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"content": "\u003cp>I teach science at a school that believes in emergent curriculum. If the class wants to go in a certain direction, I have the freedom to follow their interests. If a student asks me a question I don’t know the answer to, that is a good thing. This means I can become “one of the students” — a fellow seeker of knowledge in an atmosphere of excitement, uncertainty and adventure.\u003c/p>\n\u003cp>So what happens when I need to do “direct instruction” and actually teach specific content? Hint: Google images, YouTube and improv.\u003c/p>\n\u003cp>Although lecturing is a dirty word at my school, we still recognize the need for direct instruction. There are moments when a teacher clearly explaining a complex concept is invaluable. There are certain fundamental principles that students need to understand before they can delve into their own projects, but spending hours before class creating a PowerPoint deck is not my idea of a good time.\u003c/p>\n\u003cp>So what’s a busy, science-loving, PowerPoint-hating teacher to do? Well, I generally spend a couple minutes generating an outline of the four or five concepts I want to teach that day. When class starts and it’s time to introduce protein synthesis, I simply do a \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=protein+synthesis+overview&imgrc=WET-hlVGJa7XKM%3A\">Google image search\u003c/a>. I click on the image with the right level of detail, and then have students attempt to explain it to me.\u003c/p>\n\u003cp>I usually give the class about 10-15 seconds to silently examine the image (so the kids whose hands shoot up don’t take up all the oxygen in the room). I often cold call, celebrating when a student is willing to admit “I don’t get it,” and has to articulate exactly where they’re getting stuck, or what they do get. After one student walks me through that first image, I’ll pull up a couple more images of the same concept, giving different students a chance to engage with the idea, while reinforcing the idea that these are just models that emphasize slightly different parts of the phenomenon. Although I have a general sense of where I want to go next, students will often have questions that send us off on a related tangent.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Student:\u003c/strong> Wait, what’s the difference between DNA and RNA?\u003cbr>\n\u003cstrong>Me:\u003c/strong> [types in “\u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=DNA+vs.+RNA&imgrc=P7994Q1OZrworM%3A\">DNA vs. RNA\u003c/a>” in Google image search] Here’s a beautifully illustrated table comparing the two.\u003cbr>\n\u003cstrong>Student:\u003c/strong> Does the mRNA ever fold back on itself?\u003cbr>\n\u003cstrong>Me:\u003c/strong> I don’t know, I’ve never thought about that before. What do you think?\u003cbr>\n\u003cstrong>Student:\u003c/strong> Uh, I guess so. ‘Cuz of base pairing\u003cbr>\n\u003cstrong>Me:\u003c/strong> Let’s search for \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=mRNA+folding&imgrc=_\">mRNA folding\u003c/a> and see what comes up. . . Look at those loops and stems!\u003c/p>\u003c/blockquote>\n\u003cp>Taking the time to chase down student question in real time makes for a far more invigorating atmosphere than me simply marching through pre-ordained slides. Students feel ownership of their learning process. They know that their curiosity will be rewarded by my excitement at getting to explore a surprising question (rather than the response: We don’t have time for that, we need to get to the next slide).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The next day, after they’ve done a few activities around transcription and translation, I’ll follow up with a YouTube video as a pop quiz. I search YouTube for “\u003ca href=\"https://www.youtube.com/results?search_query=transcription+animation\">transcription animation\u003c/a>” (knowing that this one particularly awesome HHMI one will come up). I pause the video about every 15 seconds to ask the class various questions: Why is everything shaking around so much? What type of macromolecule is that? Where is this happening? What will happen next? If they build on my question by asking another question (how fast does this take place in real life?), I’ll either have them put their question on the “question board” for us to circle back to, or open a new tab and do a classwide search right then and there. The excitement of emergent curriculum continues, as I get immediate feedback on how well each student understand the concept.\u003c/p>\n\u003cp>This strategy works especially well when we’re talking about evolution and ecology. I’ll often describe a straightforward concept like symbiosis, and then ask for examples from students. As the words are coming out of their mouth, I’m literally typing them into Google images, so that our discussion of \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=alligator+bird+cleans+teeth&imgrc=gRnJ56v3qSZLLM%3A\">birds that clean alligator’s teeth\u003c/a>, or \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=shark+fish+symbiosis\">fish that feed off of sharks\u003c/a> or \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=clownfish+and+sea+anemone\">clownfish and sea anemone\u003c/a> can become that much more real for the whole class. If there are additional questions about clownfish, I kick it up a notch by searching on YouTube to get \u003ca href=\"https://www.youtube.com/watch?v=H7RK3rQIcNA\">video of the interaction\u003c/a>.\u003c/p>\n\u003cp>There is an improvisational spirit to this strategy that both students and I thrive on. While I define the core concepts we’ll be learning, they get to choose the examples, the clarifying questions, and the follow-up questions. If we need to spend a couple minutes off on a tangent related to the structure of tRNA, that’s awesome. Is every single kid along for the intellectual ride? Not always. But by creating a culture where it’s okay to “pull the emergency brake” when you no longer understand what’s going on, and a culture where it is celebrated to declare that you have no idea what we’re talking about, students are empowered to ask basic and advanced questions alike. When one student is feeling confused, I’ll have another student explain it in words that they might better understand.\u003c/p>\n\u003cp>This spirit of improvisational inquiry also makes it possible to harness the types of “keeps you awake at night” questions that make students actually care about science. My willingness to take a five-minute tangent to explore a student’s question about \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=preimplantation+genetic+diagnosis&imgrc=e3XU71EEsB9PgM%3A\">pre-implantation genetic diagnosis\u003c/a> (the technology used in the motion picture\u003ca href=\"http://www.imdb.com/title/tt0119177/\"> GATTACA\u003c/a> to select offspring with certain traits), gives students an ethical and societal reason to care about the mechanics of protein synthesis. Because, what’s the real relationship between genes and proteins and traits anyway?\u003c/p>\n\u003cp>I’ve listed a few caveats below, and if you have other questions or raised eyebrows about my strategies, I’d be happy to answer questions in the comments. I’m sure it’s not for everybody, but hopefully the basic principles of following student questions, being willing to improvise and say “I don’t know,” and harnessing the immense power of the Internet to make abstract discussions more vivid, might resonate with your practice.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Caveats\u003c/p>\n\u003cul>\n\u003cli>By opening up each image in a new browser tab, I can keep track of the images I’ve used for that class, and send the three or four most important images home to the kids so they have a record of what we discussed to go with their notes.\u003c/li>\n\u003cli>Doing blind Google searches can be a high-risk activity depending on your search terms. On the rare occasion when a scantily clad anime character (or worse) pops up somewhere in the search, I simply “mute” the projector (most projectors have an AV mute button that blacks out the screen temporarily), find what I need, then unmute it. The eighth graders giggle and get over it. This happens in, perhaps, 1 out of 100 searches.\u003c/li>\n\u003cli>This teaching strategy (and emergent curriculum in general) depends on the teacher having a certain level of confidence in the material. With this intellectual security comes the humility to say “I don’t know. That’s such a good question, let’s explore that together.” This models intellectual honesty, curiosity and a love of learning. It also makes teaching insanely fun.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I teach science at a school that believes in emergent curriculum. If the class wants to go in a certain direction, I have the freedom to follow their interests. If a student asks me a question I don’t know the answer to, that is a good thing. This means I can become “one of the students” — a fellow seeker of knowledge in an atmosphere of excitement, uncertainty and adventure.\u003c/p>\n\u003cp>So what happens when I need to do “direct instruction” and actually teach specific content? Hint: Google images, YouTube and improv.\u003c/p>\n\u003cp>Although lecturing is a dirty word at my school, we still recognize the need for direct instruction. There are moments when a teacher clearly explaining a complex concept is invaluable. There are certain fundamental principles that students need to understand before they can delve into their own projects, but spending hours before class creating a PowerPoint deck is not my idea of a good time.\u003c/p>\n\u003cp>So what’s a busy, science-loving, PowerPoint-hating teacher to do? Well, I generally spend a couple minutes generating an outline of the four or five concepts I want to teach that day. When class starts and it’s time to introduce protein synthesis, I simply do a \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=protein+synthesis+overview&imgrc=WET-hlVGJa7XKM%3A\">Google image search\u003c/a>. I click on the image with the right level of detail, and then have students attempt to explain it to me.\u003c/p>\n\u003cp>I usually give the class about 10-15 seconds to silently examine the image (so the kids whose hands shoot up don’t take up all the oxygen in the room). I often cold call, celebrating when a student is willing to admit “I don’t get it,” and has to articulate exactly where they’re getting stuck, or what they do get. After one student walks me through that first image, I’ll pull up a couple more images of the same concept, giving different students a chance to engage with the idea, while reinforcing the idea that these are just models that emphasize slightly different parts of the phenomenon. Although I have a general sense of where I want to go next, students will often have questions that send us off on a related tangent.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Student:\u003c/strong> Wait, what’s the difference between DNA and RNA?\u003cbr>\n\u003cstrong>Me:\u003c/strong> [types in “\u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=DNA+vs.