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Each lesson uses videos, interactive activities, note taking, reading, and writing to present students with an engaging science, social studies, mathematics, or English language arts topic.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/search/?q=%22anne+frank%22&selected_facets=&selected_facets=\">Anne Frank Resources\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From Masterpiece excerpt to News Hour reporting, here are several Anne Frank resources found in PBS LearningMedia.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "A quick round up of the most popular English Language Arts collections in PBS LearningMedia. Find more ELA resources, searchable by grade, resource type and topics in PBS LearningMedia. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Here is a quick round up of the most popular English Language Arts collections in \u003ca href=\"http://ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a>. Find 1,000s more ELA resources, searchable by grade, resource type and topic in PBS LearningMedia. Sign up for a free account to curate your own collections with PBS LearningMedia folders. \u003ca href=\"http://ca.pbslearningmedia.org/tools/\">Tools in PBS LearningMedia \u003c/a>allow teachers to make quick assessments and customize learning with trusted, quality, standards aligned resources.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/hamiltons-america/\">Hamilton’s America\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>GREAT PERFORMANCES: “Hamilton’s America” provides a behind-the-scenes look at Lin-Manuel Miranda’s smash hit Broadway musical Hamilton. “Hamilton’s America” blends history, footage of Miranda’s writing process, and scenes from the musical itself to create a vibrant and engaging film about the making of the musical and the preservation of Alexander Hamilton’s legacy. This collection includes clips, classroom activities, discussion questions, handouts, and teaching tips connected to the film. Use videos as an introduction to American politics, democracy or the creative process.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/pbs-digital-studios/?topic_id=1270\">PBS Digital Studios\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Explore top selections from the PBS Digital Studios library. This content is edgy and engaging, educational and thought-provoking — designed to grab your students’ attention. Explore collections curated towards design and innovation, social studies, and even popular culture, with many more subjects that highlight the cross-disciplinary, exciting topics that have made Digital Studios such a powerful classroom resource.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/amast/\">American Masters\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>American Masters, public television’s award-winning biography series, brings unique originality and perspective to exploring the lives and illuminating the creative journeys of our most enduring writers, musicians, visual and performing artists, dramatists and filmmakers – those who have left an indelible impression on our nation’s cultural landscape. This collection offers you access to classroom-ready videos and articles drawn from the Series broadcasts and website. Essential resources in exploring the writing of Salinger, Wilson, Baldwin, Arthur Miller, Harper Lee and more American classics.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/mpc/\">Masterpiece Theater\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>The acclaimed PBS series MASTERPIECE, renowned for its superb adaptations of classic literature, is a trusted source for both teachers and students. Presenting a treasure trove of video segments from MASTERPIECE, supported by essays and teacher tips, this collection offers innovative ways to access, understand, and analyze complex literary texts. Watching these pivotal moments from award-winning shows also helps to provide a deeper appreciation of the power of film dramatization—and the importance of becoming a critical media consumer. These can eb essential resources in exploring the writings of Austen, Bronte, Christie, Dickens, Doyle, Hardy, Wilder.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/crash-course/?topic_id=1854\">Crash Course Literature\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From balancing chemical reactions to analyzing famous literature, never before has one collection offered such a range of content. Since 2011, brothers John and Hank Green have pioneered digital education with their series Crash Course on YouTube.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/finding-your-roots-season-three/\">Finding Your Roots\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Discover lesson plans, clips, and resources from Finding Your Roots with Henry Louis Gates, Jr. Explore historical events as experienced by the ancestors of season three guests including Azar Nafisi, Bill Hader, Bill O’Reilly, Frank Gehry, Gloria Steinem, John McCain, Maya Rudolph, Mia Farrow, Sean Combs, and Ty Burrell. Travel through time and around the world, from the Russian Empire in 1721 to the 1979 Iranian Revolution. Learn about war heroes, survivors, homesteaders, slaves who fought for freedom, civil rights activists, and more using this collection.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/hollow-crown/\">The Hollow Crown: Shakespeare’s History Plays\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>The Hollow Crown is a Great Performances series showcasing four filmed adaptations of Shakespeare’s most gripping history plays: Richard II, Henry IV, Part 1, Henry IV, Part 2, and Henry V.The interactive and video resources in this collection are designed to aid teachers in exploring these complex plays with their students. Use the viewing guide, supplemental teaching tips, discussion questions, background essays, and activities to analyze and compare the films with Shakespeare’s original text, discover major themes, and delve deeper into the stories’ historical backgrounds.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/midlit/\">Inspiring Middle School Literacy\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>These online self-paced lessons for blended learning, funded by the Walmart Foundation, are designed to enhance the literacy skills of struggling readers in grades 5–8. Each lesson uses videos, interactive activities, note taking, reading, and writing to present students with an engaging science, social studies, mathematics, or English language arts topic.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/search/?q=%22anne+frank%22&selected_facets=&selected_facets=\">Anne Frank Resources\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From Masterpiece excerpt to News Hour reporting, here are several Anne Frank resources found in PBS LearningMedia.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Should Pigs Be Used to Grow Human Organs? | KQED",
"content": "\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Dani Schroeder, Gabrielle Kern and Bradley Mullings, students in Kimberly Vogt’s “Experimental Design and Statistical Analysis for Biologists” class at Marian University.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/TF-vyCkdAFM\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: BBC News\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/TF-vyCkdAFM\">Could Pigs Be Used to Grow Human Organs for Transplant?\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Get an overview of the use of pigs as biological incubators for human organs.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Should pigs be used to grow human organs for people who need transplants? Why or why not?\u003cstrong> #DoNowUPigs\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUPigs\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>You can also record a video response on \u003ca href=\"https://flipgrid.com/f998eb\">Flipgrid\u003c/a>. (Learn how to use Flipgrid \u003ca href=\"https://ww2.kqed.org/education/2016/10/20/introducing-flipgrid-for-do-now/\">here\u003c/a>.)\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Growing Human Organs in Pigs\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, \u003ca href=\"http://www.cell.com/cell/fulltext/S0092-8674(16)31752-4\">research\u003c/a> has begun into the use of pigs to grow human organs. This is done in\u003c/span>\u003ca href=\"http://www.bbc.com/news/health-36437428\">\u003cspan style=\"font-weight: 400\"> two stages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first stage uses a technique known as \u003c/span>\u003ca href=\"https://ww2.kqed.org/futureofyou/2016/04/29/how-a-new-crisprcas9-technique-may-get-us-closer-to-curing-genetic-diseases/\">\u003cspan style=\"font-weight: 400\">CRISPR gene editing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which removes the gene necessary to grow a specific organ in a pig embryo. In stage two, human stem cells (which are capable of developing the respective human organ) are injected into the pig embryo. The embryo is then implanted into a sow. The idea is that the human organ would grow inside the embryo. If this research is successful, it would mean that human organs could be grown inside of live pigs for future harvest and organ donation. This research could lead to an increase in the accessibility of organs required for transplant. However, there is also quite a bit of controversy surrounding the ethics of using pigs as biological incubators for human organs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are multiple reasons why people support the idea of growing human organs in pigs. According to the \u003c/span>\u003ca href=\"http://www.americantransplantfoundation.org/about-transplant/facts-and-myths/\">\u003cspan style=\"font-weight: 400\">American Transplant Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 22 people die everyday waiting for organ donations. People could face a time period of anywhere from four months to five years waiting for a vital organ. During the wait, many people have to face a reduced quality of life due to worsening symptoms, while still others face death. Supporters of the research contend that it is worth the risks as long as human lives could be saved. Growing organs using pigs as biological incubators would make a greater number of organs more readily available for harvesting, therefore benefiting those waiting for vital organ donations. Using this method, there is the potential to grow human organs in a shorter time frame than occurs in humans, due to the shorter gestational period of pigs. Another benefit would be the possibility for customization. With current methods of transplantation, after patients receive a donated organ, they spend the rest of their lives taking immune suppressing drugs so that their bodies won’t reject the organ. This \u003c/span>\u003ca href=\"http://www.bbc.com/news/health-36437428\">\u003cspan style=\"font-weight: 400\">new research method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, could use stem cells from the future organ recipient in the pig embryo, which could create an organ that would be a better match than what is achievable with traditional transplant methods. The research into this field of possibilities is promising, however it is still a ways off from becoming reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are technical and ethical reasons why people may be opposed to growing human organs in pigs. One risk includes the possibility of the pig fetuses developing more \u003c/span>\u003ca href=\"http://www.bbc.com/news/health-36437428\">\u003cspan style=\"font-weight: 400\">human-like brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> due to the stem cells inserted into the fetuses. Scientists conducting the research have aborted the embryos after \u003c/span>\u003ca href=\"http://www.cell.com/cell/fulltext/S0092-8674(16)31752-4\">\u003cspan style=\"font-weight: 400\">three to four weeks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, preventing the possibility of creating viable pigs with human-like traits. Even with the ability to customize organs using the recipient’s own cells, what if during the growth period the organ is somewhat altered because of the pig’s DNA? Additionally, there are ethical concerns to using pigs as biological incubators for human organs. These pigs would be bred for the sole purpose of growing organs before being killed to harvest the organs for donation. This model warrants the consideration of the biological incubator business growing into the next generation of factory farms. Additionally, if this new research leads to success in practice, some fear that this could eventually lead to growing human fetuses with the intent of harvesting their organs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new technique could be very beneficial to the thousands of people on organ transplant lists waiting for life-saving operations, but how ethical is this practice? What do you think? Should pigs be used as biological incubators to grow human organs?