportunity to share personal experiences, from engaging a classroom with 40 plus students to coping with budgetary issues to dealing with the latest difficult topic in the news. In addition to following KQED’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">blog, check out \u003c/span>\u003ca href=\"https://teach.com/teach100\">\u003cspan style=\"font-weight: 400\">Teach.com’s ranking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education blogs.\u003c/span>\u003c/p>\n\u003ch3>Serve as an Online College Scholarship Mentor\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most students have access to a college counselor at their local public school, but many students don’t have access to services that help them transition financially from high school to college. There are many students who could use a little extra guidance, whether they reside in the foster care system, are applying through an international scholarship fund, or come from a home school system. \u003c/span>\u003c/p>\n\u003cp>I have worked with a few students who applied for full scholarships in the United States, but, because they lived internationally, didn’t have access to college counseling services through the U.S. public school system. No matter where they live, students who are relying on scholarship money to attend university often need help organizing essential deadlines, filling out endless forms, and figuring out how to fit their entire life’s story into 550 words.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to become a mentor can check out \u003c/span>\u003ca href=\"https://educationusa.state.gov/\">\u003cspan style=\"font-weight: 400\">Education USA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.fosteringchange.org/education/scholarships-for-foster-youth\">\u003cspan style=\"font-weight: 400\">Fostering Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many educators work in the classroom from 8am to 3pm, teaching students in a specific age range or specializing in a particular subject. For those who want to contribute to their community outside of the classroom, by either helping fellow teachers come up with great ideas or by supporting students who need extra help and expertise, there are multiple opportunities available. \u003c/span>\u003c/p>\n\u003ch3>Serve as an Online Academic Tutor\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online tutoring is one of the most straightforward ways for educators to reach out to their local student population. Students may need help studying for entrance exams or they may be at risk of not fulfilling their educational goals. Teachers can offer generalized tutoring that includes study skills or core subjects or they may have a specific expertise in something like ESL, technology, engineering, or a foreign language. The best thing about one-on-one tutoring is that a teacher can mold the session to meet a student’s individual needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience has been helping students bridge the gap when it comes to preparing for standardized tests. As many teachers agree, a real-world language arts and literature curriculum, for instance, can be very different from the test-taking skills students must master before taking a standardized exam. Many high schoolers become frustrated with the excessive drills required to succeed on these tests. My goal is to help them study efficiently, with an individualized plan, so they can keep their main focus on classroom work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’d like to offer online tutoring to help in your community, companies such as \u003c/span>\u003ca href=\"http://tutor.com\">\u003cspan style=\"font-weight: 400\">Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.wyzant.com/\">\u003cspan style=\"font-weight: 400\">Wyzant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.brainfuse.com/Home/about.asp\">\u003cspan style=\"font-weight: 400\">Brainfuse\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">serve as a marketplace for connecting educators and students.\u003c/span>\u003c/p>\n\u003ch3>Share and Sell Your Lesson Plans Online\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A less obvious, but very important, way for educators to reach out to the student community is to help their fellow teachers with lesson plans. Our colleagues are always looking for the next greatest lesson plan or something creative to make the core subjects more interesting to a classroom of 30 youngsters with short attention spans. In the past, teachers were only able to create lesson plans for themselves or fellow teachers within their school, but now companies such as \u003c/span>\u003ca href=\"http://hosted.ap.org/dynamic/stories/U/US_MILLION_DOLLAR_LESSONS_MIOL-?SITE=AP&SECTION=HOME&TEMPLATE=DEFAULT\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a convenient online platform to share lesson plans and ideas with teachers nationwide. \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\">I’ve shared a few lesson plans over the years and found that it was not only a great way for me to contribute interesting ideas, but was also an opportunity for me to think in detail about my own lesson plans and what I wanted my students to focus on as a learning objective. Shared lesson plans can be highly intricate, such as a pop-up paperboard Egyptian pyramid project aimed at sixth graders to complete in art class, or something relatively simple, such as holiday coloring sheets to keep third graders busy if a main lesson plan ends earlier than expected. Sharing ideas with teachers in a digital community helps people on both ends of the classroom and supports a give-and-take within a thriving academic community. \u003c/span>\u003c/p>\n\u003ch3>Contribute to an Online Education Blog\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators who have a little bit of time here and there might enjoy writing for an education blog. Coordinating an entire blog is a giant time commitment, but there are many excellent sites to which teachers can contribute on a monthly basis. Also, you may consider working with colleagues in your school district to create a blog that meets the specific needs of local students and teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the best things about contributing to education blogs is that it gives teachers an opportunity to share personal experiences, from engaging a classroom with 40 plus students to coping with budgetary issues to dealing with the latest difficult topic in the news. In addition to following KQED’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">blog, check out \u003c/span>\u003ca href=\"https://teach.com/teach100\">\u003cspan style=\"font-weight: 400\">Teach.com’s ranking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education blogs.\u003c/span>\u003c/p>\n\u003ch3>Serve as an Online College Scholarship Mentor\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most students have access to a college counselor at their local public school, but many students don’t have access to services that help them transition financially from high school to college. There are many students who could use a little extra guidance, whether they reside in the foster care system, are applying through an international scholarship fund, or come from a home school system. \u003c/span>\u003c/p>\n\u003cp>I have worked with a few students who applied for full scholarships in the United States, but, because they lived internationally, didn’t have access to college counseling services through the U.S. public school system. No matter where they live, students who are relying on scholarship money to attend university often need help organizing essential deadlines, filling out endless forms, and figuring out how to fit their entire life’s story into 550 words.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to become a mentor can check out \u003c/span>\u003ca href=\"https://educationusa.state.gov/\">\u003cspan style=\"font-weight: 400\">Education USA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.fosteringchange.org/education/scholarships-for-foster-youth\">\u003cspan style=\"font-weight: 400\">Fostering Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Digital Portfolios, PSAs and Brochures: Engaging Students Until the Final Bell",
"headTitle": "Digital Portfolios, PSAs and Brochures: Engaging Students Until the Final Bell | KQED",
"content": "\u003cp>You know the signs: annual state testing is done, spring break is a distant memory and the weather is noticeably warmer. As if that isn’t enough to send students into a summer-is-almost-here frenzy, the school starts announcing yearbook arrivals and promotion events. It’s enough to break the best of us. The last month of the school year can be the toughest, as these milestones might signal to students that the work that matters most is done.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can we keep our students engaged in meaningful work when everything around them screams “You’re almost done! Hello summer, goodbye school!”? A mini-project that offers students creative and meaningful work can make the final month not just productive, but pleasurable for all of us. And if the project culminates in some kind of publication, students will be more invested in the quality of their work. Digital portfolios, video PSAs and Tips for Success brochures engage students in creative work while also reinforcing lessons learned during the year through meaningful reflection.