+RNA&imgrc=P7994Q1OZrworM%3A\">DNA vs. RNA\u003c/a>” in Google image search] Here’s a beautifully illustrated table comparing the two.\u003cbr>\n\u003cstrong>Student:\u003c/strong> Does the mRNA ever fold back on itself?\u003cbr>\n\u003cstrong>Me:\u003c/strong> I don’t know, I’ve never thought about that before. What do you think?\u003cbr>\n\u003cstrong>Student:\u003c/strong> Uh, I guess so. ‘Cuz of base pairing\u003cbr>\n\u003cstrong>Me:\u003c/strong> Let’s search for \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=mRNA+folding&imgrc=_\">mRNA folding\u003c/a> and see what comes up. . . Look at those loops and stems!\u003c/p>\u003c/blockquote>\n\u003cp>Taking the time to chase down student question in real time makes for a far more invigorating atmosphere than me simply marching through pre-ordained slides. Students feel ownership of their learning process. They know that their curiosity will be rewarded by my excitement at getting to explore a surprising question (rather than the response: We don’t have time for that, we need to get to the next slide).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The next day, after they’ve done a few activities around transcription and translation, I’ll follow up with a YouTube video as a pop quiz. I search YouTube for “\u003ca href=\"https://www.youtube.com/results?search_query=transcription+animation\">transcription animation\u003c/a>” (knowing that this one particularly awesome HHMI one will come up). I pause the video about every 15 seconds to ask the class various questions: Why is everything shaking around so much? What type of macromolecule is that? Where is this happening? What will happen next? If they build on my question by asking another question (how fast does this take place in real life?), I’ll either have them put their question on the “question board” for us to circle back to, or open a new tab and do a classwide search right then and there. The excitement of emergent curriculum continues, as I get immediate feedback on how well each student understand the concept.\u003c/p>\n\u003cp>This strategy works especially well when we’re talking about evolution and ecology. I’ll often describe a straightforward concept like symbiosis, and then ask for examples from students. As the words are coming out of their mouth, I’m literally typing them into Google images, so that our discussion of \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=alligator+bird+cleans+teeth&imgrc=gRnJ56v3qSZLLM%3A\">birds that clean alligator’s teeth\u003c/a>, or \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=shark+fish+symbiosis\">fish that feed off of sharks\u003c/a> or \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=clownfish+and+sea+anemone\">clownfish and sea anemone\u003c/a> can become that much more real for the whole class. If there are additional questions about clownfish, I kick it up a notch by searching on YouTube to get \u003ca href=\"https://www.youtube.com/watch?v=H7RK3rQIcNA\">video of the interaction\u003c/a>.\u003c/p>\n\u003cp>There is an improvisational spirit to this strategy that both students and I thrive on. While I define the core concepts we’ll be learning, they get to choose the examples, the clarifying questions, and the follow-up questions. If we need to spend a couple minutes off on a tangent related to the structure of tRNA, that’s awesome. Is every single kid along for the intellectual ride? Not always. But by creating a culture where it’s okay to “pull the emergency brake” when you no longer understand what’s going on, and a culture where it is celebrated to declare that you have no idea what we’re talking about, students are empowered to ask basic and advanced questions alike. When one student is feeling confused, I’ll have another student explain it in words that they might better understand.\u003c/p>\n\u003cp>This spirit of improvisational inquiry also makes it possible to harness the types of “keeps you awake at night” questions that make students actually care about science. My willingness to take a five-minute tangent to explore a student’s question about \u003ca href=\"https://www.google.com/search?site=&tbm=isch&source=hp&biw=1276&bih=715&q=transcription&oq=transcription&gs_l=img.3..0l10.603.1730.0.1889.13.9.0.3.3.0.130.716.6j2.8.0....0...1ac.1.64.img..2.11.728.l5FJRMhBXf4#tbm=isch&q=preimplantation+genetic+diagnosis&imgrc=e3XU71EEsB9PgM%3A\">pre-implantation genetic diagnosis\u003c/a> (the technology used in the motion picture\u003ca href=\"http://www.imdb.com/title/tt0119177/\"> GATTACA\u003c/a> to select offspring with certain traits), gives students an ethical and societal reason to care about the mechanics of protein synthesis. Because, what’s the real relationship between genes and proteins and traits anyway?\u003c/p>\n\u003cp>I’ve listed a few caveats below, and if you have other questions or raised eyebrows about my strategies, I’d be happy to answer questions in the comments. I’m sure it’s not for everybody, but hopefully the basic principles of following student questions, being willing to improvise and say “I don’t know,” and harnessing the immense power of the Internet to make abstract discussions more vivid, might resonate with your practice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Caveats\u003c/p>\n\u003cul>\n\u003cli>By opening up each image in a new browser tab, I can keep track of the images I’ve used for that class, and send the three or four most important images home to the kids so they have a record of what we discussed to go with their notes.\u003c/li>\n\u003cli>Doing blind Google searches can be a high-risk activity depending on your search terms. On the rare occasion when a scantily clad anime character (or worse) pops up somewhere in the search, I simply “mute” the projector (most projectors have an AV mute button that blacks out the screen temporarily), find what I need, then unmute it. The eighth graders giggle and get over it. This happens in, perhaps, 1 out of 100 searches.\u003c/li>\n\u003cli>This teaching strategy (and emergent curriculum in general) depends on the teacher having a certain level of confidence in the material. With this intellectual security comes the humility to say “I don’t know. That’s such a good question, let’s explore that together.” This models intellectual honesty, curiosity and a love of learning. It also makes teaching insanely fun.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Take a closer look at the role of modern journalism with \u003ca href=\"https://www.facinghistory.org/calendar/wq2017sf3-facing-ferguson-news-literacy-digital-age-partnership-kqed\">Facing Ferguson: News Literacy in a Digital Age\u003c/a>. KQED is proud to co-present this comprehensive workshop which is brought to you by the partnership between \u003ca href=\"https://www.facinghistory.org/about-us\">Facing History and Ourselves\u003c/a> and \u003ca href=\"http://www.thenewsliteracyproject.org/\">the News Literacy Project\u003c/a>, two educational organizations who share a passion for promoting news literacy in the classroom. As they explore the Facing Ferguson curriculum, participants will practice integrating a multimedia project into one of the lessons using online tools any teacher can access as part of the \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> platform.\u003c/p>\n\u003cp>KQED Teach is KQED’s online professional learning platform dedicated to engaging educators in a hands-on approach to learning digital media literacy skills. Find more information about KQED Teach \u003ca href=\"https://teach.kqed.org/pages/about-kqed-teach\">here\u003c/a> and check out our \u003ca href=\"https://youtu.be/Hij6bZ7q-QI\">introduction video\u003c/a>.\u003c/p>\n\u003cp>Facing Ferguson: News Literacy in a Digital Age workshop will provide educators with an opportunity to engage with media-making tools and access resources for powerful learning. This event is taking place on February 4, 2017 at KQED’s San Francisco office.\u003c/p>\n\u003cp>\u003ca href=\"https://www.facinghistory.org/calendar/wq2017sf3-facing-ferguson-news-literacy-digital-age-partnership-kqed\">\u003cstrong>Facing Ferguson: News Literacy in a Digital Age with KQED\u003c/strong>\u003c/a>\u003cbr>\nSaturday, February 4th, 2017\u003cbr>\n9:00am – 3:00pm\u003cbr>\n2601 Mariposa St., San Francisco, CA 94110\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"m_5706449710800559321autogrow-textarea\">Transit: \u003c/span>\u003c/strong>\u003cbr>\n\u003cspan class=\"m_5706449710800559321autogrow-textarea\">Parking in and around KQED is limited. Information on public transit options for KQED can be found here-\u003ca href=\"https://ww2.kqed.org/about/contact/map/\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">https://ww2.kqed.org/about/contact/map/\u003c/a>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>KQED Resources Featured:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/lowdown/\">KQED Lowdown\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Take a closer look at the role of modern journalism with \u003ca href=\"https://www.facinghistory.org/calendar/wq2017sf3-facing-ferguson-news-literacy-digital-age-partnership-kqed\">Facing Ferguson: News Literacy in a Digital Age\u003c/a>. KQED is proud to co-present this comprehensive workshop which is brought to you by the partnership between \u003ca href=\"https://www.facinghistory.org/about-us\">Facing History and Ourselves\u003c/a> and \u003ca href=\"http://www.thenewsliteracyproject.org/\">the News Literacy Project\u003c/a>, two educational organizations who share a passion for promoting news literacy in the classroom. As they explore the Facing Ferguson curriculum, participants will practice integrating a multimedia project into one of the lessons using online tools any teacher can access as part of the \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> platform.\u003c/p>\n\u003cp>KQED Teach is KQED’s online professional learning platform dedicated to engaging educators in a hands-on approach to learning digital media literacy skills. Find more information about KQED Teach \u003ca href=\"https://teach.kqed.org/pages/about-kqed-teach\">here\u003c/a> and check out our \u003ca href=\"https://youtu.be/Hij6bZ7q-QI\">introduction video\u003c/a>.\u003c/p>\n\u003cp>Facing Ferguson: News Literacy in a Digital Age workshop will provide educators with an opportunity to engage with media-making tools and access resources for powerful learning. This event is taking place on February 4, 2017 at KQED’s San Francisco office.\u003c/p>\n\u003cp>\u003ca href=\"https://www.facinghistory.org/calendar/wq2017sf3-facing-ferguson-news-literacy-digital-age-partnership-kqed\">\u003cstrong>Facing Ferguson: News Literacy in a Digital Age with KQED\u003c/strong>\u003c/a>\u003cbr>\nSaturday, February 4th, 2017\u003cbr>\n9:00am – 3:00pm\u003cbr>\n2601 Mariposa St., San Francisco, CA 94110\u003c/p>\n\u003cp>\u003cstrong>\u003cspan class=\"m_5706449710800559321autogrow-textarea\">Transit: \u003c/span>\u003c/strong>\u003cbr>\n\u003cspan class=\"m_5706449710800559321autogrow-textarea\">Parking in and around KQED is limited. Information on public transit options for KQED can be found here-\u003ca href=\"https://ww2.kqed.org/about/contact/map/\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">https://ww2.kqed.org/about/contact/map/\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Two years ago, I created a Twitter account — one that only fellow educators and my students’ parents’ would be allowed to follow.