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cb>Article: National Geographic\u003c/b>\u003cbr>\n\u003ca href=\"http://news.nationalgeographic.com/2017/01/human-pig-hybrid-embryo-chimera-organs-health-science/\">\u003cspan style=\"font-weight: 400\">Human-Pig Hybrid Created in the Lab—Here Are the Facts\u003c/span>\u003c/a>\u003cbr>\nGet more background information on the research surrounding human-pig hybrids/chimeras for growing human organs.\u003c/p>\n\u003cp>\u003cb>Video: Wellcome Trust\u003c/b>\u003cbr>\n\u003ca href=\"https://youtu.be/I5_2c52OPFw\" target=\"_blank\" rel=\"noopener noreferrer\">What Is Gene Editing and How Does It Work?\u003c/a>\u003cbr>\nLearn the basics of the CRISPR gene-editing technique, and consider the pros and cons of this technology for many uses.\u003c/p>\n\u003cp>\u003cb>Notice: National Institutes of Health (NIH)\u003c/b>\u003cbr>\n\u003ca href=\"https://grants.nih.gov/grants/guide/notice-files/NOT-OD-15-158.html\">NIH Research Involving Introduction of Human Pluripotent Cells into Non-Human Vertebrate Animal Pre-Gastrulation Embryos\u003c/a>\u003cbr>\nRead a notice from the NIH that states it will not currently fund research in which human stem cells are injected into non-human embryos.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Dani Schroeder, Gabrielle Kern and Bradley Mullings, students in Kimberly Vogt’s “Experimental Design and Statistical Analysis for Biologists” class at Marian University.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/TF-vyCkdAFM\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: BBC News\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/TF-vyCkdAFM\">Could Pigs Be Used to Grow Human Organs for Transplant?\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Get an overview of the use of pigs as biological incubators for human organs.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Should pigs be used to grow human organs for people who need transplants? Why or why not?\u003cstrong> #DoNowUPigs\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUPigs\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You can also record a video response on \u003ca href=\"https://flipgrid.com/f998eb\">Flipgrid\u003c/a>. (Learn how to use Flipgrid \u003ca href=\"https://ww2.kqed.org/education/2016/10/20/introducing-flipgrid-for-do-now/\">here\u003c/a>.)\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Growing Human Organs in Pigs\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, \u003ca href=\"http://www.cell.com/cell/fulltext/S0092-8674(16)31752-4\">research\u003c/a> has begun into the use of pigs to grow human organs. This is done in\u003c/span>\u003ca href=\"http://www.bbc.com/news/health-36437428\">\u003cspan style=\"font-weight: 400\"> two stages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first stage uses a technique known as \u003c/span>\u003ca href=\"https://ww2.kqed.org/futureofyou/2016/04/29/how-a-new-crisprcas9-technique-may-get-us-closer-to-curing-genetic-diseases/\">\u003cspan style=\"font-weight: 400\">CRISPR gene editing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which removes the gene necessary to grow a specific organ in a pig embryo. In stage two, human stem cells (which are capable of developing the respective human organ) are injected into the pig embryo. The embryo is then implanted into a sow. The idea is that the human organ would grow inside the embryo. If this research is successful, it would mean that human organs could be grown inside of live pigs for future harvest and organ donation. This research could lead to an increase in the accessibility of organs required for transplant. However, there is also quite a bit of controversy surrounding the ethics of using pigs as biological incubators for human organs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are multiple reasons why people support the idea of growing human organs in pigs. According to the \u003c/span>\u003ca href=\"http://www.americantransplantfoundation.org/about-transplant/facts-and-myths/\">\u003cspan style=\"font-weight: 400\">American Transplant Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 22 people die everyday waiting for organ donations. People could face a time period of anywhere from four months to five years waiting for a vital organ. During the wait, many people have to face a reduced quality of life due to worsening symptoms, while still others face death. Supporters of the research contend that it is worth the risks as long as human lives could be saved. Growing organs using pigs as biological incubators would make a greater number of organs more readily available for harvesting, therefore benefiting those waiting for vital organ donations. Using this method, there is the potential to grow human organs in a shorter time frame than occurs in humans, due to the shorter gestational period of pigs. Another benefit would be the possibility for customization. With current methods of transplantation, after patients receive a donated organ, they spend the rest of their lives taking immune suppressing drugs so that their bodies won’t reject the organ. This \u003c/span>\u003ca href=\"http://www.bbc.com/news/health-36437428\">\u003cspan style=\"font-weight: 400\">new research method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, could use stem cells from the future organ recipient in the pig embryo, which could create an organ that would be a better match than what is achievable with traditional transplant methods. The research into this field of possibilities is promising, however it is still a ways off from becoming reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are technical and ethical reasons why people may be opposed to growing human organs in pigs. One risk includes the possibility of the pig fetuses developing more \u003c/span>\u003ca href=\"http://www.bbc.com/news/health-36437428\">\u003cspan style=\"font-weight: 400\">human-like brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> due to the stem cells inserted into the fetuses. Scientists conducting the research have aborted the embryos after \u003c/span>\u003ca href=\"http://www.cell.com/cell/fulltext/S0092-8674(16)31752-4\">\u003cspan style=\"font-weight: 400\">three to four weeks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, preventing the possibility of creating viable pigs with human-like traits. Even with the ability to customize organs using the recipient’s own cells, what if during the growth period the organ is somewhat altered because of the pig’s DNA? Additionally, there are ethical concerns to using pigs as biological incubators for human organs. These pigs would be bred for the sole purpose of growing organs before being killed to harvest the organs for donation. This model warrants the consideration of the biological incubator business growing into the next generation of factory farms. Additionally, if this new research leads to success in practice, some fear that this could eventually lead to growing human fetuses with the intent of harvesting their organs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new technique could be very beneficial to the thousands of people on organ transplant lists waiting for life-saving operations, but how ethical is this practice? What do you think? Should pigs be used as biological incubators to grow human organs?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cb>Article: National Geographic\u003c/b>\u003cbr>\n\u003ca href=\"http://news.nationalgeographic.com/2017/01/human-pig-hybrid-embryo-chimera-organs-health-science/\">\u003cspan style=\"font-weight: 400\">Human-Pig Hybrid Created in the Lab—Here Are the Facts\u003c/span>\u003c/a>\u003cbr>\nGet more background information on the research surrounding human-pig hybrids/chimeras for growing human organs.\u003c/p>\n\u003cp>\u003cb>Video: Wellcome Trust\u003c/b>\u003cbr>\n\u003ca href=\"https://youtu.be/I5_2c52OPFw\" target=\"_blank\" rel=\"noopener noreferrer\">What Is Gene Editing and How Does It Work?\u003c/a>\u003cbr>\nLearn the basics of the CRISPR gene-editing technique, and consider the pros and cons of this technology for many uses.\u003c/p>\n\u003cp>\u003cb>Notice: National Institutes of Health (NIH)\u003c/b>\u003cbr>\n\u003ca href=\"https://grants.nih.gov/grants/guide/notice-files/NOT-OD-15-158.html\">NIH Research Involving Introduction of Human Pluripotent Cells into Non-Human Vertebrate Animal Pre-Gastrulation Embryos\u003c/a>\u003cbr>\nRead a notice from the NIH that states it will not currently fund research in which human stem cells are injected into non-human embryos.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teaching Photography Basics Leads to Better Procedural Writing",
"headTitle": "Teaching Photography Basics Leads to Better Procedural Writing | KQED",
"content": "\u003cp>Chances are your students have taken a picture or two. Between Instagram, Snapchat and whatever the new social media trend is, the world has increasingly turned to images as a form of mass communication. Not only that, if you ask your students how to do something, at least one of them will instantly do a Google search and share a DIY video or “instructable” (a word coined by Eric Wilhelm and Saul Griffith), full of images that help explain complex instructions or ideas in clear understandable terms. From fixing a leaky faucet to creating your own lightsaber, the images are out there, allowing us to communicate what words alone can’t.\u003c/p>\n\u003cp>So why not take a little time to teach students to take better pictures, and at the same time involve them in procedural writing?\u003c/p>\n\u003cp>Every year, the AdVENTURE team of teachers involves the students in an interdisciplinary \u003ca href=\"http://mariana68.wixsite.com/charity-fair-project\">Charity Fair project\u003c/a>. During the three-week project, students perform different activities in each subject area class:\u003c/p>\n\u003cul>\n\u003cli>In social studies, they research different charities.\u003c/li>\n\u003cli>In language arts, students develop \u003ca href=\"http://teachingabovethetest.blogspot.com/2015/07/avoiding-death-by-presentation.html\">Ignite presentations\u003c/a> to show what they learned about their charity.\u003c/li>\n\u003cli>In science, students create a product to sell at our annual Charity Fair, raising funds for their charity. The science component includes not only the creation of the product, but also crafting an instructable with the procedure they followed to create their product.\u003c/li>\n\u003cli>In math, they work with their charities’ statistics to support their presentations and calculate the cost/profit of the product they created in their science class.\u003c/li>\n\u003c/ul>\n\u003cp>This is the story of the instructables created for last year’s \u003ca href=\"http://mariana68.wixsite.com/charity-fair-project\">project\u003c/a>. It all started with a challenge: Go to \u003ca href=\"http://www.instructables.com/\">Instructables.com\u003c/a> and choose one instructable that looks interesting to you. We briefly discussed the amount of text versus how the images were used by the author to provide the missing details. (As a class, we noticed how seldom the pictures were photobombed by the author or his/her friends…)\u003c/p>\n\u003cp>As always happens with a new project, and the possibility of using their phones in class, students took out phones to get started taking pictures. Their collective groan was heard as we stopped them, “Before you take any pictures, you need to decide which key steps will require a picture, and then learn to some composition basics!”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Once the purpose of the images was clear, we moved on to some basic photography lessons aided by \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">KQED Teach’s “Communicating with Photography\u003c/a>” course.\u003c/p>\n\u003ch3>Framing\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-412879 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Framing.png\" alt=\"Garcia4_Framing\" width=\"250\" height=\"152\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing.png 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-800x486.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-768x466.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-375x228.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-520x316.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\"> In photography, framing is all about what you decide to include, or not to include, in a picture. The students experimented with framing as a way to give their images context, leading the eye towards a focal point and intriguing the viewer. Teachers’ rule of thumb while students were experimenting with framing was simple: “Does the frame clutter the image? Does it distract from what you are trying to explain?”