\u003c/span>\u003c/p>\n\u003ch3>Portfolios\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if your students haven’t archived their work in portfolios this year, it’s not too late to start. In fact, digital portfolios are so quick and easy to create, your students could put together quite an impressive website in just a couple weeks. Plus, they’ll benefit from taking time to look back through what they’ve learned this year, share their proudest moments, and reflect on their growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many online choices for creating digital portfolios that are pretty simple, yet can result in slick, professional looking sites. This year my eighth graders started using the new \u003c/span>\u003ca href=\"https://sites.google.com/\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and they love how easy it is to insert their work directly from their Google Drive. In previous years, we have also found \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.wix.com/\">\u003cspan style=\"font-weight: 400\">Wix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://wordpress.com/\">\u003cspan style=\"font-weight: 400\">WordPress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be easy platforms for creating personal websites. \u003c/span>\u003ca href=\"https://docs.google.com/presentation/u/0/?tgif=d\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">SeeSaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> work well for younger student portfolios. One year I let my students choose which platform to use, and thanks to online help pages for all the options, they were able to work on their own and get help when they needed it, even if their classmates were using a variety of different sites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As guidance, I give my students a list of pieces to add to their portfolios, such as their best expository writing, poem, literary analysis, etc. But besides just dropping their work into a website, my students also write introductions to each piece, which include reflections on why each work was meaningful to them. And that’s where I see the power of portfolios: Because students are sorting through their work from the year, they are reminded of the \u003c/span>\u003ca href=\"http://alissam22019.weebly.com/reading.html\">\u003cspan style=\"font-weight: 400\">literary analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helped them see themes that link different texts to their own lives, and they remember and more fully appreciate \u003c/span>\u003ca href=\"http://meganh3ela.weebly.com/writing.html\">\u003cspan style=\"font-weight: 400\">the poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they wrote earlier in the year that introduced them to the bittersweet emotions of nostalgia. Reflection is a powerful tool for learning, but even more powerful is the polishing and publication of those reflections. (See \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/02/18/getting-your-class-started-with-digital-portfolios/\">\u003cspan style=\"font-weight: 400\">Rebecca Girard’s post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about incorporating and managing digital portfolios in the classroom.)\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"559\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-480758 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM.png\" width=\"559\" height=\"204\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM.png 559w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-160x58.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-240x88.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-375x137.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-520x190.png 520w\" sizes=\"(max-width: 559px) 100vw, 559px\">[/media-credit]\u003c/p>\n\u003ch3>PSAs\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve been assessing our students all year on content, but what about other skills, like how to succeed in school (and life)? Video PSAs give students a chance to show what they know in an engaging, hands-on way, while also providing us with resources for future students. I give my students a menu of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1rM0GEW3n_thaDbqn18VhILr9QLJDA4u3NtVCVwEAGD8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">life skill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> options, along with suggestions from staff members for school-wide reminders, such as doing \u003c/span>\u003ca href=\"https://youtu.be/u_6J7PZQYpw\">\u003cspan style=\"font-weight: 400\">your homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, respecting \u003c/span>\u003ca href=\"https://youtu.be/drl2Tqdwgnw\">\u003cspan style=\"font-weight: 400\">off-limits areas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and not \u003c/span>\u003ca href=\"https://youtu.be/97DRMHYqsYk\">\u003cspan style=\"font-weight: 400\">chewing gum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or tossing \u003c/span>\u003ca href=\"https://youtu.be/lYXGwYVeUyY\">\u003cspan style=\"font-weight: 400\">water bottles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus. Adults may find the videos a bit silly, but we know that students are far more likely to hear a message about \u003c/span>\u003ca href=\"https://youtu.be/WaFDZ9GJsT8\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when their peers are behind and in front of the camera. Added bonus: Students gain valuable \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/through-the-lens-of-filmmaking-merle-huerta\">\u003cspan style=\"font-weight: 400\">film production and publication skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while reinforcing lessons learned during the year.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=97DRMHYqsYk&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My school is in a 1:1 iPad district, so our students can use their iPads to film and edit. But many students’ films have been made with personal phones and then edited in iMovie on a Mac or with \u003c/span>\u003ca href=\"https://www.wevideo.com/\">\u003cspan style=\"font-weight: 400\">WeVideo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on any computer. One of my \u003c/span>\u003ca href=\"https://youtu.be/2eVFNBucMR0\">\u003cspan style=\"font-weight: 400\">favorite student PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was made by just one student with the camera on his teacher’s Mac laptop. Your students can probably show you how easy it is for them to produce films with whatever device they have available!\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2eVFNBucMR0&feature=youtu.be\u003c/p>\n\u003ch3>Tips for Success Brochures\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year I’m trying a new end-of-year project. Although my students are finished with their state testing in English, over the next couple weeks there will be math and make-up testing taking place across campus. That means we can’t let students work outside, which makes video production more difficult. So this year my students will be making \u003c/span>\u003ca href=\"https://docs.google.com/document/d/11lgqt6VpTm1QLQ9JyUy70pNUqYx-ha1ykLuMtgv5TiA/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Tips for Success brochures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for future students at our school. I’m letting them each choose a focus for their brochure: how to succeed in a certain teacher’s class, how to earn good grades while also competing in a sport, how to be smart and safe on social media, how to stay out of trouble at school, etc. My experience says that letting them choose will result in greater enthusiasm for their work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And now that Google Docs finally allows us to \u003c/span>\u003ca href=\"https://youtu.be/CGzeBvSg_Xc\">\u003cspan style=\"font-weight: 400\">add columns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it is a great tool for students to create their \u003c/span>\u003ca href=\"https://youtu.be/2unlGfb4LbA\">\u003cspan style=\"font-weight: 400\">brochures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They could also use \u003c/span>\u003ca href=\"https://youtu.be/G7cGciC53CQ\">\u003cspan style=\"font-weight: 400\">Microsoft Word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or Apple’s \u003c/span>\u003ca href=\"https://youtu.be/Z4iBpNA-LrM\">\u003cspan style=\"font-weight: 400\">Pages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While pre-made templates make it easy, your students could learn a lot more about digital publications if they have to figure out the formatting themselves. And again, this project will not only reinforce their own understanding of how to be successful students, but it will build their writing, graphic design and digital skills at the same time.\u003c/span>\u003c/p>\n\u003ch3>Publishing\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I love to wrap up the school year with some kind of publication or sharing of student work. And when students create digital content, it is simple to offer them ways to publish it. Students can post the links to their portfolios in a Google Form, and the spreadsheet can be made available to the class via \u003c/span>\u003ca href=\"https://classroom.google.com/u/0/h\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reading or watching each other’s work is as simple as clicking on portfolios links.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could also share their work via \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or in a shared \u003c/span>\u003ca href=\"https://drive.google.com/\">\u003cspan style=\"font-weight: 400\">Google Drive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> folder. If they vote for the best brochures, those could then be printed and/or embedded in the school website for next year’s students. And if your students create video PSAs, a mini film festival is definitely in order. Roll out the red carpet, pop some popcorn and let your students vote for Best Picture!\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Don’t let spring fever and school’s-almost-out distractions keep your students off-task and unproductive. Get them engaged in a hands-on digital project and they won’t even notice that final bell.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>You know the signs: annual state testing is done, spring break is a distant memory and the weather is noticeably warmer. As if that isn’t enough to send students into a summer-is-almost-here frenzy, the school starts announcing yearbook arrivals and promotion events. It’s enough to break the best of us. The last month of the school year can be the toughest, as these milestones might signal to students that the work that matters most is done.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can we keep our students engaged in meaningful work when everything around them screams “You’re almost done! Hello summer, goodbye school!”? A mini-project that offers students creative and meaningful work can make the final month not just productive, but pleasurable for all of us. And if the project culminates in some kind of publication, students will be more invested in the quality of their work. Digital portfolios, video PSAs and Tips for Success brochures engage students in creative work while also reinforcing lessons learned during the year through meaningful reflection.