\u003c/p>\n\u003cp>I called that account @PeterPaccone and, with time, learned that Twitter offers up many benefits for a teacher. One surprising and unexpected one — Twitter can be used to promote student engagement in my high school world history classroom.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376545 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1.png\" alt=\"paccone_tw_1\" width=\"864\" height=\"295\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1.png 864w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-800x273.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-768x262.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-240x82.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-375x128.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-520x178.png 520w\" sizes=\"(max-width: 864px) 100vw, 864px\">\u003c/p>\n\u003cp>The specifics, in just a moment, but first a question: How many of you can relate to the following scenario?\u003c/p>\n\u003cp>You’re in high school, and on day one you have entered a classroom feeling upbeat and positive. The title of the class alone is interesting, and after listening to the teacher’s introductory remarks and way of speaking, you’re hooked. But from then on, things go downhill, and downhill fast. Before you know it, you disconnect and stay disconnected for the rest of the year. Was it the rigor or the way the teacher taught? You can’t really say for sure. You just know you were done.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Have you ever experienced anything like that? For me, it was biology class. I was so fired up going in, but then, within just a few weeks, I found myself increasingly falling behind. The class lectures, reading, testing, memorization and homework assignments were either too challenging or bored me. In any event, I lost interest, disengaged and hence, today, remember nothing from that class — not even the teacher’s name.\u003c/p>\n\u003cp>What a loss. An entire year — 180 hours or so — and not a single memory past week one.\u003c/p>\n\u003cp>Given my experience, the following statement should come as no surprise: When I became a teacher, it was super important for me that my students, from the start of the year through to the very end, always felt like they had something of value to offer the class. Something that would show that they were learning and engaged.\u003c/p>\n\u003cp>I, therefore, periodically offered up — particularly to those students who either appeared to lose interest or fall behind — one or more extra credit assignments. Yet, until recently, the bulk of these extra credit assignments never quite measured up.\u003c/p>\n\u003cp>Then I discovered Twitter, and things got kicked up a notch.\u003c/p>\n\u003cp>I now often invite my world history students to earn extra credit by emailing me something that I can post to my Twitter feed, and which meets the following criteria:\u003c/p>\n\u003cul>\n\u003cli>It relates to the learning taking place in class.\u003c/li>\n\u003cli>It can be considered a work of high quality (no stick figures, please).\u003c/li>\n\u003cli>It will result in a round of applause from the rest of the class and at least a like or two from my followers.\u003c/li>\n\u003c/ul>\n\u003cp>To this end, I recently had a student send me two works of art — each focusing on something important that she had learned about during our unit on the Industrial Revolution.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-376551\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2.png\" alt=\"paccone_tw_2\" width=\"203\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2.png 580w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-160x148.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-240x221.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-375x346.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-520x480.png 520w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-376546\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3.png\" alt=\"paccone_tw_3\" width=\"221\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3.png 578w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-160x136.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-240x203.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-375x318.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-520x441.png 520w\" sizes=\"(max-width: 221px) 100vw, 221px\">\u003c/p>\n\u003cp>During our unit on World War I, one of my students sent me a 3D, computer-generated image of a Lee–Enfield \u003ca href=\"https://en.wikipedia.org/wiki/Bolt_action\">bolt-action\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Magazine_(firearms)\">magazine\u003c/a>-fed, \u003ca href=\"https://en.wikipedia.org/wiki/Repeating_rifle\">repeating rifle\u003c/a> \u003ca href=\"https://en.wikipedia.org/wiki/Repeating_rifle\">—\u003c/a> the principal firearm used by the military forces of the \u003ca href=\"https://en.wikipedia.org/wiki/British_Empire\">British Empire\u003c/a> during the war.\u003c/p>\n\u003cp>This same student also sent me a computer-generated image of the infamous World War I no-man’s land (the land that was located between two enemy \u003ca href=\"https://en.wikipedia.org/wiki/Trench_warfare\">trench systems\u003c/a>, which neither side wished to cross or seize due to fear of being attacked by the enemy in the process.)\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-376547\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4.png\" alt=\"paccone_tw_4\" width=\"201\" height=\"103\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4.png 873w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-160x82.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-800x410.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-768x393.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-240x123.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-375x192.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-520x266.png 520w\" sizes=\"(max-width: 201px) 100vw, 201px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-376548\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5.png\" alt=\"paccone_tw_5\" width=\"204\" height=\"103\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5.png 874w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-160x81.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-800x404.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-768x388.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-240x121.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-375x189.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-520x262.png 520w\" sizes=\"(max-width: 204px) 100vw, 204px\">\u003c/p>\n\u003cp>And then, in anticipation of our unit on World War II, a student sent me a photograph of her, in volunteer attire, aboard the USS \u003ci>Iowa\u003c/i> and standing next to FDR’s personal cook. The \u003ci>Iowa\u003c/i> is something that I talk about during the unit on World War II, and this student volunteers once a week aboard the ship, though it’s located nearly an hour from school.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376550 alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6.png\" alt=\"paccone_tw_6\" width=\"360\" height=\"469\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6.png 360w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6-160x208.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6-240x313.png 240w\" sizes=\"(max-width: 360px) 100vw, 360px\">\u003c/p>\n\u003cp>This same student also created, for the class, a 20-question Kahoot learning game relating to material covered during the first semester. All three of my world history classes absolutely loved playing the game and I posted video and still shots of the students playing it to my Twitter account.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376552 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7.png\" alt=\"paccone_tw_7\" width=\"721\" height=\"426\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7.png 721w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-240x142.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-375x222.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-520x307.png 520w\" sizes=\"(max-width: 721px) 100vw, 721px\">\u003c/p>\n\u003cp>This same student also created a historical-figure, parody Twitter account in the name of Frederick the Great. Click on the image below to view it.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/FTG_Parody\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376549 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8.png\" alt=\"paccone_tw_8\" width=\"874\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8.png 874w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-160x65.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-800x327.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-768x314.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-240x98.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-375x153.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-520x212.png 520w\" sizes=\"(max-width: 874px) 100vw, 874px\">\u003c/a>\u003c/p>\n\u003cp>I also had a student use the \u003ca href=\"https://storycorpsme.s3.amazonaws.com\">StoryCorp\u003c/a> smartphone app to interview her mother about elections past and present. To both hear and read a transcript of the interview, click on the image below.\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@nwguan/high-school-student-interviews-her-mother-about-elections-past-and-present-9e74da1c5633#.obt5jn3ip\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376544 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9.png\" alt=\"paccone_tw_9\" width=\"870\" height=\"281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9.png 870w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-160x52.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-800x258.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-768x248.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-240x78.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-375x121.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-520x168.png 520w\" sizes=\"(max-width: 870px) 100vw, 870px\">\u003c/a>\u003c/p>\n\u003cp>And I’m just getting started. No doubt that there’s much more that my ninth and tenth grade world history students could do to demonstrate learning, and which I would gladly post to my Twitter account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is for certain, regardless of the extra credit points I offer (nominal at best), when I tell my students that I will post their extra credit work to my Twitter account, they welcome the opportunity, and that means engagement.\u003c/p>\n\n",