\u003c/p>\n\u003ch3>Simplicity\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-412881 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity.png\" alt=\"Garcia4_Simplicity\" width=\"249\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity.png 978w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-160x117.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-800x587.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-768x563.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-960x704.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-240x176.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-375x275.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-520x381.png 520w\" sizes=\"(max-width: 249px) 100vw, 249px\">Simplicity can be thought of as the reduction of background clutter. In the instructable format, this is key, as the picture itself should be able to tell the complete story of the step. The most obvious way to achieve simplicity is to place the subject against a neutral background. After a few tries, the students also realized that this meant moving around or cropping their pictures to avoid their own shadow or feet appearing in the picture. It also meant arranging the items in a way that was aesthetically pleasing.\u003c/p>\n\u003ch3>Lines\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-412880 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Lines.png\" alt=\"Garcia4_Lines\" width=\"249\" height=\"137\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines.png 973w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-520x286.png 520w\" sizes=\"(max-width: 249px) 100vw, 249px\">In photography, leading lines attract the viewer to a specific point in the photograph. Lines, whether natural or construed, can help create mood, or lead the viewer’s eye through the picture as it tells a story. Some of the students attempted to create lines in their instructables with the clever placement of materials. But after toying with this for a while, they realized that it wasn’t as easy as drawing lines on paper, and agreed that in an instructable, it took away from the details they wanted to show. Sometimes, less is more.\u003c/p>\n\u003ch3>Rule of thirds\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-412882 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds.png\" alt=\"Garcia4_Thirds\" width=\"250\" height=\"249\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds.png 733w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-160x159.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-240x239.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-375x373.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-520x518.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">The rule of thirds helps photographers create balance in a picture. People’s eyes tend to travel through an image at specific points, which can easily be created by dividing the picture into a nine-rectangle grid. To teach the students about the rule of thirds, we discussed \u003ca href=\"https://teach.kqed.org/lesson/photographic-design-composition-basics\">KQED’s images\u003c/a>, and showed them how to turn on the grid on their devices.\u003c/p>\n\u003cp>This was, by far, the hardest part of the assignment, as students kept trying to position their instructable images “just so,” only to discover that what they wanted to show was actually out of focus. After much trial and error, they got some good shots, and it was time to put everything in place.\u003c/p>\n\u003ch3>The instructable\u003c/h3>\n\u003cp>Students began by deciding which steps merited a picture, and they used an \u003ca href=\"https://docs.google.com/document/d/1gpmJ3uDHqbxXFBzp5qV9tJ7PnfXawBrxESh5gkTTvAs/edit?usp=sharing\">instructable template\u003c/a> to draft the procedure. Then, putting final touches on their instructables was simply a matter of polishing their work. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1G3WwZ0o_22DxRhCd1Pr5L--qFud90w5AlqL1fnapuCE/edit?usp=sharing\">Crandles\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1CoYjnDIJD-wCiABUW5IFUisDCn05aQC5G0MukI600Us/edit?usp=sharing\">Kale Chips\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1PghWU01D3QVzrYZmmV1gCVM2UoMOp8xTdqZqPR7Bc5E/edit?usp=sharing\">Chibi Bookmarks\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>In this era of DIY and makerspaces, it becomes increasingly necessary to teach students how to communicate effectively using images. We still have much to learn about using filters, perspective and lighting, but the basics provided by the instructables are a good first step.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Chances are your students have taken a picture or two. Between Instagram, Snapchat and whatever the new social media trend is, the world has increasingly turned to images as a form of mass communication. Not only that, if you ask your students how to do something, at least one of them will instantly do a Google search and share a DIY video or “instructable” (a word coined by Eric Wilhelm and Saul Griffith), full of images that help explain complex instructions or ideas in clear understandable terms. From fixing a leaky faucet to creating your own lightsaber, the images are out there, allowing us to communicate what words alone can’t.\u003c/p>\n\u003cp>So why not take a little time to teach students to take better pictures, and at the same time involve them in procedural writing?\u003c/p>\n\u003cp>Every year, the AdVENTURE team of teachers involves the students in an interdisciplinary \u003ca href=\"http://mariana68.wixsite.com/charity-fair-project\">Charity Fair project\u003c/a>. During the three-week project, students perform different activities in each subject area class:\u003c/p>\n\u003cul>\n\u003cli>In social studies, they research different charities.\u003c/li>\n\u003cli>In language arts, students develop \u003ca href=\"http://teachingabovethetest.blogspot.com/2015/07/avoiding-death-by-presentation.html\">Ignite presentations\u003c/a> to show what they learned about their charity.\u003c/li>\n\u003cli>In science, students create a product to sell at our annual Charity Fair, raising funds for their charity. The science component includes not only the creation of the product, but also crafting an instructable with the procedure they followed to create their product.\u003c/li>\n\u003cli>In math, they work with their charities’ statistics to support their presentations and calculate the cost/profit of the product they created in their science class.\u003c/li>\n\u003c/ul>\n\u003cp>This is the story of the instructables created for last year’s \u003ca href=\"http://mariana68.wixsite.com/charity-fair-project\">project\u003c/a>. It all started with a challenge: Go to \u003ca href=\"http://www.instructables.com/\">Instructables.com\u003c/a> and choose one instructable that looks interesting to you. We briefly discussed the amount of text versus how the images were used by the author to provide the missing details. (As a class, we noticed how seldom the pictures were photobombed by the author or his/her friends…)\u003c/p>\n\u003cp>As always happens with a new project, and the possibility of using their phones in class, students took out phones to get started taking pictures. Their collective groan was heard as we stopped them, “Before you take any pictures, you need to decide which key steps will require a picture, and then learn to some composition basics!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Once the purpose of the images was clear, we moved on to some basic photography lessons aided by \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">KQED Teach’s “Communicating with Photography\u003c/a>” course.\u003c/p>\n\u003ch3>Framing\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-412879 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Framing.png\" alt=\"Garcia4_Framing\" width=\"250\" height=\"152\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing.png 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-800x486.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-768x466.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-375x228.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Framing-520x316.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\"> In photography, framing is all about what you decide to include, or not to include, in a picture. The students experimented with framing as a way to give their images context, leading the eye towards a focal point and intriguing the viewer. Teachers’ rule of thumb while students were experimenting with framing was simple: “Does the frame clutter the image? Does it distract from what you are trying to explain?”\u003c/p>\n\u003ch3>Simplicity\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-412881 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity.png\" alt=\"Garcia4_Simplicity\" width=\"249\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity.png 978w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-160x117.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-800x587.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-768x563.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-960x704.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-240x176.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-375x275.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Simplicity-520x381.png 520w\" sizes=\"(max-width: 249px) 100vw, 249px\">Simplicity can be thought of as the reduction of background clutter. In the instructable format, this is key, as the picture itself should be able to tell the complete story of the step. The most obvious way to achieve simplicity is to place the subject against a neutral background. After a few tries, the students also realized that this meant moving around or cropping their pictures to avoid their own shadow or feet appearing in the picture. It also meant arranging the items in a way that was aesthetically pleasing.\u003c/p>\n\u003ch3>Lines\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-412880 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Lines.png\" alt=\"Garcia4_Lines\" width=\"249\" height=\"137\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines.png 973w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Lines-520x286.png 520w\" sizes=\"(max-width: 249px) 100vw, 249px\">In photography, leading lines attract the viewer to a specific point in the photograph. Lines, whether natural or construed, can help create mood, or lead the viewer’s eye through the picture as it tells a story. Some of the students attempted to create lines in their instructables with the clever placement of materials. But after toying with this for a while, they realized that it wasn’t as easy as drawing lines on paper, and agreed that in an instructable, it took away from the details they wanted to show. Sometimes, less is more.\u003c/p>\n\u003ch3>Rule of thirds\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-412882 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds.png\" alt=\"Garcia4_Thirds\" width=\"250\" height=\"249\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds.png 733w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-160x159.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-240x239.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-375x373.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-520x518.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/02/Garcia4_Thirds-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">The rule of thirds helps photographers create balance in a picture. People’s eyes tend to travel through an image at specific points, which can easily be created by dividing the picture into a nine-rectangle grid. To teach the students about the rule of thirds, we discussed \u003ca href=\"https://teach.kqed.org/lesson/photographic-design-composition-basics\">KQED’s images\u003c/a>, and showed them how to turn on the grid on their devices.\u003c/p>\n\u003cp>This was, by far, the hardest part of the assignment, as students kept trying to position their instructable images “just so,” only to discover that what they wanted to show was actually out of focus. After much trial and error, they got some good shots, and it was time to put everything in place.\u003c/p>\n\u003ch3>The instructable\u003c/h3>\n\u003cp>Students began by deciding which steps merited a picture, and they used an \u003ca href=\"https://docs.google.com/document/d/1gpmJ3uDHqbxXFBzp5qV9tJ7PnfXawBrxESh5gkTTvAs/edit?usp=sharing\">instructable template\u003c/a> to draft the procedure. Then, putting final touches on their instructables was simply a matter of polishing their work. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1G3WwZ0o_22DxRhCd1Pr5L--qFud90w5AlqL1fnapuCE/edit?usp=sharing\">Crandles\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1CoYjnDIJD-wCiABUW5IFUisDCn05aQC5G0MukI600Us/edit?usp=sharing\">Kale Chips\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1PghWU01D3QVzrYZmmV1gCVM2UoMOp8xTdqZqPR7Bc5E/edit?usp=sharing\">Chibi Bookmarks\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>In this era of DIY and makerspaces, it becomes increasingly necessary to teach students how to communicate effectively using images. We still have much to learn about using filters, perspective and lighting, but the basics provided by the instructables are a good first step.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch2>Our voices are loudest closer to home\u003c/h2>\n\u003cp>\u003cstrong>Whether it’s the midterms or a local issue in your community, student voices matter, even if they’re too young to vote. \u003c/strong>\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"#step1\">Step #1: Get inspired\u003c/a>\u003cbr>\n\u003ca href=\"#step2\">Step #2: Identify an issue that matters\u003c/a>\u003cbr>\n\u003ca href=\"#step3\">Step #3: Create a letter\u003c/a>\u003cbr>\n\u003ca href=\"#step4\">Step #4: Get the letter to the right person\u003c/a>\u003c/aside>\n\u003cp>Use this local election toolkit to get started.\u003c/p>\n\u003cp>\u003ca name=\"step1\">\u003c/a>\u003c/p>\n\u003ch3>Step #1: Get inspired\u003c/h3>\n\u003cp>Angie Wong, a student at UC Berkeley, is passionate about getting involved.\u003ca href=\"https://ww2.kqed.org/education/2018/10/08/how-youth-can-make-their-voices-heard/\"> Find her story and suggestions for ways students can make their voices heard\u003c/a>.\u003c/p>\n\u003cp>Explore what thousands of other young people think about important issues in the \u003ca href=\"https://letters2president.org/\"> 2016 letter archive\u003c/a> of the Letters to the Next President 2.0 project. Letters are searchable by topic, state, or letter format, which includes video and audio. Students across the country reported how inspiring it was for them to see what their peers in different regions were thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca name=\"step2\">\u003c/a>\u003c/p>\n\u003ch3>Step #2: Identify an issue that matters\u003c/h3>\n\u003cp>Writing about a specific issue gives students choice \u003ci>and \u003c/i>voice. Deciding on an issue to focus on may depend on a student’s personal history, what’s happening in the news, or connections to relevant classroom curriculum. We recommend students have as much freedom as possible to select an issue they care about. Here are some resources to start a conversation and investigate the issues:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\">KQED’s In the Classroom: Developing and Discussing Diverse Political Views in the Classroom\u003c/a>: Written by an educator in Texas, this blog post discusses the value of tackling political topics with students and strategies for making it work in a classroom of diverse opinions.\u003c/p>\n\u003cp>\u003ca href=\"https://www.digitalcivicstoolkit.org/\">Digital Civics Toolkit:\u003c/a> A wealth of resources to help students build online skills, including source checking and investigating multiple perspectives, to participate in meaningful civic dialogue and debate. Each module includes activities, conversation starters and reflection.\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2016/09/28/education/lesson-plans/talking-across-divides-10-ways-to-encourage-civil-classroom-conversation-on-difficult-issues.html\">New York Times Learning Network: 10 Ways to Encourage Civil Classroom Conversation On Difficult Issues:\u003c/a> Helpful tips about discussing controversial topics in classrooms. Packed with resources on how to structure discussions and links to other organizations tackling civic issues.\u003c/p>\n\u003cp>\u003ca href=\"https://www.facinghistory.org/books-borrowing/choosing-participate-revised-edition\">Facing History and Ourselves: Choosing to Participate\u003c/a>: This curriculum explores the question \u003ci>How can I make a difference in the world? \u003c/i>Readings, videos and stand-alone lessons help students wrestle with relevant civic choices. This resource is also available in Spanish.\u003c/p>\n\u003cp>\u003ca href=\"https://wethevoters.com/film/run-rep-run\">We the Voters: Run Rep Run\u003c/a>: This short film profiles state Rep. Juana Matias, a 29-year-old resident of Lawrence, MA, during her campaign. Matias, who speaks passionately about her decision to run for office, is now Massachusetts’s first Latina state representative.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/05/23/students-share-personal-stories-about-election-issues/\">KQED Education: Students Share Personal Stories about Election Issues\u003c/a>: Examples from youth writers about sharing their thoughts about issues that matter to them.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/\">KQED’s The Lowdown archive: \u003c/a> A resource to bring the newsroom to the classroom with articles, videos, interactive graphics and lesson plans. Frequent updates and an easily searchable archive make this a resource for students as well as educators.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gobeyondtheballot.org/teachers.html\">Generation Citizen:\u003c/a> Beyond the Ballot lesson plans and youth civic action toolkit encourages conversation and action around issues both in and out of the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://actioncivicscollaborative.org/resources/toolbox/\">National Action Civics Toolbox\u003c/a>: Pages of resources focused on engaging students in civic issues and opportunities\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wgbh/point-taken/#intro\">PBS’s Point Taken:\u003c/a> This debate show can be used to examine civil debate, analyze how speakers craft an argument or simply to explore timely issues. It’s geared for a general audience, so a few topics may not be classroom-friendly.\u003c/p>\n\u003cp>\u003ca name=\"step3\">\u003c/a>\u003c/p>\n\u003ch3>Step #3: Create a letter\u003c/h3>\n\u003cp>A letter can be text, video, or audio. It can feature images, infographics, charts, graphs and personal stories. These resources are designed to help you and your students create a letter that will best reach its intended audience and communicate the writer’s views most effectively.\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B6sQNUqF4bFKV1lvSWg5ODJXcGM/view\">College Ready Writing Project: Finding a Topic Mini-Unit\u003c/a>:This unit invites students to choose a topic and think about their audience when constructing an argument. The link also includes a full unit on writing and sourcing letters.\u003c/p>\n\u003cp>\u003ca href=\"http://resources.letters2president.org/resource/its-elementary-writing-letters-to-the-next-president-in-the-primary-grades/\">It’s Elementary: Writing Letters to the President (and others!) in the primary grades\u003c/a>: A bundle of resources about how to write class letters or organize around a social issue in primary classrooms.\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>: Online courses for educators to build skills in video storytelling, podcasting, infographics and other multimedia tools.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">KQED Education: How to Make Your Own Political Art:\u003c/a> Political art can accompany a text letter or stand alone as the letter. This resource helps guide students to express their views visually.\u003c/p>\n\u003cp>\u003ca href=\"https://youthradio.org/teach-youth-radio/diy-toolkit-how-to-write-a-commentary/\">Youth Radio: How to Write a Commentary\u003c/a>: Three activities explore the basics behind crafting commentary around a specific issue.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">KQED Education: Spoken Word Letters:\u003c/a> Spoken word is a powerful tool of self-expression. Get started with this resource and videos.\u003c/p>\n\u003cp>\u003ca name=\"step4\">\u003c/a>\u003c/p>\n\u003ch3>Step #4: Get your letter to right person\u003c/h3>\n\u003cp>Our voices are loudest the closer we are to home. Reaching out to local representatives is likely to get a faster and more meaningful response. Whether students email multimedia letters or send text letters through the mail, we recommend teachers contact the elected official’s office in advance to let them know who is writing and how many letters to expect.\u003c/p>\n\u003cp>\u003ca href=\"http://www.house.gov/representatives/find/\">Contact your U.S. Representative \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.senate.gov/senators/contact/\">Contact your U.S. Senator\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usa.gov/state-governor\">Contact your state governor\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/state-legislature-websites\">Contact your state representatives\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.usmayors.org/meetmayors/mayorsatglance.asp\">Contact your mayor\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://explorer.naco.org/\">Contact your county representatives\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usa.gov/local-governments\">Find other local officials\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>Our voices are loudest closer to home\u003c/h2>\n\u003cp>\u003cstrong>Whether it’s the midterms or a local issue in your community, student voices matter, even if they’re too young to vote. \u003c/strong>\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"#step1\">Step #1: Get inspired\u003c/a>\u003cbr>\n\u003ca href=\"#step2\">Step #2: Identify an issue that matters\u003c/a>\u003cbr>\n\u003ca href=\"#step3\">Step #3: Create a letter\u003c/a>\u003cbr>\n\u003ca href=\"#step4\">Step #4: Get the letter to the right person\u003c/a>\u003c/aside>\n\u003cp>Use this local election toolkit to get started.\u003c/p>\n\u003cp>\u003ca name=\"step1\">\u003c/a>\u003c/p>\n\u003ch3>Step #1: Get inspired\u003c/h3>\n\u003cp>Angie Wong, a student at UC Berkeley, is passionate about getting involved.\u003ca href=\"https://ww2.kqed.org/education/2018/10/08/how-youth-can-make-their-voices-heard/\"> Find her story and suggestions for ways students can make their voices heard\u003c/a>.\u003c/p>\n\u003cp>Explore what thousands of other young people think about important issues in the \u003ca href=\"https://letters2president.org/\"> 2016 letter archive\u003c/a> of the Letters to the Next President 2.0 project. Letters are searchable by topic, state, or letter format, which includes video and audio. Students across the country reported how inspiring it was for them to see what their peers in different regions were thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"step2\">\u003c/a>\u003c/p>\n\u003ch3>Step #2: Identify an issue that matters\u003c/h3>\n\u003cp>Writing about a specific issue gives students choice \u003ci>and \u003c/i>voice. Deciding on an issue to focus on may depend on a student’s personal history, what’s happening in the news, or connections to relevant classroom curriculum. We recommend students have as much freedom as possible to select an issue they care about. Here are some resources to start a conversation and investigate the issues:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\">KQED’s In the Classroom: Developing and Discussing Diverse Political Views in the Classroom\u003c/a>: Written by an educator in Texas, this blog post discusses the value of tackling political topics with students and strategies for making it work in a classroom of diverse opinions.\u003c/p>\n\u003cp>\u003ca href=\"https://www.digitalcivicstoolkit.org/\">Digital Civics Toolkit:\u003c/a> A wealth of resources to help students build online skills, including source checking and investigating multiple perspectives, to participate in meaningful civic dialogue and debate. Each module includes activities, conversation starters and reflection.\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2016/09/28/education/lesson-plans/talking-across-divides-10-ways-to-encourage-civil-classroom-conversation-on-difficult-issues.html\">New York Times Learning Network: 10 Ways to Encourage Civil Classroom Conversation On Difficult Issues:\u003c/a> Helpful tips about discussing controversial topics in classrooms. Packed with resources on how to structure discussions and links to other organizations tackling civic issues.\u003c/p>\n\u003cp>\u003ca href=\"https://www.facinghistory.org/books-borrowing/choosing-participate-revised-edition\">Facing History and Ourselves: Choosing to Participate\u003c/a>: This curriculum explores the question \u003ci>How can I make a difference in the world? \u003c/i>Readings, videos and stand-alone lessons help students wrestle with relevant civic choices. This resource is also available in Spanish.\u003c/p>\n\u003cp>\u003ca href=\"https://wethevoters.com/film/run-rep-run\">We the Voters: Run Rep Run\u003c/a>: This short film profiles state Rep. Juana Matias, a 29-year-old resident of Lawrence, MA, during her campaign. Matias, who speaks passionately about her decision to run for office, is now Massachusetts’s first Latina state representative.