\u003c/span>\u003c/p>\n\u003ch3>Portfolios\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if your students haven’t archived their work in portfolios this year, it’s not too late to start. In fact, digital portfolios are so quick and easy to create, your students could put together quite an impressive website in just a couple weeks. Plus, they’ll benefit from taking time to look back through what they’ve learned this year, share their proudest moments, and reflect on their growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many online choices for creating digital portfolios that are pretty simple, yet can result in slick, professional looking sites. This year my eighth graders started using the new \u003c/span>\u003ca href=\"https://sites.google.com/\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and they love how easy it is to insert their work directly from their Google Drive. In previous years, we have also found \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.wix.com/\">\u003cspan style=\"font-weight: 400\">Wix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://wordpress.com/\">\u003cspan style=\"font-weight: 400\">WordPress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be easy platforms for creating personal websites. \u003c/span>\u003ca href=\"https://docs.google.com/presentation/u/0/?tgif=d\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">SeeSaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> work well for younger student portfolios. One year I let my students choose which platform to use, and thanks to online help pages for all the options, they were able to work on their own and get help when they needed it, even if their classmates were using a variety of different sites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As guidance, I give my students a list of pieces to add to their portfolios, such as their best expository writing, poem, literary analysis, etc. But besides just dropping their work into a website, my students also write introductions to each piece, which include reflections on why each work was meaningful to them. And that’s where I see the power of portfolios: Because students are sorting through their work from the year, they are reminded of the \u003c/span>\u003ca href=\"http://alissam22019.weebly.com/reading.html\">\u003cspan style=\"font-weight: 400\">literary analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helped them see themes that link different texts to their own lives, and they remember and more fully appreciate \u003c/span>\u003ca href=\"http://meganh3ela.weebly.com/writing.html\">\u003cspan style=\"font-weight: 400\">the poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they wrote earlier in the year that introduced them to the bittersweet emotions of nostalgia. Reflection is a powerful tool for learning, but even more powerful is the polishing and publication of those reflections. (See \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/02/18/getting-your-class-started-with-digital-portfolios/\">\u003cspan style=\"font-weight: 400\">Rebecca Girard’s post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about incorporating and managing digital portfolios in the classroom.)\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=11343 align=\"aligncenter\" width=\"559\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-480758 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM.png\" width=\"559\" height=\"204\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM.png 559w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-160x58.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-240x88.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-375x137.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-02-at-12.08.39-PM-520x190.png 520w\" sizes=\"(max-width: 559px) 100vw, 559px\">[/media-credit]\u003c/p>\n\u003ch3>PSAs\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve been assessing our students all year on content, but what about other skills, like how to succeed in school (and life)? Video PSAs give students a chance to show what they know in an engaging, hands-on way, while also providing us with resources for future students. I give my students a menu of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1rM0GEW3n_thaDbqn18VhILr9QLJDA4u3NtVCVwEAGD8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">life skill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> options, along with suggestions from staff members for school-wide reminders, such as doing \u003c/span>\u003ca href=\"https://youtu.be/u_6J7PZQYpw\">\u003cspan style=\"font-weight: 400\">your homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, respecting \u003c/span>\u003ca href=\"https://youtu.be/drl2Tqdwgnw\">\u003cspan style=\"font-weight: 400\">off-limits areas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and not \u003c/span>\u003ca href=\"https://youtu.be/97DRMHYqsYk\">\u003cspan style=\"font-weight: 400\">chewing gum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or tossing \u003c/span>\u003ca href=\"https://youtu.be/lYXGwYVeUyY\">\u003cspan style=\"font-weight: 400\">water bottles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus. Adults may find the videos a bit silly, but we know that students are far more likely to hear a message about \u003c/span>\u003ca href=\"https://youtu.be/WaFDZ9GJsT8\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when their peers are behind and in front of the camera. Added bonus: Students gain valuable \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/through-the-lens-of-filmmaking-merle-huerta\">\u003cspan style=\"font-weight: 400\">film production and publication skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while reinforcing lessons learned during the year.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/97DRMHYqsYk'\n title='//www.youtube.com/embed/97DRMHYqsYk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">My school is in a 1:1 iPad district, so our students can use their iPads to film and edit. But many students’ films have been made with personal phones and then edited in iMovie on a Mac or with \u003c/span>\u003ca href=\"https://www.wevideo.com/\">\u003cspan style=\"font-weight: 400\">WeVideo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on any computer. One of my \u003c/span>\u003ca href=\"https://youtu.be/2eVFNBucMR0\">\u003cspan style=\"font-weight: 400\">favorite student PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was made by just one student with the camera on his teacher’s Mac laptop. Your students can probably show you how easy it is for them to produce films with whatever device they have available!\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2eVFNBucMR0'\n title='//www.youtube.com/embed/2eVFNBucMR0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch3>Tips for Success Brochures\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year I’m trying a new end-of-year project. Although my students are finished with their state testing in English, over the next couple weeks there will be math and make-up testing taking place across campus. That means we can’t let students work outside, which makes video production more difficult. So this year my students will be making \u003c/span>\u003ca href=\"https://docs.google.com/document/d/11lgqt6VpTm1QLQ9JyUy70pNUqYx-ha1ykLuMtgv5TiA/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Tips for Success brochures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for future students at our school. I’m letting them each choose a focus for their brochure: how to succeed in a certain teacher’s class, how to earn good grades while also competing in a sport, how to be smart and safe on social media, how to stay out of trouble at school, etc. My experience says that letting them choose will result in greater enthusiasm for their work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And now that Google Docs finally allows us to \u003c/span>\u003ca href=\"https://youtu.be/CGzeBvSg_Xc\">\u003cspan style=\"font-weight: 400\">add columns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it is a great tool for students to create their \u003c/span>\u003ca href=\"https://youtu.be/2unlGfb4LbA\">\u003cspan style=\"font-weight: 400\">brochures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They could also use \u003c/span>\u003ca href=\"https://youtu.be/G7cGciC53CQ\">\u003cspan style=\"font-weight: 400\">Microsoft Word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or Apple’s \u003c/span>\u003ca href=\"https://youtu.be/Z4iBpNA-LrM\">\u003cspan style=\"font-weight: 400\">Pages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While pre-made templates make it easy, your students could learn a lot more about digital publications if they have to figure out the formatting themselves. And again, this project will not only reinforce their own understanding of how to be successful students, but it will build their writing, graphic design and digital skills at the same time.\u003c/span>\u003c/p>\n\u003ch3>Publishing\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I love to wrap up the school year with some kind of publication or sharing of student work. And when students create digital content, it is simple to offer them ways to publish it. Students can post the links to their portfolios in a Google Form, and the spreadsheet can be made available to the class via \u003c/span>\u003ca href=\"https://classroom.google.com/u/0/h\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reading or watching each other’s work is as simple as clicking on portfolios links.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could also share their work via \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or in a shared \u003c/span>\u003ca href=\"https://drive.google.com/\">\u003cspan style=\"font-weight: 400\">Google Drive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> folder. If they vote for the best brochures, those could then be printed and/or embedded in the school website for next year’s students. And if your students create video PSAs, a mini film festival is definitely in order. Roll out the red carpet, pop some popcorn and let your students vote for Best Picture!