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"description": "Two years ago, I created a Twitter account — one that only fellow educators and my students’ parents’ would be allowed to follow. I called that account @PeterPaccone and, with time, learned that Twitter offers up many benefits for a teacher. One surprising and unexpected one — Twitter can be used to promote student engagement",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Two years ago, I created a Twitter account — one that only fellow educators and my students’ parents’ would be allowed to follow.\u003c/p>\n\u003cp>I called that account @PeterPaccone and, with time, learned that Twitter offers up many benefits for a teacher. One surprising and unexpected one — Twitter can be used to promote student engagement in my high school world history classroom.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376545 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1.png\" alt=\"paccone_tw_1\" width=\"864\" height=\"295\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1.png 864w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-800x273.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-768x262.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-240x82.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-375x128.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_1-520x178.png 520w\" sizes=\"(max-width: 864px) 100vw, 864px\">\u003c/p>\n\u003cp>The specifics, in just a moment, but first a question: How many of you can relate to the following scenario?\u003c/p>\n\u003cp>You’re in high school, and on day one you have entered a classroom feeling upbeat and positive. The title of the class alone is interesting, and after listening to the teacher’s introductory remarks and way of speaking, you’re hooked. But from then on, things go downhill, and downhill fast. Before you know it, you disconnect and stay disconnected for the rest of the year. Was it the rigor or the way the teacher taught? You can’t really say for sure. You just know you were done.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Have you ever experienced anything like that? For me, it was biology class. I was so fired up going in, but then, within just a few weeks, I found myself increasingly falling behind. The class lectures, reading, testing, memorization and homework assignments were either too challenging or bored me. In any event, I lost interest, disengaged and hence, today, remember nothing from that class — not even the teacher’s name.\u003c/p>\n\u003cp>What a loss. An entire year — 180 hours or so — and not a single memory past week one.\u003c/p>\n\u003cp>Given my experience, the following statement should come as no surprise: When I became a teacher, it was super important for me that my students, from the start of the year through to the very end, always felt like they had something of value to offer the class. Something that would show that they were learning and engaged.\u003c/p>\n\u003cp>I, therefore, periodically offered up — particularly to those students who either appeared to lose interest or fall behind — one or more extra credit assignments. Yet, until recently, the bulk of these extra credit assignments never quite measured up.\u003c/p>\n\u003cp>Then I discovered Twitter, and things got kicked up a notch.\u003c/p>\n\u003cp>I now often invite my world history students to earn extra credit by emailing me something that I can post to my Twitter feed, and which meets the following criteria:\u003c/p>\n\u003cul>\n\u003cli>It relates to the learning taking place in class.\u003c/li>\n\u003cli>It can be considered a work of high quality (no stick figures, please).\u003c/li>\n\u003cli>It will result in a round of applause from the rest of the class and at least a like or two from my followers.\u003c/li>\n\u003c/ul>\n\u003cp>To this end, I recently had a student send me two works of art — each focusing on something important that she had learned about during our unit on the Industrial Revolution.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-376551\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2.png\" alt=\"paccone_tw_2\" width=\"203\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2.png 580w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-160x148.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-240x221.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-375x346.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_2-520x480.png 520w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-376546\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3.png\" alt=\"paccone_tw_3\" width=\"221\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3.png 578w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-160x136.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-240x203.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-375x318.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_3-520x441.png 520w\" sizes=\"(max-width: 221px) 100vw, 221px\">\u003c/p>\n\u003cp>During our unit on World War I, one of my students sent me a 3D, computer-generated image of a Lee–Enfield \u003ca href=\"https://en.wikipedia.org/wiki/Bolt_action\">bolt-action\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Magazine_(firearms)\">magazine\u003c/a>-fed, \u003ca href=\"https://en.wikipedia.org/wiki/Repeating_rifle\">repeating rifle\u003c/a> \u003ca href=\"https://en.wikipedia.org/wiki/Repeating_rifle\">—\u003c/a> the principal firearm used by the military forces of the \u003ca href=\"https://en.wikipedia.org/wiki/British_Empire\">British Empire\u003c/a> during the war.\u003c/p>\n\u003cp>This same student also sent me a computer-generated image of the infamous World War I no-man’s land (the land that was located between two enemy \u003ca href=\"https://en.wikipedia.org/wiki/Trench_warfare\">trench systems\u003c/a>, which neither side wished to cross or seize due to fear of being attacked by the enemy in the process.)\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-376547\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4.png\" alt=\"paccone_tw_4\" width=\"201\" height=\"103\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4.png 873w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-160x82.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-800x410.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-768x393.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-240x123.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-375x192.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_4-520x266.png 520w\" sizes=\"(max-width: 201px) 100vw, 201px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-376548\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5.png\" alt=\"paccone_tw_5\" width=\"204\" height=\"103\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5.png 874w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-160x81.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-800x404.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-768x388.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-240x121.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-375x189.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_5-520x262.png 520w\" sizes=\"(max-width: 204px) 100vw, 204px\">\u003c/p>\n\u003cp>And then, in anticipation of our unit on World War II, a student sent me a photograph of her, in volunteer attire, aboard the USS \u003ci>Iowa\u003c/i> and standing next to FDR’s personal cook. The \u003ci>Iowa\u003c/i> is something that I talk about during the unit on World War II, and this student volunteers once a week aboard the ship, though it’s located nearly an hour from school.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376550 alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6.png\" alt=\"paccone_tw_6\" width=\"360\" height=\"469\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6.png 360w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6-160x208.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_6-240x313.png 240w\" sizes=\"(max-width: 360px) 100vw, 360px\">\u003c/p>\n\u003cp>This same student also created, for the class, a 20-question Kahoot learning game relating to material covered during the first semester. All three of my world history classes absolutely loved playing the game and I posted video and still shots of the students playing it to my Twitter account.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376552 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7.png\" alt=\"paccone_tw_7\" width=\"721\" height=\"426\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7.png 721w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-240x142.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-375x222.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_7-520x307.png 520w\" sizes=\"(max-width: 721px) 100vw, 721px\">\u003c/p>\n\u003cp>This same student also created a historical-figure, parody Twitter account in the name of Frederick the Great. Click on the image below to view it.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/FTG_Parody\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376549 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8.png\" alt=\"paccone_tw_8\" width=\"874\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8.png 874w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-160x65.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-800x327.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-768x314.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-240x98.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-375x153.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_8-520x212.png 520w\" sizes=\"(max-width: 874px) 100vw, 874px\">\u003c/a>\u003c/p>\n\u003cp>I also had a student use the \u003ca href=\"https://storycorpsme.s3.amazonaws.com\">StoryCorp\u003c/a> smartphone app to interview her mother about elections past and present. To both hear and read a transcript of the interview, click on the image below.\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@nwguan/high-school-student-interviews-her-mother-about-elections-past-and-present-9e74da1c5633#.obt5jn3ip\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-376544 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9.png\" alt=\"paccone_tw_9\" width=\"870\" height=\"281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9.png 870w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-160x52.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-800x258.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-768x248.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-240x78.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-375x121.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/01/Paccone_Tw_9-520x168.png 520w\" sizes=\"(max-width: 870px) 100vw, 870px\">\u003c/a>\u003c/p>\n\u003cp>And I’m just getting started. No doubt that there’s much more that my ninth and tenth grade world history students could do to demonstrate learning, and which I would gladly post to my Twitter account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is for certain, regardless of the extra credit points I offer (nominal at best), when I tell my students that I will post their extra credit work to my Twitter account, they welcome the opportunity, and that means engagement.