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/05/23/students-share-personal-stories-about-election-issues/\">KQED Education: Students Share Personal Stories about Election Issues\u003c/a>: Examples from youth writers about sharing their thoughts about issues that matter to them.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/\">KQED’s The Lowdown archive: \u003c/a> A resource to bring the newsroom to the classroom with articles, videos, interactive graphics and lesson plans. Frequent updates and an easily searchable archive make this a resource for students as well as educators.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gobeyondtheballot.org/teachers.html\">Generation Citizen:\u003c/a> Beyond the Ballot lesson plans and youth civic action toolkit encourages conversation and action around issues both in and out of the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://actioncivicscollaborative.org/resources/toolbox/\">National Action Civics Toolbox\u003c/a>: Pages of resources focused on engaging students in civic issues and opportunities\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wgbh/point-taken/#intro\">PBS’s Point Taken:\u003c/a> This debate show can be used to examine civil debate, analyze how speakers craft an argument or simply to explore timely issues. It’s geared for a general audience, so a few topics may not be classroom-friendly.\u003c/p>\n\u003cp>\u003ca name=\"step3\">\u003c/a>\u003c/p>\n\u003ch3>Step #3: Create a letter\u003c/h3>\n\u003cp>A letter can be text, video, or audio. It can feature images, infographics, charts, graphs and personal stories. These resources are designed to help you and your students create a letter that will best reach its intended audience and communicate the writer’s views most effectively.\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B6sQNUqF4bFKV1lvSWg5ODJXcGM/view\">College Ready Writing Project: Finding a Topic Mini-Unit\u003c/a>:This unit invites students to choose a topic and think about their audience when constructing an argument. The link also includes a full unit on writing and sourcing letters.\u003c/p>\n\u003cp>\u003ca href=\"http://resources.letters2president.org/resource/its-elementary-writing-letters-to-the-next-president-in-the-primary-grades/\">It’s Elementary: Writing Letters to the President (and others!) in the primary grades\u003c/a>: A bundle of resources about how to write class letters or organize around a social issue in primary classrooms.\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>: Online courses for educators to build skills in video storytelling, podcasting, infographics and other multimedia tools.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">KQED Education: How to Make Your Own Political Art:\u003c/a> Political art can accompany a text letter or stand alone as the letter. This resource helps guide students to express their views visually.\u003c/p>\n\u003cp>\u003ca href=\"https://youthradio.org/teach-youth-radio/diy-toolkit-how-to-write-a-commentary/\">Youth Radio: How to Write a Commentary\u003c/a>: Three activities explore the basics behind crafting commentary around a specific issue.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">KQED Education: Spoken Word Letters:\u003c/a> Spoken word is a powerful tool of self-expression. Get started with this resource and videos.\u003c/p>\n\u003cp>\u003ca name=\"step4\">\u003c/a>\u003c/p>\n\u003ch3>Step #4: Get your letter to right person\u003c/h3>\n\u003cp>Our voices are loudest the closer we are to home. Reaching out to local representatives is likely to get a faster and more meaningful response. Whether students email multimedia letters or send text letters through the mail, we recommend teachers contact the elected official’s office in advance to let them know who is writing and how many letters to expect.\u003c/p>\n\u003cp>\u003ca href=\"http://www.house.gov/representatives/find/\">Contact your U.S. Representative \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.senate.gov/senators/contact/\">Contact your U.S. Senator\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usa.gov/state-governor\">Contact your state governor\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/state-legislature-websites\">Contact your state representatives\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.usmayors.org/meetmayors/mayorsatglance.asp\">Contact your mayor\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://explorer.naco.org/\">Contact your county representatives\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usa.gov/local-governments\">Find other local officials\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As teachers, we’ve all seen it in our classrooms: A student in the back of the room discreetly takes a selfie. We’ve probably all been frustrated by it at some point too. And many of us have probably wondered why our students are taking hundreds of pictures of themselves everyday.\u003c/p>\n\u003cp>Our students are using Snapchat, and what many educators fail to understand about the app is that students are not just taking a picture. They are having a conversation. They are telling a story.\u003c/p>\n\u003cp>Rather than being reactive about new technology in our classrooms, we should look for ways to be proactive and utilize Snapchat as a learning tool instead of viewing it as a distraction.\u003c/p>\n\u003ch4>Go where the audience is\u003c/h4>\n\u003cp>A \u003ca href=\"http://www.cnbc.com/2016/10/13/snapchat-is-king-among-teens-as-facebook-declines-in-popularity-survey-shows.html\">recent Piper Jaffray survey\u003c/a> revealed that Snapchat is now the most popular social media platform among teenagers. While I don’t believe that teachers should flock to trending apps like Flappy Birds, I do believe that we need to work to reach students where they are engaged the most. Eighty percent of students who participated in the survey indicated that they use Snapchat at least once a month.\u003c/p>\n\u003cp>As a journalism educator, I’m constantly having conversations with my students about reaching our audience. It is not enough for us to publish a student newspaper. We have to look for ways to engage with our audience and encourage them to view our content. Social media is one of the tools we use to do just that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If students are using Snapchat, teachers should look for ways to harness the power of the application for learning.\u003c/p>\n\u003ch4>How to get started\u003c/h4>\n\u003cp>https://www.youtube.com/watch?v=8sntEyrviFk\u003c/p>\n\u003cp>\u003cb>Establish Goals:\u003c/b> In my journalism class, we use Snapchat to engage our audience and encourage them to check out our website, YouTube channel and social media platforms.\u003c/p>\n\u003cp>Maybe in your class, you want an easy way to provide students with reminders. Maybe you want to use Snapchat to inform students about class related content you come across outside of the school day. Maybe you want to use it as a tool to showcase your classroom culture and the activities during your day. Maybe you want a way to connect with other tech-savvy educators who are using Snapchat in your professional learning network.\u003c/p>\n\u003cp>Having a clear purpose is critical before your begin.\u003c/p>\n\u003cp>\u003cb>Research Your School Culture:\u003c/b> It is important to understand what your school or district policies are regarding social media and be aware of how they expect it to be used.\u003c/p>\n\u003cp>Is your school or district social media friendly? Different schools and districts use social media in different ways. Examining how your Snapchat can fit into your school culture is important.\u003c/p>\n\u003cp>\u003cb>Develop Policies \u003c/b>Personally, I think that it is important to have a \u003ca href=\"https://docs.google.com/document/d/1GZc9MmbHmr2NhN6rnUZ6C2hvQpdsrnGJInAiBTIYdXA/edit?usp=sharing\">written policy\u003c/a> about how your Snapchat account will be used. This will give you purpose and direction if you need prior administrative approval or encounter concerns.\u003c/p>\n\u003cp>This policy doesn’t need to be exhaustive, but it should provide guidelines on the following: A mission statement, your Snapchat goals, a style guide for use, the user’s role and responsibilities on Snapchat, appropriate actions and best practices for the platform.\u003c/p>\n\u003ch4>Plan to tell a story\u003c/h4>\n\u003cp>At its heart, Snapchat is a social storytelling platform, so it is important to plan how you will tell these stories.\u003c/p>\n\u003cp>While you don’t need to write a script, be sure to put some thought into what you say and how you say it. Snapchat is a less formal medium, so your content should be conversational and fun, which will be more engaging for your target audience — teenage millennials.\u003c/p>\n\u003cp>You can create engaging social stories by using several of Snapchat’s built-in features. Make a point to use the goofy Snapchat filters, (the dog face feature seems to be my students’ preference), add emojis into your text, use geofilters to showcase specific locations, draw on your Snapchat videos and play your Snaps in the slow-motion or fast-forward features.\u003c/p>\n\u003ch4>Start using Snapchat tomorrow\u003c/h4>\n\u003cp>Here are five easy ways to start incorporating Snapchat into your classroom tomorrow.\u003c/p>\n\u003col>\n\u003cli>\u003cb>\u003cb>Reminders: \u003c/b>\u003c/b>Snapchat can be used for one-way communication, so it is a great tool for reminding students about an upcoming assignment or activity.\u003c/li>\n\u003cli>\u003cb>Content Examples: \u003c/b>When you come across interesting information or real-world examples that apply to class content, Snapchat makes it easy for you to share it with your students and colleagues.\u003c/li>\n\u003cli>\u003cb>Draw and Annotate\u003c/b>: Snapchat makes it easy to draw diagrams or annotate text on the fly. Check out \u003ca href=\"https://twitter.com/TaraMartinEDU?lang=en\">Tara Martin\u003c/a>, who uses Snapchat to \u003ca href=\"http://www.tarammartin.com/booksnaps-snapping-for-learning/\">annotate and reflect\u003c/a> on text that she is reading using the \u003ca href=\"https://twitter.com/hashtag/BookSnaps?src=hash&lang=en\">#booksnaps\u003c/a> hashtag on Twitter.\u003c/li>\n\u003cli>\u003cb>Study Session:\u003c/b> Use Snapchat to share the top ten pieces of information about an upcoming test or assignment.\u003c/li>\n\u003cli>\u003cb>\u003cb>Professional Development: \u003c/b>\u003c/b>Want to explore how other teachers are using Snapchat without having to post yourself? Check out \u003ca href=\"http://www.askmsq.com/\">Saba Quidwai\u003c/a>, who is a Snapchat super user. Add her to expand your professional learning network and see how she models Snapchat and other digital tools.\u003c/li>\n\u003c/ol>\n\u003ch4>Have students create the content\u003c/h4>\n\u003cp>Many teachers will first think about how they personally can use Snapchat in the classroom. However, it is even more powerful to give students the responsibility of creating content. While many teachers might be apprehensive about turning over this responsibility to students, it has several advantages.\u003c/p>\n\u003col>\n\u003cli>Allowing students to create and share Snapchat content gives students ownership over their learning outcomes and affirms students’ voice.\u003c/li>\n\u003cli>It gives students an authentic learning opportunity to model responsible digital citizenship.\u003c/li>\n\u003cli>Creation is the highest level of critical thinking in terms of digital literacy.\u003c/li>\n\u003c/ol>\n\u003cp>In my class, we have a social media editor who is in charge of coordinating the content that is posted. But because we often have multiple students creating and sharing content on Snapchat, I routinely change and update the account password to protect the integrity of the medium.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The Journalism Education Association has \u003ca href=\"http://www.jeadigitalmedia.org/2015/02/22/high-school-media-on-snapchat/\">compiled a list \u003c/a>of high school journalism programs from across the nation that are on Snapchat. These are great examples of students taking the lead in producing the content and telling stories relevant to their audience.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If students are using Snapchat, teachers should look for ways to harness the power of the application for learning.\u003c/p>\n\u003ch4>How to get started\u003c/h4>\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/8sntEyrviFk'\n title='//www.youtube.com/embed/8sntEyrviFk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Establish Goals:\u003c/b> In my journalism class, we use Snapchat to engage our audience and encourage them to check out our website, YouTube channel and social media platforms.