\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\">Don’t let spring fever and school’s-almost-out distractions keep your students off-task and unproductive. Get them engaged in a hands-on digital project and they won’t even notice that final bell.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch2>\u003cstrong>Social Media and Your Brain\u003c/strong>\u003c/h2>\n\u003cp>Ever have an argument with someone, and no matter how many facts you provide, you just can’t get that person to see it your way? One big reason for this is cognitive bias, which is a limitation in our thinking that can cause flaws in our judgement.\u003c/p>\n\u003cp>So if we can’t use facts to defeat confirmation bias, what else can we do? The first step is to recognize that when it comes to your own beliefs, you have this bias, too. It’s also important to recognize that you may not fully understand something as well as you think you do. When it comes to controversial topics, researching the other side of the issue may make you realize that YOUR understanding of the issue might be incomplete. \u003ca href=\"https://www.psychologytoday.com/blog/science-choice/201504/what-is-confirmation-bias\">Confirmation bias\u003c/a> is a certain type of cognitive bias that motivates us to seek out information we already believe and ignore or minimize facts that threaten what we believe.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1cvoM5y869lyPxXt0FKQtqso7ONvJRq1TAZG6spm-UZI/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1D_jiOUzJRBvbesKNgxRAcW6ZqEPX5O2UuX5yvC3um5I/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1lvhgxSaZA-E6oxHRw9p5stsx8RTeK5cPENuEwZHuuU0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1QPzQwB04P40Dw9cJ0Vv2ZDUOFiFhmM1naR2jXs0k5YQ/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\u003c/blockquote>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.salon.com/2017/02/05/this-is-your-brain-on-fake-news-whats-behind-the-human-willingness-to-swallow-alternative-facts/\">This Is Your Brain On Fake News\u003c/a> (Salon)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.newyorker.com/magazine/2017/02/27/why-facts-dont-change-our-minds\">Why Facts Don’t Change Our Minds\u003c/a>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3538401/\"> \u003c/a>(The New Yorker)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.bbc.com/future/story/20170131-why-wont-some-people-listen-to-reason\"> How To Get People To Overcome Their Bias\u003c/a> (BBC)\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>\u003cstrong>ABOVE THE NOISE\u003c/strong>, a YouTube series from KQED, follows young journalists as they investigate real world issues that impact young people’s lives. These short videos prompt critical thinking with middle and high school students to spark civic engagement. Join hosts Myles Bess and Shirin Ghaffary for \u003ca href=\"https://www.youtube.com/abovethenoise\">new episodes published every Wednesday\u003c/a> on YouTube.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "Pick a controversial topic - GMOs, climate change, or another issue that you have strong beliefs about - and research the opposing viewpoint. Explain why the other side believes what it believes. #DoNowConfirmationBias",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003cstrong>Social Media and Your Brain\u003c/strong>\u003c/h2>\n\u003cp>Ever have an argument with someone, and no matter how many facts you provide, you just can’t get that person to see it your way? One big reason for this is cognitive bias, which is a limitation in our thinking that can cause flaws in our judgement.\u003c/p>\n\u003cp>So if we can’t use facts to defeat confirmation bias, what else can we do? The first step is to recognize that when it comes to your own beliefs, you have this bias, too. It’s also important to recognize that you may not fully understand something as well as you think you do. When it comes to controversial topics, researching the other side of the issue may make you realize that YOUR understanding of the issue might be incomplete. \u003ca href=\"https://www.psychologytoday.com/blog/science-choice/201504/what-is-confirmation-bias\">Confirmation bias\u003c/a> is a certain type of cognitive bias that motivates us to seek out information we already believe and ignore or minimize facts that threaten what we believe.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1cvoM5y869lyPxXt0FKQtqso7ONvJRq1TAZG6spm-UZI/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1D_jiOUzJRBvbesKNgxRAcW6ZqEPX5O2UuX5yvC3um5I/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1lvhgxSaZA-E6oxHRw9p5stsx8RTeK5cPENuEwZHuuU0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1QPzQwB04P40Dw9cJ0Vv2ZDUOFiFhmM1naR2jXs0k5YQ/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\u003c/blockquote>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.salon.com/2017/02/05/this-is-your-brain-on-fake-news-whats-behind-the-human-willingness-to-swallow-alternative-facts/\">This Is Your Brain On Fake News\u003c/a> (Salon)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.newyorker.com/magazine/2017/02/27/why-facts-dont-change-our-minds\">Why Facts Don’t Change Our Minds\u003c/a>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3538401/\"> \u003c/a>(The New Yorker)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.bbc.com/future/story/20170131-why-wont-some-people-listen-to-reason\"> How To Get People To Overcome Their Bias\u003c/a> (BBC)\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>\u003cstrong>ABOVE THE NOISE\u003c/strong>, a YouTube series from KQED, follows young journalists as they investigate real world issues that impact young people’s lives. These short videos prompt critical thinking with middle and high school students to spark civic engagement. Join hosts Myles Bess and Shirin Ghaffary for \u003ca href=\"https://www.youtube.com/abovethenoise\">new episodes published every Wednesday\u003c/a> on YouTube.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>I am a 5th and 8th-grade science teacher and at the start of the 2013 school year, I wondered if I could get my students to become productive scientific writers. To find out, I introduced my students to the concept of blogging at the start of 2013, and have had my students experiment with blogging ever since. As a result of this experimentation, I have concluded that by blogging my fifth and eighth-grade students can indeed become prolific content writers, adept at explaining concepts and making their thinking visible. This is our story…\u003c/p>\n\u003ch3>The First Blog Assignment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In September 2013, when I first introduced the idea of blogging in the science classroom, I was met with the usual response. First, excitement at using this “new” thing that nobody else in my district was using, followed quickly by the realization that there were assignments to be written. There were lots of groans and complaints along the lines of “Why do we have to do this?” So much so, that in November I \u003c/span>\u003ca href=\"http://adventuresciencegarcia.blogspot.com/2013/11/why-blogs-are-not-going-away.html\">\u003cspan style=\"font-weight: 400\">published a post \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">for my students explaining why the blogs were not going away!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning, the assignment was pretty straightforward: Tell your readers what you learned in class. I was not expecting much more than what I got, which was a simple one paragraph answer and perhaps rhetorical questions about the content. Their blogs then were a simple extension of the notebook, a “substitution” if you will. During the year I experimented with different ideas, adding to and modifying the blog requirements. By the end of that first year, two things became clear: First, aside from weekly writings, blogs could also be used for more thorough reflection on a subject. (I teach using project-based learning, and one of the cornerstones of this type of teaching is the reflective piece.) And second, the blogs had become a space where \u003c/span>\u003ca href=\"http://moomoocowbabygilbert.blogspot.com/2014/\">\u003cspan style=\"font-weight: 400\">students were exploring ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> not presented in the classroom. Some students had moved on beyond the assignment to write about scientific concepts that were of interest to them.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"637\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-477449\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/first-blog.jpg\" alt=\"first blog\" width=\"637\" height=\"574\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog.jpg 637w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-160x144.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-240x216.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-375x338.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-520x469.jpg 520w\" sizes=\"(max-width: 637px) 100vw, 637px\">[/media-credit]\u003c/p>\n\u003ch3>The Second Set of Blogs\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we started the 2014-2015 school year, I knew that the blogs had to become more rigorous. I wanted them to be a place for \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventure5th/blog\">\u003cspan style=\"font-weight: 400\">weekly reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as a place for students to explore other content related to the class. I no longer simply asked, “What did you learn?,” but, instead, started pushing for a more in-depth commentary. The assignment was the same at all grade levels, and since I gave the option of \u003c/span>\u003ca href=\"http://afscience2023.blogspot.com/2015/01/rewritable-paper-prints-with-light-not.html\">\u003cspan style=\"font-weight: 400\">V-logs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (video blogs), most students \u003c/span>\u003ca href=\"http://epscience2023.blogspot.com/\">\u003cspan style=\"font-weight: 400\">blogged consistently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although blogs were a chore to grade, the improvement in their writing was evident. Little did I know that there was still some tweaking to be done.