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Show students how art can serve as a vehicle for self-expression and community-building with this\u003ca href=\"http://www.pbslearningmedia.org/collection/culture-creates-community/\"> video collection from KQED\u003c/a>. Featured resources spotlight artists who maintain or adapt traditional art forms, from bluegrass to tintype portraits.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/culture-creates-community/\">\u003cstrong>Culture Creates Community\u003c/strong>\u003c/a> is one of a \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=kqed&selected_facets=supplemental_curriculum_hierarchy_nodes%3A2663&selected_facets=&selected_facets=&selected_facets=media_type_exact%3ACollection&display=kqed\">series of KQED Arts collections \u003c/a>in PBS LearningMedia that have been created to help educators find the best arts-focused PBS resources to enrich learning experiences and integrate the arts into classroom curricula of all subjects.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/culture-creates-community/\">Culture Creates Community\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/19dd299c-eee7-4c0d-873a-4adb25a8584f/the-art-of-screaming-in-color-scape-martinez-graffiti-artist/\">The Art of Screaming in Color: Scape Martinez, Graffiti Artist\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Graffiti artist Edward Martinez adopted the alter-ego “Scape,” as an acronym for “Screaming, Creative, and Positive Energy”. That energy is evident both in his vividly pulsating paintings and in his work with under-served youth in East Palo Alto, California.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=B9RXJ6OpZkg]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/b770252b-6d89-4bba-9435-bb93df76d11b/laurie-lewis-brings-berkeley-roots-to-bluegrass/\">Laurie Lewis Brings Berkeley Roots to Bluegrass\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Laurie Lewis is a San Francisco Bay Area bluegrass legend. The Grammy-winning singer, songwriter, and multi-instrumentalist continues to craft a unique sound of her own while helping to guide the next generation of Bay Area roots musicians.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/d2c8b872-0267-4f9d-9b32-7b32a2840e0f/photographer-on-a-mission-ed-drew/\">Photographer on a Mission: Ed Drew\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Ed Drew’s tintype portraits of his fellow soldiers in Afghanistan evoked the timelessness of war. Once he returned to the United States, Drew turned his lens toward an organic garden project that’s empowering at-risk youth.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8947eb61-13f4-4a3b-8b96-e45cfe051f4c/zubair-simab-bridging-cultures-with-the-stroke-of-a-pen/\">Bridging Cultures with the Stroke of a Pen: Zubair Simab\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>With his calligraphy, Zubair Simab seeks both to preserve the ancient art of beautifying Arabic texts and to build understanding among cultures. Zubair fled when the Soviet Union invaded Afghanistan at 17, eventually emigrating to the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7cb903c2-3deb-4417-aa5c-2b1f368ce440/santa-cruz-quilter-helps-piece-together-the-lost-art-of-hawaiian-kapa/\">Santa Cruz Quilter Helps Piece Together the Lost Art of Hawaiian Kapa\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Kapa is the traditional Hawaiian cloth made from tree bark. Wendeanne Ke`aka Stitt makes kapa today using natural dyes and ancient techniques.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7a8c005b-5127-4728-ad4e-7d2434446df3/cambodias-dark-past-behind-her-a-dancer-steps-into-the-light/\">Cambodia’s Dark Past Behind Her, A Dancer Steps into the Light\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Charya Burt trained in and taught classical Cambodian dance in Phnom Penh, where her family suffered oppression by the Khmer Rouge. Now in the Bay Area, she’s passing on her art — and pushing it in new directions.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/39c8fdec-67bc-4159-8812-d37baee2239a/kei-lun-lion-dancers-find-new-meaning-in-ancient-steps/\">Kei Lun Lion Dancers Find New Meaning in Ancient Steps\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>There are several lion dance troupes in the Bay Area. What sets Kei Lun apart is the group’s dedication to passing on ancient Chinese stories, told through the art of lion dance. In the traditional lion dance, props are used that represent different meanings.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/752fbb83-667a-4426-8fe8-91d159856288/in-the-studio-with-ala-ebtekar/\">Drawing From American Hip-Hop and Iranian Culture with Ala Ebtekar\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Ala Ebtekar experiments with different art forms and has been inspired by literary narratives since he was very young. He grew up as a graffiti writer and DJ, and later pursued painting studies in Iran.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/44bf1319-d079-46b9-bea3-7790dc7c5524/america-nomad-music/\">Americana Music with American Nomad\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>American Nomad is a band that keeps Americana music alive by mixing contemporary and traditional approaches. Join them as they share their approach to songwriting, recording, and performing.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ma_li/chinese-born-artist-ma-li-makes-treasure-from-trash/\">Chinese-Born Artist Ma Li Makes Treasure from Trash\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Crafted from recycled materials, Ma Li’s dream-like sculptures celebrate individual freedom, imagination and play.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/B9RXJ6OpZkg'\n title='//www.youtube.com/embed/B9RXJ6OpZkg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/b770252b-6d89-4bba-9435-bb93df76d11b/laurie-lewis-brings-berkeley-roots-to-bluegrass/\">Laurie Lewis Brings Berkeley Roots to Bluegrass\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Laurie Lewis is a San Francisco Bay Area bluegrass legend. The Grammy-winning singer, songwriter, and multi-instrumentalist continues to craft a unique sound of her own while helping to guide the next generation of Bay Area roots musicians.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/d2c8b872-0267-4f9d-9b32-7b32a2840e0f/photographer-on-a-mission-ed-drew/\">Photographer on a Mission: Ed Drew\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Ed Drew’s tintype portraits of his fellow soldiers in Afghanistan evoked the timelessness of war. Once he returned to the United States, Drew turned his lens toward an organic garden project that’s empowering at-risk youth.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8947eb61-13f4-4a3b-8b96-e45cfe051f4c/zubair-simab-bridging-cultures-with-the-stroke-of-a-pen/\">Bridging Cultures with the Stroke of a Pen: Zubair Simab\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>With his calligraphy, Zubair Simab seeks both to preserve the ancient art of beautifying Arabic texts and to build understanding among cultures. Zubair fled when the Soviet Union invaded Afghanistan at 17, eventually emigrating to the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7cb903c2-3deb-4417-aa5c-2b1f368ce440/santa-cruz-quilter-helps-piece-together-the-lost-art-of-hawaiian-kapa/\">Santa Cruz Quilter Helps Piece Together the Lost Art of Hawaiian Kapa\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Kapa is the traditional Hawaiian cloth made from tree bark. Wendeanne Ke`aka Stitt makes kapa today using natural dyes and ancient techniques.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7a8c005b-5127-4728-ad4e-7d2434446df3/cambodias-dark-past-behind-her-a-dancer-steps-into-the-light/\">Cambodia’s Dark Past Behind Her, A Dancer Steps into the Light\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Charya Burt trained in and taught classical Cambodian dance in Phnom Penh, where her family suffered oppression by the Khmer Rouge. Now in the Bay Area, she’s passing on her art — and pushing it in new directions.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/39c8fdec-67bc-4159-8812-d37baee2239a/kei-lun-lion-dancers-find-new-meaning-in-ancient-steps/\">Kei Lun Lion Dancers Find New Meaning in Ancient Steps\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>There are several lion dance troupes in the Bay Area. What sets Kei Lun apart is the group’s dedication to passing on ancient Chinese stories, told through the art of lion dance. In the traditional lion dance, props are used that represent different meanings.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/752fbb83-667a-4426-8fe8-91d159856288/in-the-studio-with-ala-ebtekar/\">Drawing From American Hip-Hop and Iranian Culture with Ala Ebtekar\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Ala Ebtekar experiments with different art forms and has been inspired by literary narratives since he was very young. He grew up as a graffiti writer and DJ, and later pursued painting studies in Iran.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/44bf1319-d079-46b9-bea3-7790dc7c5524/america-nomad-music/\">Americana Music with American Nomad\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>American Nomad is a band that keeps Americana music alive by mixing contemporary and traditional approaches. Join them as they share their approach to songwriting, recording, and performing.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ma_li/chinese-born-artist-ma-li-makes-treasure-from-trash/\">Chinese-Born Artist Ma Li Makes Treasure from Trash\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Crafted from recycled materials, Ma Li’s dream-like sculptures celebrate individual freedom, imagination and play.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "StunConference Your Way to Empathy",
"headTitle": "StunConference Your Way to Empathy | KQED",