\u003c/p>\n\u003cp>Maybe in your class, you want an easy way to provide students with reminders. 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Examining how your Snapchat can fit into your school culture is important.\u003c/p>\n\u003cp>\u003cb>Develop Policies \u003c/b>Personally, I think that it is important to have a \u003ca href=\"https://docs.google.com/document/d/1GZc9MmbHmr2NhN6rnUZ6C2hvQpdsrnGJInAiBTIYdXA/edit?usp=sharing\">written policy\u003c/a> about how your Snapchat account will be used. This will give you purpose and direction if you need prior administrative approval or encounter concerns.\u003c/p>\n\u003cp>This policy doesn’t need to be exhaustive, but it should provide guidelines on the following: A mission statement, your Snapchat goals, a style guide for use, the user’s role and responsibilities on Snapchat, appropriate actions and best practices for the platform.\u003c/p>\n\u003ch4>Plan to tell a story\u003c/h4>\n\u003cp>At its heart, Snapchat is a social storytelling platform, so it is important to plan how you will tell these stories.\u003c/p>\n\u003cp>While you don’t need to write a script, be sure to put some thought into what you say and how you say it. Snapchat is a less formal medium, so your content should be conversational and fun, which will be more engaging for your target audience — teenage millennials.\u003c/p>\n\u003cp>You can create engaging social stories by using several of Snapchat’s built-in features. 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Check out \u003ca href=\"https://twitter.com/TaraMartinEDU?lang=en\">Tara Martin\u003c/a>, who uses Snapchat to \u003ca href=\"http://www.tarammartin.com/booksnaps-snapping-for-learning/\">annotate and reflect\u003c/a> on text that she is reading using the \u003ca href=\"https://twitter.com/hashtag/BookSnaps?src=hash&lang=en\">#booksnaps\u003c/a> hashtag on Twitter.\u003c/li>\n\u003cli>\u003cb>Study Session:\u003c/b> Use Snapchat to share the top ten pieces of information about an upcoming test or assignment.\u003c/li>\n\u003cli>\u003cb>\u003cb>Professional Development: \u003c/b>\u003c/b>Want to explore how other teachers are using Snapchat without having to post yourself? Check out \u003ca href=\"http://www.askmsq.com/\">Saba Quidwai\u003c/a>, who is a Snapchat super user. 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"headTitle": "Meet the 2016-2017 Youth Advisory Board | KQED",
"content": "\u003cp>[gallery type=\"columns\" size=\"full\" ids=\"390024,390028,390016,390019,390027,390021,390018,390026,390025,390023,390017,390022,390020\"]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Last fall, KQED Learning launched its inaugural Youth Advisory Board with a mission of including the youth voice in our production process.\u003c/p>\n\u003cp>Their primary roles:\u003c/p>\n\u003cul>\n\u003cli>Hear pitches from KQED staff on new products and media // \u003ci>Questions like, what do you think of our new web series? What topics are interesting to you?\u003c/i>\u003c/li>\n\u003cli>Analyze and discuss ideas on how to improve media use in the classroom // \u003ci>This is our plan to get more students making media, what are your ideas?\u003c/i>\u003c/li>\n\u003cli>Provide feedback on current and future KQED media and education tools //\u003ci>Here’s a new product we’re designing for students–what works and what doesn’t? How would you design it?\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>Since then, our Advisory Board members have made an impact on projects throughout KQED.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Meet the 13 high school students helping to shape our content and tools.\u003c/p>\n\u003chr>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Crystal-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Crystal\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Freshman, Castlemont High School, Oakland\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> Oakland\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media:\u003c/strong> \u003cspan style=\"font-weight: 400\">When I was 9 years old, my older sister and I used to film videos of us pretending to be spies. We would run around the house and lower our voices, imagining we were closing in on the enemy. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> I really enjoy being able to collaborate with other people and hearing their perspective on topics – it has broadened my horizons. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Tariq-ig-800x1000.jpg\" alt=\" width=\" height=\"393\">\u003c/p>\n\u003ch1>Tariq\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Freshman, Serra High School, San Mateo\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">San Mateo\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media: \u003c/strong>I once made a video on San Francisco and all the things that you can do that nobody talks about. Things like cool hangout spots and good places to eat.\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> Getting to learn new things every time we have a meeting.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Ajhani-ig-800x1000.jpg\" alt=\" width=\" height=\"393\">\u003c/p>\n\u003ch1>Ajhani\u003c/h1>\n\u003cp>\u003cstrong>Junior, Bay Area Technical School, Oakland\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Oakland\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>PBS show I grew up watching: \u003c/strong> \u003cspan style=\"font-weight: 400\">I currently edit videos for YouTube.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003cspan style=\"font-weight: 400\">I like how we can give our opinions on anything.\u003c/span>\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignright\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Eunice-ig-800x1000.jpg\" alt=\"width=\" height=\"393\">\u003c/p>\n\u003ch1>Eunice\u003c/h1>\n\u003cp>\u003cstrong>Senior, Bishop O’Dowd High School, Oakland\u003c/strong>\u003cbr>\n\u003cstrong>Hometown:\u003c/strong> Castro Valley\u003cbr>\n\u003cstrong>PBS show I grew up watching: \u003c/strong> \u003cspan style=\"font-weight: 400\">I loved Dragon Tales – I have always wanted to escape reality by touching an iridescent stone.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">I like inserting youth voice and opinions into education programs. I hope to use YAB as a platform to encourage gender, sexuality, and race discourse in classroom settings because those discussions are integral to understanding history as well as events in the status quo.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft size-medium wp-image-390021\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/divya-ig-800x800.jpg\" alt=\"width=\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-1920x1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch1>Divya\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Sophomore, Presentation High School, San Jose\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">San Jose\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media:\u003c/strong> \u003cspan style=\"font-weight: 400\">I made a video promoting the Student Environmental Action Society in my school.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">I like being able to voice my opinion and I love meeting new people from different parts of the Bay Area. \u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390019\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Cooper-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Cooper\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Junior, Saint Ignatius College Preparatory, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> San Francisco\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>First memory of creating media: \u003c/strong>Until I got my phone in seventh grade, the full extent of my digital life was playing Christian video games on the massive computers at my elementary school. Also Oregon Trail, which combined the speed of monopoly with the fun of diphtheria. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">It’s nice to escape the bubble of my high school and meet kids from all over!\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-390027\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Raquel-Ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Raquel\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Sophomore, Albany High School, Albany\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Santa Cruz\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media: \u003cspan style=\"font-weight: 400\">In eighth grade I started playing around with iMovie. ‘Playing around’ soon developed into a hobby, and suddenly I was creating well thought out projects. \u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003cspan style=\"font-weight: 400\">I enjoy the open space to share and discuss important issues. It’s rare to have a place where you can express your opinions, and be listened to and respected. \u003c/span>\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390017\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Asia-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Asia\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Junior, Salesian College Preparatory, Richmond\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> Oakland\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>PBS show I grew up watching: \u003c/strong>Watching \u003cem>Arthur\u003c/em> growing up\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">The environment and the people I work with.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-390026\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Orion-ig-800x800.jpg\" alt=\"\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Orion\u003c/h1>\n\u003cp>\u003cstrong>Senior, Mills High School, Millbrae\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Millbrae \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media: \u003c/strong>I\u003cspan style=\"font-weight: 400\"> grew up watching many films. Films on television, VHS, and online. By freshman year of high school, I learned how to create videos, so I set out to create a short film. So, I created a very amateur script, asked my best friends to act, and just made up shots as [we] kept going with every scene. At the end, I created my first short drama film and entered it into film festivals and posted it on YouTube. I fell in love with the film making craft because of this. This long process was rewarding and I knew I would do this for the rest of my life. Now, I learn to expand to other types of media such as broadcasting, blogging, and photography. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">I love working with such an amazing and talented team as well as having the ability to voice my ideas and opinions to KQED. Having a place where I can talk about news with other teens around the Bay Area is truly eye-opening.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390025\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Julie-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Julie\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Junior, Palo Alto High School, Palo Alto\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> Palo Alto\u003cbr>\n\u003cstrong>PBS show I grew up watching: \u003c/strong>\u003cstrong>\u003cem>\u003cspan style=\"font-weight: 400\">Calliou\u003c/span>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">To me, YAB is an avenue to express my opinion in a meaningful way. When we give feedback, it feels like our opinions are not only being heard, but listened to. It’s amazing to know that our suggestions will be implemented in settings that will affect real people.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-390023\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Gabriel-ig-800x800.jpg\" alt=\"\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Gabriel\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Sophomore, Lowell High School, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">San Francisco\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"font-weight: 400\">\u003cstrong>First memory of creating media:\u003c/strong> In second grade I learned to juggle and I remember watching YouTube tutorial videos on our old desktop computer to learn new tricks. As for creating digital media, I remember using my iPod Nano to make videos of me “reviewing” my Harry Potter wands. The videos have me holding a shaky camera and talking in my squeaky little voice. 🙂\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> I like having a place to go discuss things and hear other people’s thoughts and opinions and express my own. I love trying to figure out what works and what doesn’t work, and learning to give input in a more professional way. What I love most is that people at KQED really listen and value our feedback. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390018\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Cami-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Cami\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Freshman, San Francisco International High School, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> San Francisco\u003cbr>\n\u003cb>Interests:\u003c/b> \u003cspan style=\"font-weight: 400\">I am passionate about a wide array of issues. I am very keen on standing up for issues such as police brutality, animal rights, racial equality, disability rights, and so many more issues that are present in the world today.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Gillian-ig-800x1000.jpg\" alt=\"Gillian B.S.\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Gillian\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Senior, Saint Mary’s College High School, Berkeley\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Pinole\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>PBS show I grew up watching:\u003cspan style=\"font-weight: 400\"> Arthur and \u003cem>Dragon Tales\u003c/em>!\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> Hanging out with cool people. Also, giving my thoughts/opinions and hearing those of my peers.\u003c/span>\u003c/p>\n\u003c/div>\n\n",