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2015-2016 year marked a major milestone for my student bloggers. I see the same students for four years, so the little fifth graders that had started blogging with me were now seventh-grade pros. In March of 2016, my first student wrote her \u003c/span>\u003ca href=\"http://shscience2025.blogspot.com/2016/03/100th-blog-post-celebration.html\">\u003cspan style=\"font-weight: 400\">100th blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and although all of them have since reached this number, she was the only one to ever celebrate it with yet another post.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">I also noticed something interesting happening in the blogs that school year. Throughout the year, I talked about NGSS science and engineering practices, as well as cross-cutting concepts. And this thinking started appearing in the blogs.. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"704\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-477447\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/100thblogpost.jpg\" alt=\"100thblogpost\" width=\"704\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost.jpg 704w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-240x184.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-375x288.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-520x399.jpg 520w\" sizes=\"(max-width: 704px) 100vw, 704px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"606\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-477450\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/SEP1.jpg\" alt=\"SEP1\" width=\"606\" height=\"253\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1.jpg 606w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-240x100.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-375x157.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-520x217.jpg 520w\" sizes=\"(max-width: 606px) 100vw, 606px\">[/media-credit]\u003c/p>\n\u003ch3>Blogs Times Three\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with three years of blogging experience, I began this school year with a new set of \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventureblogs\">\u003cspan style=\"font-weight: 400\">grade-level expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the blogs. I knew that continuing to ask for weekly reflections was a bit much; students often don’t have the stamina or metacognitive abilities to produce in-depth thinking on a consistent basis. Instead, I now ask them to begin by stating what they know about the week’s topic after participating in the lessons. I have made it very clear that this first paragraph should not include “what we did,” or even “what I learned.” I want them to take a step back and summarize the content explored in a given week. Then, depending on grade level, they either:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://scienceredwards.blogspot.com/2017/04/httptechtrickz.html\">\u003cspan style=\"font-weight: 400\">Fifth grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Add a “surprise,” which gets them ready to think like scientists, looking for the unexpected or incongruous around them.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://mirasscience.blogspot.com/2017/04/climate-change-in-coast.html\">\u003cspan style=\"font-weight: 400\">Sixth grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Add a science and engineering practice (S&EP), which is aimed at illustrating how they practiced the skills needed to act like scientists.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://sp2026.blogspot.com/2017/04/elements-compounds-and-mixtures-4217.html\">\u003cspan style=\"font-weight: 400\">Seventh and eighth grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Add both a S&EP and a cross-cutting concept, which reveals the connections the students are making between the different content topics we have studied.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These changes don’t mean that we no longer write more extensive reflection blogs. I’ve just confined those to the \u003c/span>\u003ca href=\"http://afscience15.blogspot.com/2017/03/biodiversity-project.html\">\u003cspan style=\"font-weight: 400\">end of a unit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://mcsience.blogspot.com/2017/02/superhero-genetics-project-blog.html\">\u003cspan style=\"font-weight: 400\">project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>Even though we are publishing using a public platform, we have yet to explore the world of commenting on each other’s posts. Nor have I asked the students to publish more broadly. However, as you can see from the linked grade-level examples presented above, blogging in a science class is not only doable, but is also a way for students to make a positive digital footprint. Although many of them cringe when they read their first posts, they are still proud of how much they have grown since they first started writing, and this is what blogging is all about.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you would like to learn how to set up blogs in your classroom using Blogger, go ahead and watch this \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B02Lu2cfIJLbU0xtMkdYcU1tTkk/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">simple tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The video is also included in \u003c/span>\u003ca href=\"http://teachingabovethetest.blogspot.com/2015/01/using-blogger.html\">\u003cspan style=\"font-weight: 400\">this presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates the use blogs in the classroom.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I am a 5th and 8th-grade science teacher and at the start of the 2013 school year, I wondered if I could get my students to become productive scientific writers. To find out, I introduced my students to the concept of blogging at the start of 2013, and have had my students experiment with blogging ever since. As a result of this experimentation, I have concluded that by blogging my fifth and eighth-grade students can indeed become prolific content writers, adept at explaining concepts and making their thinking visible. This is our story…\u003c/p>\n\u003ch3>The First Blog Assignment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In September 2013, when I first introduced the idea of blogging in the science classroom, I was met with the usual response. First, excitement at using this “new” thing that nobody else in my district was using, followed quickly by the realization that there were assignments to be written. There were lots of groans and complaints along the lines of “Why do we have to do this?” So much so, that in November I \u003c/span>\u003ca href=\"http://adventuresciencegarcia.blogspot.com/2013/11/why-blogs-are-not-going-away.html\">\u003cspan style=\"font-weight: 400\">published a post \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">for my students explaining why the blogs were not going away!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning, the assignment was pretty straightforward: Tell your readers what you learned in class. I was not expecting much more than what I got, which was a simple one paragraph answer and perhaps rhetorical questions about the content. Their blogs then were a simple extension of the notebook, a “substitution” if you will. During the year I experimented with different ideas, adding to and modifying the blog requirements. By the end of that first year, two things became clear: First, aside from weekly writings, blogs could also be used for more thorough reflection on a subject. (I teach using project-based learning, and one of the cornerstones of this type of teaching is the reflective piece.) And second, the blogs had become a space where \u003c/span>\u003ca href=\"http://moomoocowbabygilbert.blogspot.com/2014/\">\u003cspan style=\"font-weight: 400\">students were exploring ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> not presented in the classroom. Some students had moved on beyond the assignment to write about scientific concepts that were of interest to them.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"637\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-477449\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/first-blog.jpg\" alt=\"first blog\" width=\"637\" height=\"574\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog.jpg 637w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-160x144.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-240x216.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-375x338.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/first-blog-520x469.jpg 520w\" sizes=\"(max-width: 637px) 100vw, 637px\">[/media-credit]\u003c/p>\n\u003ch3>The Second Set of Blogs\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we started the 2014-2015 school year, I knew that the blogs had to become more rigorous. I wanted them to be a place for \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventure5th/blog\">\u003cspan style=\"font-weight: 400\">weekly reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as a place for students to explore other content related to the class. I no longer simply asked, “What did you learn?,” but, instead, started pushing for a more in-depth commentary. The assignment was the same at all grade levels, and since I gave the option of \u003c/span>\u003ca href=\"http://afscience2023.blogspot.com/2015/01/rewritable-paper-prints-with-light-not.html\">\u003cspan style=\"font-weight: 400\">V-logs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (video blogs), most students \u003c/span>\u003ca href=\"http://epscience2023.blogspot.com/\">\u003cspan style=\"font-weight: 400\">blogged consistently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although blogs were a chore to grade, the improvement in their writing was evident. Little did I know that there was still some tweaking to be done.\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\">The 2015-2016 year marked a major milestone for my student bloggers. I see the same students for four years, so the little fifth graders that had started blogging with me were now seventh-grade pros. In March of 2016, my first student wrote her \u003c/span>\u003ca href=\"http://shscience2025.blogspot.com/2016/03/100th-blog-post-celebration.html\">\u003cspan style=\"font-weight: 400\">100th blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and although all of them have since reached this number, she was the only one to ever celebrate it with yet another post.