"content": "\u003cp>If you’ve attended a conference in the last couple of years, you may already be familiar with the word “unconference” — a relatively new type of informal meeting at official conferences, where individuals who share a common interest in a topic get together for a conversation. No need for a formal presenter. No stress to create posters, hand-outs or slide decks. Just individuals, a common space, and a conversation. This sounds a lot like the impromptu discussions that spring up when a student asks a particularly interesting question or, if you are a project-based-learning teacher, the “need to know” discussions you have after an entry event. So why not bring this format into the classroom and let your students participate in their own student-led unconference (StunConference)?\u003c/p>\n\u003cp>Now you may be thinking that a student-led unconference is an impossibility. How are you going to ensure that students actually talk about the topic at hand? Where is the accountability? I don’t have a magic answer, but I can share what I’ve done to prepare and lead StunConferences in my middle-school classroom, and how it led to developing empathy in our Global Goals project.\u003c/p>\n\u003ch3>Setting the Stage\u003c/h3>\n\u003cp>A successful StunConference does not just happen. As with many other classroom activities, success comes from advanced preparation by the teacher. The students need some structure and explanation of the expectations. Based on the lessons I learned from my first attempt at un-conferencing with students, as well as from the work done by my colleague Samantha McMillan, I created a \u003ca href=\"http://mariana68.wixsite.com/stunconference\">StunConference website\u003c/a>. This website can be used to teach students not only what a StunConference is, but also to provide details regarding the expectations at each step. Once students understand that they are in charge of the conference, and they will be able to develop their own sessions and conversations, it is time for the big topic reveal.\u003c/p>\n\u003ch3>The Topic\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-358850\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2.jpg\" alt=\"bi_globalgoals2\" width=\"207\" height=\"311\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2.jpg 682w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-520x781.jpg 520w\" sizes=\"(max-width: 207px) 100vw, 207px\">\u003c/p>\n\u003cp>Although a StunConference can be done with almost any topic, one of the things I’ve learned is that the topic needs to not only be loose enough to engage all your students but also deep enough to allow for thoughtful conversations. That’s why I decided that the UN’s Global Goals would be a good match for a StunConference.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I knew the depth of the topic would engage my students, but I also wanted to inspire them to go beyond the usual surface conversations. I was betting that their participation in a StunConference, where the conversation is the product, could help them develop empathy for the problem and make their thinking visible.\u003c/p>\n\u003cp>Around that time, I participated in a photojournalism workshop by the \u003ca href=\"http://pulitzercenter.org/\">Pulitzer Center for Crisis Reporting\u003c/a>, which gave me the idea of having students develop images that illustrated their thoughts on the topics they would discuss.\u003c/p>\n\u003cp>With all of this in mind, and making extensive use of the \u003ca href=\"http://www.globalgoals.org/\">Global Goals for Sustainable Development\u003c/a> website, I developed my own \u003ca href=\"http://mariana68.wixsite.com/globalgoals-empathy\">Global Goals website\u003c/a> to house the project.\u003c/p>\n\u003ch3>The StunConference\u003c/h3>\n\u003cp>A week before the StunConference, I introduced the project using the video embedded on the \u003ca href=\"http://mariana68.wixsite.com/globalgoals-empathy\">website\u003c/a> and discussed the unconference format. Understandably there were some questions, but once I was able to clarify that the purpose of the StunConference was simply to have a meaningful conversation and that they were completely in charge the results, they became intrigued by the idea. They began exploring the resources I had included on the website, and soon became engrossed in the Global Goal topics that captured their interest. After a couple of days, I invited students to start posting their topic ideas on our session board and told them that I would organize the sessions by topic right before the unconference.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-358851\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/Sessions.jpg\" alt=\"sessions\" width=\"4128\" height=\"2322\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions.jpg 4128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-1920x1080.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-520x293.jpg 520w\" sizes=\"(max-width: 4128px) 100vw, 4128px\">On the day of the StunConference, I showed the students the organized session wall and invited the session leaders to sit at one of the tables I’d set up. The rest of the students then joined the topic they wanted to discuss. I quickly went over “\u003ca href=\"http://mariana68.wixsite.com/stunconference/while-at\">things to do while at a StunConference\u003c/a>,” took a deep breath and let the students go. Of course, I didn’t leave the room, I simply became a participant alongside them. It soon became evident that the format was a success. I witnessed students engaged, on task, keeping each other accountable for the conversation and learning from one another. At the end of the first 20-minute session, there were students making appointments with each other to continue the discussion later!\u003c/p>\n\u003caside class=\"alignright\">[gallery type=\"thumbnails\" columns=\"1\" size=\"medium\" ids=\"358941,358940,358939,358938\"]\n\u003c/aside>\n\u003ch3>After the StunConference\u003c/h3>\n\u003cp>By definition, the purpose of an unconference is to have a meaningful conversation. There is no product attached to it. However, rarely does one engage in a great discussion and never speak of the topic again. We go to conferences hoping to get useful information that we can use later. I wanted my students to have a way to express what they’d learned from each other. But since no one wants to attend a conference and then have to write a paper about it, I attached an empathy-through-blended-images element to this StunConference.\u003c/p>\n\u003cp>I asked students to create images that told the story of their thinking — based on their StunConference conversations — using their own devices and free blending image apps (\u003ca href=\"https://play.google.com/store/apps/details?id=eu.stettiner.dianaphoto\">DianaPhoto\u003c/a> or \u003ca href=\"https://itunes.apple.com/us/app/fused-double-exposure-video/id869117407?mt=8\">Fused\u003c/a>). Yes, they loved the idea of being able to take pictures, but more than that, the idea of using their conversations to help create a visual, elicit an emotion, and invite others to take definitive action struck a nerve. Their passion for their topic became evident as they discussed how the images they created were a way to make their voices heard, and loudly they spoke!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’ve attended a conference in the last couple of years, you may already be familiar with the word “unconference” — a relatively new type of informal meeting at official conferences, where individuals who share a common interest in a topic get together for a conversation. No need for a formal presenter. No stress to create posters, hand-outs or slide decks. Just individuals, a common space, and a conversation. This sounds a lot like the impromptu discussions that spring up when a student asks a particularly interesting question or, if you are a project-based-learning teacher, the “need to know” discussions you have after an entry event. So why not bring this format into the classroom and let your students participate in their own student-led unconference (StunConference)?\u003c/p>\n\u003cp>Now you may be thinking that a student-led unconference is an impossibility. How are you going to ensure that students actually talk about the topic at hand? Where is the accountability? I don’t have a magic answer, but I can share what I’ve done to prepare and lead StunConferences in my middle-school classroom, and how it led to developing empathy in our Global Goals project.\u003c/p>\n\u003ch3>Setting the Stage\u003c/h3>\n\u003cp>A successful StunConference does not just happen. As with many other classroom activities, success comes from advanced preparation by the teacher. The students need some structure and explanation of the expectations. Based on the lessons I learned from my first attempt at un-conferencing with students, as well as from the work done by my colleague Samantha McMillan, I created a \u003ca href=\"http://mariana68.wixsite.com/stunconference\">StunConference website\u003c/a>. This website can be used to teach students not only what a StunConference is, but also to provide details regarding the expectations at each step. Once students understand that they are in charge of the conference, and they will be able to develop their own sessions and conversations, it is time for the big topic reveal.\u003c/p>\n\u003ch3>The Topic\u003c/h3>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-358850\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2.jpg\" alt=\"bi_globalgoals2\" width=\"207\" height=\"311\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2.jpg 682w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-240x360.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-375x563.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/BI_GlobalGoals2-520x781.jpg 520w\" sizes=\"(max-width: 207px) 100vw, 207px\">\u003c/p>\n\u003cp>Although a StunConference can be done with almost any topic, one of the things I’ve learned is that the topic needs to not only be loose enough to engage all your students but also deep enough to allow for thoughtful conversations. That’s why I decided that the UN’s Global Goals would be a good match for a StunConference.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I knew the depth of the topic would engage my students, but I also wanted to inspire them to go beyond the usual surface conversations. I was betting that their participation in a StunConference, where the conversation is the product, could help them develop empathy for the problem and make their thinking visible.\u003c/p>\n\u003cp>Around that time, I participated in a photojournalism workshop by the \u003ca href=\"http://pulitzercenter.org/\">Pulitzer Center for Crisis Reporting\u003c/a>, which gave me the idea of having students develop images that illustrated their thoughts on the topics they would discuss.\u003c/p>\n\u003cp>With all of this in mind, and making extensive use of the \u003ca href=\"http://www.globalgoals.org/\">Global Goals for Sustainable Development\u003c/a> website, I developed my own \u003ca href=\"http://mariana68.wixsite.com/globalgoals-empathy\">Global Goals website\u003c/a> to house the project.\u003c/p>\n\u003ch3>The StunConference\u003c/h3>\n\u003cp>A week before the StunConference, I introduced the project using the video embedded on the \u003ca href=\"http://mariana68.wixsite.com/globalgoals-empathy\">website\u003c/a> and discussed the unconference format. Understandably there were some questions, but once I was able to clarify that the purpose of the StunConference was simply to have a meaningful conversation and that they were completely in charge the results, they became intrigued by the idea. They began exploring the resources I had included on the website, and soon became engrossed in the Global Goal topics that captured their interest. After a couple of days, I invited students to start posting their topic ideas on our session board and told them that I would organize the sessions by topic right before the unconference.