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"description": " Last fall, KQED Learning launched its inaugural Youth Advisory Board with a mission of including the youth voice in our production process. Their primary roles: Hear pitches from KQED staff on new products and media // Questions like, what do you think of our new web series? What topics are interesting to you? Analyze",
"title": "Meet the 2016-2017 Youth Advisory Board | KQED",
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"headline": "Meet the 2016-2017 Youth Advisory Board",
"datePublished": "2017-01-27T14:48:19-08:00",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meet the 13 high school students helping to shape our content and tools.\u003c/p>\n\u003chr>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Crystal-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Crystal\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Freshman, Castlemont High School, Oakland\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> Oakland\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media:\u003c/strong> \u003cspan style=\"font-weight: 400\">When I was 9 years old, my older sister and I used to film videos of us pretending to be spies. We would run around the house and lower our voices, imagining we were closing in on the enemy. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> I really enjoy being able to collaborate with other people and hearing their perspective on topics – it has broadened my horizons. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Tariq-ig-800x1000.jpg\" alt=\" width=\" height=\"393\">\u003c/p>\n\u003ch1>Tariq\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Freshman, Serra High School, San Mateo\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">San Mateo\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media: \u003c/strong>I once made a video on San Francisco and all the things that you can do that nobody talks about. Things like cool hangout spots and good places to eat.\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> Getting to learn new things every time we have a meeting.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Ajhani-ig-800x1000.jpg\" alt=\" width=\" height=\"393\">\u003c/p>\n\u003ch1>Ajhani\u003c/h1>\n\u003cp>\u003cstrong>Junior, Bay Area Technical School, Oakland\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Oakland\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>PBS show I grew up watching: \u003c/strong> \u003cspan style=\"font-weight: 400\">I currently edit videos for YouTube.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003cspan style=\"font-weight: 400\">I like how we can give our opinions on anything.\u003c/span>\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignright\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Eunice-ig-800x1000.jpg\" alt=\"width=\" height=\"393\">\u003c/p>\n\u003ch1>Eunice\u003c/h1>\n\u003cp>\u003cstrong>Senior, Bishop O’Dowd High School, Oakland\u003c/strong>\u003cbr>\n\u003cstrong>Hometown:\u003c/strong> Castro Valley\u003cbr>\n\u003cstrong>PBS show I grew up watching: \u003c/strong> \u003cspan style=\"font-weight: 400\">I loved Dragon Tales – I have always wanted to escape reality by touching an iridescent stone.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">I like inserting youth voice and opinions into education programs. I hope to use YAB as a platform to encourage gender, sexuality, and race discourse in classroom settings because those discussions are integral to understanding history as well as events in the status quo.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft size-medium wp-image-390021\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/divya-ig-800x800.jpg\" alt=\"width=\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-1920x1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/divya-ig-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch1>Divya\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Sophomore, Presentation High School, San Jose\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">San Jose\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media:\u003c/strong> \u003cspan style=\"font-weight: 400\">I made a video promoting the Student Environmental Action Society in my school.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">I like being able to voice my opinion and I love meeting new people from different parts of the Bay Area. \u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390019\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Cooper-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cooper-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Cooper\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Junior, Saint Ignatius College Preparatory, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> San Francisco\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>First memory of creating media: \u003c/strong>Until I got my phone in seventh grade, the full extent of my digital life was playing Christian video games on the massive computers at my elementary school. Also Oregon Trail, which combined the speed of monopoly with the fun of diphtheria. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">It’s nice to escape the bubble of my high school and meet kids from all over!\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-390027\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Raquel-Ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Raquel-Ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Raquel\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Sophomore, Albany High School, Albany\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Santa Cruz\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media: \u003cspan style=\"font-weight: 400\">In eighth grade I started playing around with iMovie. ‘Playing around’ soon developed into a hobby, and suddenly I was creating well thought out projects. \u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003cspan style=\"font-weight: 400\">I enjoy the open space to share and discuss important issues. It’s rare to have a place where you can express your opinions, and be listened to and respected. \u003c/span>\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390017\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Asia-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Asia-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Asia\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Junior, Salesian College Preparatory, Richmond\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> Oakland\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003cstrong>PBS show I grew up watching: \u003c/strong>Watching \u003cem>Arthur\u003c/em> growing up\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">The environment and the people I work with.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-390026\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Orion-ig-800x800.jpg\" alt=\"\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Orion\u003c/h1>\n\u003cp>\u003cstrong>Senior, Mills High School, Millbrae\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Millbrae \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>First memory of creating media: \u003c/strong>I\u003cspan style=\"font-weight: 400\"> grew up watching many films. Films on television, VHS, and online. By freshman year of high school, I learned how to create videos, so I set out to create a short film. So, I created a very amateur script, asked my best friends to act, and just made up shots as [we] kept going with every scene. At the end, I created my first short drama film and entered it into film festivals and posted it on YouTube. I fell in love with the film making craft because of this. This long process was rewarding and I knew I would do this for the rest of my life. Now, I learn to expand to other types of media such as broadcasting, blogging, and photography. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">I love working with such an amazing and talented team as well as having the ability to voice my ideas and opinions to KQED. Having a place where I can talk about news with other teens around the Bay Area is truly eye-opening.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390025\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Julie-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Julie-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Julie\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Junior, Palo Alto High School, Palo Alto\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> Palo Alto\u003cbr>\n\u003cstrong>PBS show I grew up watching: \u003c/strong>\u003cstrong>\u003cem>\u003cspan style=\"font-weight: 400\">Calliou\u003c/span>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> \u003cspan style=\"font-weight: 400\">To me, YAB is an avenue to express my opinion in a meaningful way. When we give feedback, it feels like our opinions are not only being heard, but listened to. It’s amazing to know that our suggestions will be implemented in settings that will affect real people.\u003c/span>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-390023\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Gabriel-ig-800x800.jpg\" alt=\"\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Gabriel\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Sophomore, Lowell High School, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">San Francisco\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"font-weight: 400\">\u003cstrong>First memory of creating media:\u003c/strong> In second grade I learned to juggle and I remember watching YouTube tutorial videos on our old desktop computer to learn new tricks. As for creating digital media, I remember using my iPod Nano to make videos of me “reviewing” my Harry Potter wands. The videos have me holding a shaky camera and talking in my squeaky little voice. 🙂\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> I like having a place to go discuss things and hear other people’s thoughts and opinions and express my own. I love trying to figure out what works and what doesn’t work, and learning to give input in a more professional way. What I love most is that people at KQED really listen and value our feedback. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-390018\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Cami-ig-800x1000.jpg\" alt=\"\" width=\"314\" height=\"393\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-1180x1475.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-960x1200.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-240x300.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-375x469.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Cami-ig-520x650.jpg 520w\" sizes=\"(max-width: 314px) 100vw, 314px\">\u003c/p>\n\u003ch1>Cami\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Freshman, San Francisco International High School, San Francisco\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> San Francisco\u003cbr>\n\u003cb>Interests:\u003c/b> \u003cspan style=\"font-weight: 400\">I am passionate about a wide array of issues. I am very keen on standing up for issues such as police brutality, animal rights, racial equality, disability rights, and so many more issues that are present in the world today.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Gillian-ig-800x1000.jpg\" alt=\"Gillian B.S.