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">I also noticed something interesting happening in the blogs that school year. Throughout the year, I talked about NGSS science and engineering practices, as well as cross-cutting concepts. And this thinking started appearing in the blogs.. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"704\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-477447\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/100thblogpost.jpg\" alt=\"100thblogpost\" width=\"704\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost.jpg 704w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-240x184.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-375x288.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/100thblogpost-520x399.jpg 520w\" sizes=\"(max-width: 704px) 100vw, 704px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"606\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-477450\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/SEP1.jpg\" alt=\"SEP1\" width=\"606\" height=\"253\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1.jpg 606w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-240x100.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-375x157.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/SEP1-520x217.jpg 520w\" sizes=\"(max-width: 606px) 100vw, 606px\">[/media-credit]\u003c/p>\n\u003ch3>Blogs Times Three\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with three years of blogging experience, I began this school year with a new set of \u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventureblogs\">\u003cspan style=\"font-weight: 400\">grade-level expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the blogs. I knew that continuing to ask for weekly reflections was a bit much; students often don’t have the stamina or metacognitive abilities to produce in-depth thinking on a consistent basis. Instead, I now ask them to begin by stating what they know about the week’s topic after participating in the lessons. I have made it very clear that this first paragraph should not include “what we did,” or even “what I learned.” I want them to take a step back and summarize the content explored in a given week. Then, depending on grade level, they either:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://scienceredwards.blogspot.com/2017/04/httptechtrickz.html\">\u003cspan style=\"font-weight: 400\">Fifth grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Add a “surprise,” which gets them ready to think like scientists, looking for the unexpected or incongruous around them.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://mirasscience.blogspot.com/2017/04/climate-change-in-coast.html\">\u003cspan style=\"font-weight: 400\">Sixth grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Add a science and engineering practice (S&EP), which is aimed at illustrating how they practiced the skills needed to act like scientists.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://sp2026.blogspot.com/2017/04/elements-compounds-and-mixtures-4217.html\">\u003cspan style=\"font-weight: 400\">Seventh and eighth grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Add both a S&EP and a cross-cutting concept, which reveals the connections the students are making between the different content topics we have studied.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These changes don’t mean that we no longer write more extensive reflection blogs. I’ve just confined those to the \u003c/span>\u003ca href=\"http://afscience15.blogspot.com/2017/03/biodiversity-project.html\">\u003cspan style=\"font-weight: 400\">end of a unit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://mcsience.blogspot.com/2017/02/superhero-genetics-project-blog.html\">\u003cspan style=\"font-weight: 400\">project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>Even though we are publishing using a public platform, we have yet to explore the world of commenting on each other’s posts. Nor have I asked the students to publish more broadly. However, as you can see from the linked grade-level examples presented above, blogging in a science class is not only doable, but is also a way for students to make a positive digital footprint. Although many of them cringe when they read their first posts, they are still proud of how much they have grown since they first started writing, and this is what blogging is all about.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you would like to learn how to set up blogs in your classroom using Blogger, go ahead and watch this \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B02Lu2cfIJLbU0xtMkdYcU1tTkk/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">simple tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The video is also included in \u003c/span>\u003ca href=\"http://teachingabovethetest.blogspot.com/2015/01/using-blogger.html\">\u003cspan style=\"font-weight: 400\">this presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates the use blogs in the classroom.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Welcome to \u003cstrong>Life According To:\u003c/strong>, a new series featuring students in their own words, unfiltered. Interviewed and photographed by members of \u003ca href=\"https://ww2.kqed.org/education/2017/01/27/meet-the-2016-2017-youth-advisory-board/\">KQED’s 2016-17 Youth Advisory Board\u003c/a>, these mini profiles get personal, political and passionate.\u003c/span>\u003c/p>\n\u003cp>Enjoy the first installment featuring four student profiles from across the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Life According To: Rebecca Lu, 12th Grade, Millbrae\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449670\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-800x1200.jpg\" alt=\"Rebecca Luu\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-520x780.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes people do not truly understand who I am. People get mixed communications when they talk to me. I am identified as an introvert, but I like to be social, talking and meeting new people. I feel like it helps me find who I want to become. I am passionate about art and I like to show others this, like a young independent woman, ready to embrace what she is given. I want to find who I am! I haven’t experienced half the things in life! I wanna be independent and on my own. There are ups and downs and I know that is gonna happen of course. I want to be the change that others see and look up to.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I want to be happy in life, but also want to survive in the economy we see today. I don’t want regrets. I want to be content. If I fail, who will I lean on? People grow, but I want to grow upwards. To not succeed is my greatest fear.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-476352\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Rebecca-2-800x1200.jpg\" alt=\"Rebecca 2\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-520x780.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Growing up as an Asian girl in the bay, I am exposed to diversity, but I still feel like I need to conform to American standards. Sometimes I feel too Asian in the American community. Sometimes I feel too American in my home background. Most Asian parents don’t understand that we want to Americanize because we want to get accepted and I don’t think that we should want to be accepted. We should just be seen us ourselves.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-449671\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Rebecca-3-800x1200.jpg\" alt=\"Rebecca 3\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-520x780.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have so much access to communication and news, like talking to people on the other side of the world and it’s so much easier now. Technology is advancing and it is providing a wide range of opportunities. You can find hobbies, new friends, jobs, and internships. This has grown social justice! The feminism movement! I like where this is going.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have a small say in politics. You have to be 18 to vote. It is hard to get a job in this field. We can get internships, but our voices aren’t ranked as high as adults and it’s harming to us. We have a voice! We have a say! We should always have a say! We understand the issues, yet we are neglected. We are not children! We want to be engaged! I think adults see teens as still developing, but I do not see it that way. There should always be trust. Trust is needed to grow! Yes, there are failures, but that is acceptable. We are trying to get where we want to go and trust in us gets us there.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Interview and Photos by Orion Huang, 12th Grade, Millbrae\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Life According To: Jaidan Olivier, 11th Grade, Richmond\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-476391\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/IMG_9101.jpg\" alt=\"IMG_9101\" width=\"639\" height=\"635\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-160x159.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-240x238.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-375x373.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-520x517.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-150x150.jpg 150w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp>The worst thing about being a teenager is stressing over SAT classes and worrying about not getting into the college of your dreams. I worry that I have come to a wall and I can no longer achieve the goals I have set. After high school I hope to be at USC for 4 years then hopefully pursue my lifelong dream to be the CEO of Nike.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-476392\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/IMG_9102-e1493318468836.jpg\" alt=\"IMG_9102\" width=\"637\" height=\"597\">\u003c/p>\n\u003cp>My dad inspires me the most because although he hasn’t graduated from high school, he tells me how he learned from watching others and today he is extremely successful.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-476508\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110.jpg\" alt=\"Jaidan Olivier\" width=\"750\" height=\"753\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-160x161.