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-358851\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/Sessions.jpg\" alt=\"sessions\" width=\"4128\" height=\"2322\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions.jpg 4128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-1920x1080.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Sessions-520x293.jpg 520w\" sizes=\"(max-width: 4128px) 100vw, 4128px\">On the day of the StunConference, I showed the students the organized session wall and invited the session leaders to sit at one of the tables I’d set up. The rest of the students then joined the topic they wanted to discuss. I quickly went over “\u003ca href=\"http://mariana68.wixsite.com/stunconference/while-at\">things to do while at a StunConference\u003c/a>,” took a deep breath and let the students go. Of course, I didn’t leave the room, I simply became a participant alongside them. It soon became evident that the format was a success. I witnessed students engaged, on task, keeping each other accountable for the conversation and learning from one another. At the end of the first 20-minute session, there were students making appointments with each other to continue the discussion later!\u003c/p>\n\u003caside class=\"alignright\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003c/aside>\n\u003ch3>After the StunConference\u003c/h3>\n\u003cp>By definition, the purpose of an unconference is to have a meaningful conversation. There is no product attached to it. However, rarely does one engage in a great discussion and never speak of the topic again. We go to conferences hoping to get useful information that we can use later. I wanted my students to have a way to express what they’d learned from each other. But since no one wants to attend a conference and then have to write a paper about it, I attached an empathy-through-blended-images element to this StunConference.\u003c/p>\n\u003cp>I asked students to create images that told the story of their thinking — based on their StunConference conversations — using their own devices and free blending image apps (\u003ca href=\"https://play.google.com/store/apps/details?id=eu.stettiner.dianaphoto\">DianaPhoto\u003c/a> or \u003ca href=\"https://itunes.apple.com/us/app/fused-double-exposure-video/id869117407?mt=8\">Fused\u003c/a>). Yes, they loved the idea of being able to take pictures, but more than that, the idea of using their conversations to help create a visual, elicit an emotion, and invite others to take definitive action struck a nerve. Their passion for their topic became evident as they discussed how the images they created were a way to make their voices heard, and loudly they spoke!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Do We Best Coexist with Apex Predators?",
"headTitle": "How Do We Best Coexist with Apex Predators? | 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 developed by Claire Huebler, Bri Pero, Sara Sandfort and Julia Zamora, students in Steve Bachofer’s “Urban Environmental Issues” class at Saint Mary’s College of California.\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/feGM7K-0sJw\" 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://www.youtube.com/watch?v=feGM7K-0sJw\">Mountain Lion of Hollywood\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Learn about P-22, Los Angeles’s urban mountain lion, and the journey he took to get to the largest urban park in the United States.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>How\u003cstrong> \u003c/strong>can we best coexist with apex predators? Will we be successful in providing enough space and resources for them long-term? \u003cstrong> #DoNowUPredators\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>#DoNowUPredators\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Apex Predators\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Headlines abound when a mountain lion ventures into an urban or suburban community. Most people are not thrilled to have a mountain lion, wolf or other large predator in their backyard. Communities may push to eliminate these predators in order\u003c/span> \u003cspan style=\"font-weight: 400\">to reduce risk to humans, pets, ranchers and livestock. But these apex predators—animals at the top of the food chain—can also be \u003c/span>\u003ca href=\"http://nationalgeographic.org/encyclopedia/keystone-species/\">\u003cspan style=\"font-weight: 400\">keystone species\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, species that hold an entire ecosystem together. Protecting and preserving apex predators takes a lot of time, effort and money. How important is it to put resources towards ensuring that they remain part of our ecosystems?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bears, mountain lions, wolves and other predators are often depicted in media and the news as dangerous or scary creatures. Bears are known to \u003c/span>\u003ca href=\"https://www.nps.gov/yose/planyourvisit/bearfacts.htm\">\u003cspan style=\"font-weight: 400\">cause issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in areas of national parks that people visit. They enter campsites, steal food, destroy cars and sometimes–though rarely–attack humans. Mountain lions can prey on \u003c/span>\u003cspan style=\"font-weight: 400\">pets and livestock left exposed and vulnerable at night.\u003c/span>\u003cspan style=\"font-weight: 400\"> Wolves are controversial because of their relationship with ranchers and livestock. \u003c/span>\u003cspan style=\"font-weight: 400\">Wolves attack livestock, and although wolf attacks on humans are very rare, this doesn’t stop people from fearing them\u003c/span>\u003cspan style=\"font-weight: 400\">. However, even though predators can be dangerous, they are essential to ecosystems and many people want to protect them.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_360194\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/black-bears.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-360194\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/black-bears-800x300.jpg\" alt=\"Adult black bear with two cubs\" width=\"400\" height=\"150\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-800x300.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-160x60.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-768x288.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-240x90.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-375x141.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-520x195.jpg 520w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adult black bear with two cubs \u003ccite>(Neal Herbert / NPS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bears play an \u003c/span>\u003ca href=\"http://www.nhm.org/site/explore-exhibits/permanent-exhibits/north-american-mammals/black-bear\">\u003cspan style=\"font-weight: 400\">important role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in forests by dispersing the seeds of the plants they eat. They also eat large amounts of insects.\u003c/span>\u003cspan style=\"font-weight: 400\"> In order to try to limit interactions between bears and humans in \u003c/span>\u003cspan style=\"font-weight: 400\">Yosemite National Park, the park has implemented an \u003c/span>\u003ca href=\"http://www.mercurynews.com/2014/09/13/conflicts-with-yosemite-bears-fall-dramatically-as-people-bears-learn-new-lessons/\">\u003cspan style=\"font-weight: 400\">aggressive management strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rangers use paintball guns loaded with mineral oil paintballs to shoot at the bears, yelling and chasing them away from populated areas. Signs are posted in the park to educate visitors about bears, and videos in visitor centers explain to people how to keep themselves safe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mountain lions play a \u003c/span>\u003ca href=\"http://www.predatordefense.org/docs/ecological_role_species.pdf\">\u003cspan style=\"font-weight: 400\">major role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in our ecosystem by keeping the population of animals such as deer and rabbits in check, which helps prevent the overgrazing of vegetation. Currently, mountain lions with home ranges in urban areas can become isolated in due to freeways and other development. Though very expensive, setting up \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/animalia/wp/2016/03/01/how-will-l-a-s-mountain-lions-cross-the-road-it-may-take-a-55-million-bridge/?utm_term=.7965bc4c3e8a\">\u003cspan style=\"font-weight: 400\">animal crossings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over urban highways for mountain lions would not only prevent collisions with cars on freeways (as the animals are trying to cross), but would also allow them access to larger areas to find prey, and to breed with other mountain lions, preventing inbreeding.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_360193\" class=\"wp-caption alignleft\" style=\"max-width: 251px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-360193\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-800x998.jpg\" alt=\"Gray wolf\" width=\"251\" height=\"313\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-800x998.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-768x958.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-240x299.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-375x468.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-520x649.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS.jpg 876w\" sizes=\"(max-width: 251px) 100vw, 251px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gray wolf \u003ccite>(Gary Kramer / USFWS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They grey wolf is a keystone species that controls elk and deer populations, which improves the overall health of the herds and protects areas from being overgrazed. This was \u003c/span>\u003ca href=\"http://www.missionwolf.org/page/trophic-cascade/\">\u003cspan style=\"font-weight: 400\">extensively documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Yellowstone\u003c/span>\u003ca href=\"http://www.missionwolf.org/page/trophic-cascade/\">\u003cspan style=\"font-weight: 400\"> National Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when wolves were reintroduced to the park after having been absent for almost 70 years due to \u003c/span>\u003ca href=\"https://www.nps.gov/yell/learn/nature/wolf-restoration.htm\">\u003cspan style=\"font-weight: 400\">predator control programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In contrast, at Point Reyes National Seashore, where there are no wolves to control the tule elk population that resides there, more \u003c/span>\u003ca href=\"https://www.nps.gov/pore/planyourvisit/upload/resourcepaper_tuleelk.pdf\">\u003cspan style=\"font-weight: 400\">extensive efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been required to manage the elk, including immunocontraception. In areas where there are wolf and livestock conflicts, some ranchers are trying \u003c/span>\u003ca href=\"http://www.defenders.org/gray-wolf/helping-ranchers-coexist-wolves\">\u003cspan style=\"font-weight: 400\">nonlethal strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect livestock, including guard dogs, movable fencing, lights and air horns.