\" width=\"314\" height=\"393\">\u003c/p>\n\u003ch1>Gillian\u003c/h1>\n\u003cp style=\"text-align: justify\">\u003cstrong>Senior, Saint Mary’s College High School, Berkeley\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Hometown:\u003c/strong> \u003cspan style=\"color: #000000\">Pinole\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>PBS show I grew up watching:\u003cspan style=\"font-weight: 400\"> Arthur and \u003cem>Dragon Tales\u003c/em>!\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Favorite aspect of the YAB: \u003c/strong>\u003cspan style=\"font-weight: 400\"> Hanging out with cool people. Also, giving my thoughts/opinions and hearing those of my peers.\u003c/span>\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Ed Tech is everywhere, and it’s making education easier for teachers and students. Technology opens up an entirely new realm of possibility when it comes to convenience and problem solving, but it also has its challenges.\u003c/p>\n\u003cp>Over the last few years, supplemental educators — tutors, therapists, special education teachers and college prep consultants — have been using online technology to work with students living in geographically diverse areas. For the most part, the online format works really well with high school students, who are mature enough to manage their supplemental education services and show up on time while in the comfort of their own homes. 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Even with the best preparation, it seems like the Internet is always crashing or Skype wants to do a ten-minute update just as a session starts.\u003c/p>\n\u003cp>Whether working in an online setting with pre-teens, older teens or adults, similar questions arise. How do I know if they’re paying attention? How do I know if they’re learning anything if I’m not in the room with them?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fortunately, there is a lot of interactive software available that allows me to view what students are doing in real time and provide visual elements to their curriculum. However, I’ve found that even once students are comfortable using the technology, I still face the task of keeping them entertained and motivated. Young learners are big on achievement, so I started researching apps and games that have varying levels of achievement or offer other reward systems that help them concentrate and build confidence. Students of any age have to view working on the computer as a positive element of their education.\u003c/p>\n\u003cp>When working on a tight budget (like I do), utilizing cost-effective technology is a must. Skype and Google Hangouts have their technical difficulties, but they are both free and easy to use. Originally meant for business, \u003ca href=\"https://www.join.me/\">Join.Me\u003c/a> is free and great for keeping track of a student’s computer screen. And YouTube provides great one-way communication for circumstances when my students and I can’t meet in real time. In fact, I can sign up a whole classroom of kids in different places and keep track of who watched what by looking at the View Counter on my private YouTube channel. Google Docs allows me to see what my students are writing in real time, and I can loop parents in when necessary, and \u003ca href=\"https://selfcontrolapp.com\">Self Control\u003c/a> cuts out social media so students can concentrate.\u003c/p>\n\u003ch4>Building Rapport and Developing Maturity\u003c/h4>\n\u003cp>Building a positive relationship between online teacher and student is important to overall success. Although instructional minutes are important, it’s also essential that a student and teacher develop a good rapport so they can engage in conversations as they would in a traditional classroom environment. If students feel that the person on the computer is “real,” they are more likely to follow directions and take advice.\u003c/p>\n\u003cp>Although traditional study tactics can work well with older students, if I ask young kids a closed-ended question, I find they’re not fully participating in the session. They start looking around the room or disconnect mentally from the session. Instead, I try to encourage them to figure out the best way to use the technology based on their independent learning habits. They need to play an active role in their sessions, whether it’s something as simple as rearranging their work spaces, or something more complicated like researching new apps or finding information that will help them learn proactively. Many young students are great with technology and can actually show me ways to make our sessions more effective.\u003c/p>\n\u003ch4>Common Pitfalls\u003c/h4>\n\u003cp>One of the most common pitfalls when working with elementary school kids online is their ability to deflect away from the task at hand. They know that their teacher isn’t actually in the room with them, so they look for ways to avoid completing tasks. In many cases, students spend more energy stalling than they would have if they jumped right into the assignment. For me, managing a one-on-one session is a lot more challenging online unless the student has developed the maturity to be a self starter.\u003c/p>\n\u003cp>When working with a high school student, I can get by talking to a parent on the phone once a week — after a regular schedule and set of goals are determined. College prep students should transition to independence at this point anyway. But while a 16-year-old can reasonably concentrate during an online SAT session, a third grader is more likely to leave the session or avoid paying attention to my instructions. When working with younger kids, a parent (or any other responsible adult) can help them get situated and check in periodically during the lesson.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nevertheless, even with educators and parents working together, patience and practice are both key elements to making online supplemental education work — for students of any age.\u003c/p>\n\n",
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"content": "\u003cp>February is a month devoted to honoring the important roles African-Americans play in the history of the United States. Across the country, schools and communities organize to learn more about black history and culture. Use the \u003cem>PBS All About the Holidays\u003c/em> video to get a 90 second overview of why black history is celebrated. And dive deeper with black history collections highlighting videos and lessons found in PBS LearningMedia.\u003c/p>\n\u003cp>The collections listed below can add additional depth and dimension to American history lessons including the \u003cem>More than a Month\u003c/em> collection highlighting issues around cultural acknowledgement. And, check out our \u003ca href=\"https://www.pinterest.com/kqededucation/celebrate-black-history/\">Pinterest board\u003c/a> for even more Black History Month resources.\u003c/p>\n\u003cp>PBS has a wealth of resources for student exploration that can extend well beyond Black History Month. Sign up for a free PBS LearningMedia account to create your own interactive lessons and collections.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/fa375094-c2f2-48eb-b65b-51861b5666e0/black-history-month-all-about-the-holidays/\">All About the Holidays: Black History Month\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Use this 90 second video to generate ideas for how Black History Month can be recognized in your community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2016/01/28/depth-and-dimension-with-five-black-history-month-lessons/\">Depth and Dimension with Five Black History Month Lessons\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This collection of resources highlights key events, movements, and traditions as well as notable leaders, poets, and musicians.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2014/01/30/black-history-month-dig-deeper-with-8-pbs-learningmedia-collections/\">PBS Documentary Collections\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>PBS LearningMedia provides several notable collections from award winning documentaries around black history. These collections feature extensive multimedia resources, lesson plans and student guides that extend learning beyond Black History Month.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2015/01/21/more-than-a-month-three-resources-for-exploring-cultural-acknowledgement/\">More Than a Month Collection\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Addresses a wide range of themes of the African-American experience from 1500 to the present and explore cultural appropriation with these resources.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Additional Black History Month resources are highlighted on our \u003ca href=\"https://www.pinterest.com/kqededucation/celebrate-black-history/\">Pinterest board\u003c/a>.\u003c/p>\n\n",
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"content": "\u003ch2>\u003cb>Ch-Ch-Changes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re officially two weeks into 2017, which means many of us are gearing up for change — and not just on the political front. With New Year’s resolutions still fresh in our minds, \u003c/span>\u003ca href=\"http://www.pewresearch.org/fact-tank/2013/12/31/new-year-new-you/\">\u003cspan style=\"font-weight: 400\">nearly half of us\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have vowed to try and transform some aspect of our lives. But changing a fundamental part of ourselves isn’t always so easy. Youth Radio’s Stella Lau found that lesson out the hard way, after she tried (and failed) to boost her confidence by cutting off her long hair. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>What steps should we take if we want to actually change ourselves — or others — for the better?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought that getting a haircut was going to magically make me be comfortable with myself,” she said. “But it turns out learning to love yourself goes way deeper than just hair.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But don’t give up hope yet. Even though statistics suggest \u003c/span>\u003ca href=\"http://www.statisticbrain.com/new-years-resolution-statistics/\">\u003cspan style=\"font-weight: 400\">most resolutions won’t last, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">people do seem to be capable of multiple, simultaneous life changes related to both their mental and physical health, according to a\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.sciencedaily.com/releases/2016/03/160325093732.htm\"> 2016 neuroscience study \u003c/a>f\u003c/span>\u003cspan style=\"font-weight: 400\">rom UC Santa Barbara. And according to a study released last year by Cornell University, we may even be capable of \u003c/span>\u003ca href=\"https://arxiv.org/pdf/1602.01103v1.pdf\">\u003cspan style=\"font-weight: 400\">changing our political beliefs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, given we hear from people who explain their contrasting points of view using calm language, specific examples, and hedging (meaning our phrasing allows for exceptions) like “it could be the case.”\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/journalism/a-confidence-transformation-takes-more-than-a-haircut/\">A Confidence Transformation Takes More Than A Haircut\u003c/a> (Youth Radio/KCBS)\u003cbr>\n\u003c/strong>Youth Radio’s Stella Lau decided she needed a transformation in her life, so she cut off her long hair as a way to try for a fresh start. She expected her new ‘do to reveal a whole new her, but she found out it would take more than a haircut to change her life.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2016/02/10/how-to-change-someones-mind-according-to-science/?utm_term=.959ea4ee63c3\">\u003cb>How To Change Someone’s Mind, According To Science\u003c/b>\u003c/a> \u003ca href=\"https://ww2.kqed.org/lowdown/2016/12/06/the-honest-truth-about-fake-news-with-lesson-plan/\"> \u003c/a>(The Washington Post)\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">This article breaks down the Cornell study into key takeaways about how you might actually be able to sway people’s opinions online. You know, just in case you have \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">that one friend\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> who likes arguing politics online. You know who you are.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://ww2.kqed.org/news/2016/12/27/whats-your-political-resolution-for-2017-resolved2017/\">\u003cb>What’s Your Political Resolution For 2017 #Resolved2017\u003c/b>\u003c/a> (KQED)\u003cbr>\n\u003c/strong>\u003cspan style=\"font-weight: 400\">Curious about what changes people want to see for 2017? 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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
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