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-240x241.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-375x377.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-520x522.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-150x150.jpg 150w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>I wish that adults understood more about how stressed we are although we are so young, we all still have a lot on our plate to determine our future.\u003c/p>\n\u003cp>\u003cem>Interview and photos 1 and 2 by Asia Williams, 11th Grade, Oakland Third photo by Jaidan Olivier\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Life According To: Luke Phelan, 11th Grade, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449713\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Luke-Phelan-800x600.jpg\" alt=\"Luke Phelan\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I was in eighth grade I couldn’t wait to go to high sc\u003c/span>\u003cspan style=\"font-weight: 400\">hool. Well, now I’m in high school and I can’t wait to go to college. I assume when I go to college, I’ll be excited for a job. If I find a job I love, I’d be excited to keep doing that. I think part of it is just keeping moving and finding yourself. Especially since as I get older I specialize a lot more, I’ve gotten a little more freedom, and that has allowed me to evaluate who I am. And I think in the future I’m just going to get more opportunities like that. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449715\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Luke-3-800x600.jpg\" alt=\"Luke 3\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My parents are pretty in tune with how I operate, and I think I’m very lucky in that sense. To have that kind of support from your parents and understanding from your parents, and that kind of open candid honesty, I think that’s important for a teen. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449714\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Luke-2-800x600.jpg\" alt=\"Luke 2\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that sometimes adults see things too black-and-white, in what is uncomfortable for them, and I think there’s a lot more gray.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Interview and photos by Cooper Veit, 11th Grade, San Francisco\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Life According To: Alexis Aranda, 11th Grade, Oakland\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449719\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Alexis-2-800x1067.jpg\" alt=\"Alexis-2\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-1920x2560.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-520x693.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m a very active person. I’m always looking at the bright side and always finding happy thoughts in my head and always smiling. I like to be happy and make other people happy so I try to, let’s see, I try to do my best to help other people in ways I can help them. And of course, we live in a world where everything is not perfect and we’re imperfect. And there’s a lot of bad stuff in this world. Like people dying from causes, car crashes, shootings, misunderstandings and arguments around this community. Because of all the struggles that people are going through, it affects them mentally. And then they try to find a solution, to find help and get away from all their problems so they drink or they smoke.They get high and they’re not really conscious of what they’re doing and they just go crazy. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449720\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-800x1067.jpg\" alt=\"Alexis Aranda\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-1920x2560.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-520x693.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I like to do is build stuff with my hands and I like creating. I guess I’m pretty crafty, artistic even. I have random ideas. And right now, since I’m in this program, right? The FabLab, Maker’s Ed. I’m making jewelry with the laser cutter and wood, and right now I’m working on a walking cane for my grandpa. Out of wood. But yeah, I like to make stuff with my hands. Having the capacity to make something your own is pretty cool. And like, creating something and then after you’re done with your product, looking at it and being like, “Wow. Look, I made this.” You’re proud of what you have made. Basically making whatever I can and giving it to other people, which also makes them happy and if they’re happy, I’m happy too. It also benefits me. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449721\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Alexis-3-800x1067.jpg\" alt=\"Alexis 3\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-520x693.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3.jpg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have been learning in school and what I see from my classmates in my school is that society and your surroundings will mostly mold you as a person. So like, what you see here in your community, will mold you as a person. Your surroundings basically, whether they’re good or bad, influence who you are. All this poverty and violence causes people who have struggles to change and do bad things. Where do they get those bad things from? Well, from their peers, from their families, from friends. They see it’s okay and supposedly how it’s helping them. So they do it too. It’s a cycle. Also there’s a lot of homeless people, because they don’t have homes and they are trying to kick us out of our homes because we’re close to the City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> I have heard and I have seen how the district doesn’t really help us. They think we’re somewhat dumb. The teachers say that we’re dumb. On the tests, they put easy questions and they don’t give us as much help as we need. We don’t have a lot of resources that could help students and teachers, who need it to teach us properly. I think if we would have counselors, instead of just one here. It would help the students a lot because right now, from what I have seen, there’s so many students who need help as if they have many problems. And because of those issues, they’re failing class, like they’re not passing them. If we were to have counselors, it would help them a lot because they would address their needs. By yourself, I don’t think you could succeed. And we need a lot of support because our surroundings affect us.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Interview and photos 1 and 2 by Crystal Zepeda, 9th Grade, Oakland \u003c/em>\u003cem>Third photo taken by Jennifer Henriquez\u003c/em>\u003c/p>\n\n",
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"description": "Welcome to Life According To:, a new series featuring students in their own words, unfiltered. Interviewed and photographed by members of KQED’s 2016-17 Youth Advisory Board, these mini profiles get personal, political and passionate. Enjoy the first installment featuring four student profiles from across the Bay Area. Life According To: Rebecca Lu, 12th Grade, Millbrae",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Welcome to \u003cstrong>Life According To:\u003c/strong>, a new series featuring students in their own words, unfiltered. Interviewed and photographed by members of \u003ca href=\"https://ww2.kqed.org/education/2017/01/27/meet-the-2016-2017-youth-advisory-board/\">KQED’s 2016-17 Youth Advisory Board\u003c/a>, these mini profiles get personal, political and passionate.\u003c/span>\u003c/p>\n\u003cp>Enjoy the first installment featuring four student profiles from across the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Life According To: Rebecca Lu, 12th Grade, Millbrae\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449670\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-800x1200.jpg\" alt=\"Rebecca Luu\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-Luu-520x780.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes people do not truly understand who I am. People get mixed communications when they talk to me. I am identified as an introvert, but I like to be social, talking and meeting new people. I feel like it helps me find who I want to become. I am passionate about art and I like to show others this, like a young independent woman, ready to embrace what she is given. I want to find who I am! I haven’t experienced half the things in life! I wanna be independent and on my own. There are ups and downs and I know that is gonna happen of course. I want to be the change that others see and look up to.\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 want to be happy in life, but also want to survive in the economy we see today. I don’t want regrets. I want to be content. If I fail, who will I lean on? People grow, but I want to grow upwards. To not succeed is my greatest fear.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-476352\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Rebecca-2-800x1200.jpg\" alt=\"Rebecca 2\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Rebecca-2-520x780.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Growing up as an Asian girl in the bay, I am exposed to diversity, but I still feel like I need to conform to American standards. Sometimes I feel too Asian in the American community. Sometimes I feel too American in my home background. Most Asian parents don’t understand that we want to Americanize because we want to get accepted and I don’t think that we should want to be accepted. We should just be seen us ourselves.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-449671\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Rebecca-3-800x1200.jpg\" alt=\"Rebecca 3\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Rebecca-3-520x780.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have so much access to communication and news, like talking to people on the other side of the world and it’s so much easier now. Technology is advancing and it is providing a wide range of opportunities. You can find hobbies, new friends, jobs, and internships. This has grown social justice! The feminism movement! I like where this is going.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have a small say in politics. You have to be 18 to vote. It is hard to get a job in this field. We can get internships, but our voices aren’t ranked as high as adults and it’s harming to us. We have a voice! We have a say! We should always have a say! We understand the issues, yet we are neglected. We are not children! We want to be engaged! I think adults see teens as still developing, but I do not see it that way. There should always be trust. Trust is needed to grow! Yes, there are failures, but that is acceptable. We are trying to get where we want to go and trust in us gets us there.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Interview and Photos by Orion Huang, 12th Grade, Millbrae\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Life According To: Jaidan Olivier, 11th Grade, Richmond\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-476391\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/IMG_9101.jpg\" alt=\"IMG_9101\" width=\"639\" height=\"635\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-160x159.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-240x238.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-375x373.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-520x517.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/IMG_9101-150x150.jpg 150w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp>The worst thing about being a teenager is stressing over SAT classes and worrying about not getting into the college of your dreams. I worry that I have come to a wall and I can no longer achieve the goals I have set. After high school I hope to be at USC for 4 years then hopefully pursue my lifelong dream to be the CEO of Nike.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-476392\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/IMG_9102-e1493318468836.jpg\" alt=\"IMG_9102\" width=\"637\" height=\"597\">\u003c/p>\n\u003cp>My dad inspires me the most because although he hasn’t graduated from high school, he tells me how he learned from watching others and today he is extremely successful.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-476508\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110.jpg\" alt=\"Jaidan Olivier\" width=\"750\" height=\"753\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-160x161.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-240x241.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-375x377.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-520x522.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Jaidan-Olivier-e1493330418110-150x150.jpg 150w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>I wish that adults understood more about how stressed we are although we are so young, we all still have a lot on our plate to determine our future.\u003c/p>\n\u003cp>\u003cem>Interview and photos 1 and 2 by Asia Williams, 11th Grade, Oakland Third photo by Jaidan Olivier\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Life According To: Luke Phelan, 11th Grade, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449713\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Luke-Phelan-800x600.jpg\" alt=\"Luke Phelan\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-Phelan-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I was in eighth grade I couldn’t wait to go to high sc\u003c/span>\u003cspan style=\"font-weight: 400\">hool. Well, now I’m in high school and I can’t wait to go to college. I assume when I go to college, I’ll be excited for a job. If I find a job I love, I’d be excited to keep doing that. I think part of it is just keeping moving and finding yourself. Especially since as I get older I specialize a lot more, I’ve gotten a little more freedom, and that has allowed me to evaluate who I am. And I think in the future I’m just going to get more opportunities like that. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449715\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Luke-3-800x600.jpg\" alt=\"Luke 3\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My parents are pretty in tune with how I operate, and I think I’m very lucky in that sense. To have that kind of support from your parents and understanding from your parents, and that kind of open candid honesty, I think that’s important for a teen. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449714\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Luke-2-800x600.jpg\" alt=\"Luke 2\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Luke-2-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that sometimes adults see things too black-and-white, in what is uncomfortable for them, and I think there’s a lot more gray.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Interview and photos by Cooper Veit, 11th Grade, San Francisco\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Life According To: Alexis Aranda, 11th Grade, Oakland\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449719\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Alexis-2-800x1067.jpg\" alt=\"Alexis-2\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-1920x2560.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-2-520x693.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m a very active person. I’m always looking at the bright side and always finding happy thoughts in my head and always smiling. I like to be happy and make other people happy so I try to, let’s see, I try to do my best to help other people in ways I can help them. And of course, we live in a world where everything is not perfect and we’re imperfect. And there’s a lot of bad stuff in this world. Like people dying from causes, car crashes, shootings, misunderstandings and arguments around this community. Because of all the struggles that people are going through, it affects them mentally. And then they try to find a solution, to find help and get away from all their problems so they drink or they smoke.They get high and they’re not really conscious of what they’re doing and they just go crazy. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449720\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-800x1067.jpg\" alt=\"Alexis Aranda\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-1920x2560.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-Aranda-520x693.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I like to do is build stuff with my hands and I like creating. I guess I’m pretty crafty, artistic even. I have random ideas. And right now, since I’m in this program, right? The FabLab, Maker’s Ed. I’m making jewelry with the laser cutter and wood, and right now I’m working on a walking cane for my grandpa. Out of wood. But yeah, I like to make stuff with my hands. Having the capacity to make something your own is pretty cool. And like, creating something and then after you’re done with your product, looking at it and being like, “Wow. Look, I made this.” You’re proud of what you have made. Basically making whatever I can and giving it to other people, which also makes them happy and if they’re happy, I’m happy too. It also benefits me. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-449721\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/Alexis-3-800x1067.jpg\" alt=\"Alexis 3\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3-520x693.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/Alexis-3.jpg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have been learning in school and what I see from my classmates in my school is that society and your surroundings will mostly mold you as a person. So like, what you see here in your community, will mold you as a person. Your surroundings basically, whether they’re good or bad, influence who you are. All this poverty and violence causes people who have struggles to change and do bad things. Where do they get those bad things from? Well, from their peers, from their families, from friends. They see it’s okay and supposedly how it’s helping them. So they do it too. It’s a cycle. Also there’s a lot of homeless people, because they don’t have homes and they are trying to kick us out of our homes because we’re close to the City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> I have heard and I have seen how the district doesn’t really help us. They think we’re somewhat dumb. The teachers say that we’re dumb. On the tests, they put easy questions and they don’t give us as much help as we need. We don’t have a lot of resources that could help students and teachers, who need it to teach us properly. I think if we would have counselors, instead of just one here. It would help the students a lot because right now, from what I have seen, there’s so many students who need help as if they have many problems. And because of those issues, they’re failing class, like they’re not passing them. If we were to have counselors, it would help them a lot because they would address their needs. By yourself, I don’t think you could succeed. And we need a lot of support because our surroundings affect us.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Interview and photos 1 and 2 by Crystal Zepeda, 9th Grade, Oakland \u003c/em>\u003cem>Third photo taken by Jennifer Henriquez\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
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"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"id": "baycurious",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
},
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"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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"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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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
},
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"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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},
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"id": "fresh-air",
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"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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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"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. ",
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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. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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