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Apex predators perform important ecosystem services naturally. However, as our cities and suburban areas continue to spread out into what were once wild lands, this means coexisting with humans and developing new management strategies. Do you think we can successfully coexist with apex predators? Will we give them enough space and resources?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cb>Article: NOVA Next\u003c/b>\u003cbr>\n\u003ca href=\"http://www.pbs.org/wgbh/nova/next/nature/coexisting-with-carnivores/\">\u003cspan style=\"font-weight: 400\">Coexisting with Carnivores—Why It’s Not a Zero-Sum Game\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Predators all over the world face similar challenges as their habitat is destroyed and clashes with humans increase. Read about management strategies for lions and Kenya and mountain lions in California.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Audio: NPR\u003c/b>\u003cbr>\n\u003ca href=\"http://www.npr.org/2014/02/08/273577607/montana-ranchers-learn-ways-to-live-with-wolves\">\u003cspan style=\"font-weight: 400\">Montana Ranchers Learn Ways To Live With Wolves\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Hear about techniques ranchers are using to coexist with gray wolves, and the diverse group of people working together to develop those solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Article: Daily Tribune\u003c/b>\u003cbr>\n\u003ca href=\"http://www.wisconsinrapidstribune.com/story/news/2016/07/13/wolf-pack-kills-sheep-near-rapids/87000646/\">\u003cspan style=\"font-weight: 400\">Despite Sheep Kills, Farmer Not Anti-Wolf\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Read about one farmer’s view on wolves.\u003c/span>\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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"excerpt": "As urban and suburban development creeps further into wild lands, an increase in the number of interactions between people and apex predators, like mountain lions and grey wolves, is inevitable. How do you think we can successfully coexist with these animals? ",
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"description": "As urban and suburban development creeps further into wild lands, an increase in the number of interactions between people and apex predators, like mountain lions and grey wolves, is inevitable. How do you think we can successfully coexist with these animals? ",
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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 developed by Claire Huebler, Bri Pero, Sara Sandfort and Julia Zamora, students in Steve Bachofer’s “Urban Environmental Issues” class at Saint Mary’s College of California.\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/feGM7K-0sJw\" 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://www.youtube.com/watch?v=feGM7K-0sJw\">Mountain Lion of Hollywood\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Learn about P-22, Los Angeles’s urban mountain lion, and the journey he took to get to the largest urban park in the United States.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>How\u003cstrong> \u003c/strong>can we best coexist with apex predators? Will we be successful in providing enough space and resources for them long-term? \u003cstrong> #DoNowUPredators\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>#DoNowUPredators\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Apex Predators\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Headlines abound when a mountain lion ventures into an urban or suburban community. Most people are not thrilled to have a mountain lion, wolf or other large predator in their backyard. Communities may push to eliminate these predators in order\u003c/span> \u003cspan style=\"font-weight: 400\">to reduce risk to humans, pets, ranchers and livestock. But these apex predators—animals at the top of the food chain—can also be \u003c/span>\u003ca href=\"http://nationalgeographic.org/encyclopedia/keystone-species/\">\u003cspan style=\"font-weight: 400\">keystone species\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, species that hold an entire ecosystem together. Protecting and preserving apex predators takes a lot of time, effort and money. How important is it to put resources towards ensuring that they remain part of our ecosystems?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bears, mountain lions, wolves and other predators are often depicted in media and the news as dangerous or scary creatures. Bears are known to \u003c/span>\u003ca href=\"https://www.nps.gov/yose/planyourvisit/bearfacts.htm\">\u003cspan style=\"font-weight: 400\">cause issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in areas of national parks that people visit. They enter campsites, steal food, destroy cars and sometimes–though rarely–attack humans. Mountain lions can prey on \u003c/span>\u003cspan style=\"font-weight: 400\">pets and livestock left exposed and vulnerable at night.\u003c/span>\u003cspan style=\"font-weight: 400\"> Wolves are controversial because of their relationship with ranchers and livestock. \u003c/span>\u003cspan style=\"font-weight: 400\">Wolves attack livestock, and although wolf attacks on humans are very rare, this doesn’t stop people from fearing them\u003c/span>\u003cspan style=\"font-weight: 400\">. However, even though predators can be dangerous, they are essential to ecosystems and many people want to protect them.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_360194\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/black-bears.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-360194\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/black-bears-800x300.jpg\" alt=\"Adult black bear with two cubs\" width=\"400\" height=\"150\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-800x300.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-160x60.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-768x288.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-240x90.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-375x141.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/black-bears-520x195.jpg 520w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adult black bear with two cubs \u003ccite>(Neal Herbert / NPS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bears play an \u003c/span>\u003ca href=\"http://www.nhm.org/site/explore-exhibits/permanent-exhibits/north-american-mammals/black-bear\">\u003cspan style=\"font-weight: 400\">important role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in forests by dispersing the seeds of the plants they eat. They also eat large amounts of insects.\u003c/span>\u003cspan style=\"font-weight: 400\"> In order to try to limit interactions between bears and humans in \u003c/span>\u003cspan style=\"font-weight: 400\">Yosemite National Park, the park has implemented an \u003c/span>\u003ca href=\"http://www.mercurynews.com/2014/09/13/conflicts-with-yosemite-bears-fall-dramatically-as-people-bears-learn-new-lessons/\">\u003cspan style=\"font-weight: 400\">aggressive management strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rangers use paintball guns loaded with mineral oil paintballs to shoot at the bears, yelling and chasing them away from populated areas. Signs are posted in the park to educate visitors about bears, and videos in visitor centers explain to people how to keep themselves safe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mountain lions play a \u003c/span>\u003ca href=\"http://www.predatordefense.org/docs/ecological_role_species.pdf\">\u003cspan style=\"font-weight: 400\">major role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in our ecosystem by keeping the population of animals such as deer and rabbits in check, which helps prevent the overgrazing of vegetation. Currently, mountain lions with home ranges in urban areas can become isolated in due to freeways and other development. Though very expensive, setting up \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/animalia/wp/2016/03/01/how-will-l-a-s-mountain-lions-cross-the-road-it-may-take-a-55-million-bridge/?utm_term=.7965bc4c3e8a\">\u003cspan style=\"font-weight: 400\">animal crossings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over urban highways for mountain lions would not only prevent collisions with cars on freeways (as the animals are trying to cross), but would also allow them access to larger areas to find prey, and to breed with other mountain lions, preventing inbreeding.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_360193\" class=\"wp-caption alignleft\" style=\"max-width: 251px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-360193\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-800x998.jpg\" alt=\"Gray wolf\" width=\"251\" height=\"313\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-800x998.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-768x958.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-240x299.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-375x468.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS-520x649.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/Grey-Wolf-FWS.jpg 876w\" sizes=\"(max-width: 251px) 100vw, 251px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gray wolf \u003ccite>(Gary Kramer / USFWS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They grey wolf is a keystone species that controls elk and deer populations, which improves the overall health of the herds and protects areas from being overgrazed. This was \u003c/span>\u003ca href=\"http://www.missionwolf.org/page/trophic-cascade/\">\u003cspan style=\"font-weight: 400\">extensively documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Yellowstone\u003c/span>\u003ca href=\"http://www.missionwolf.org/page/trophic-cascade/\">\u003cspan style=\"font-weight: 400\"> National Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when wolves were reintroduced to the park after having been absent for almost 70 years due to \u003c/span>\u003ca href=\"https://www.nps.gov/yell/learn/nature/wolf-restoration.htm\">\u003cspan style=\"font-weight: 400\">predator control programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In contrast, at Point Reyes National Seashore, where there are no wolves to control the tule elk population that resides there, more \u003c/span>\u003ca href=\"https://www.nps.gov/pore/planyourvisit/upload/resourcepaper_tuleelk.pdf\">\u003cspan style=\"font-weight: 400\">extensive efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been required to manage the elk, including immunocontraception. In areas where there are wolf and livestock conflicts, some ranchers are trying \u003c/span>\u003ca href=\"http://www.defenders.org/gray-wolf/helping-ranchers-coexist-wolves\">\u003cspan style=\"font-weight: 400\">nonlethal strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect livestock, including guard dogs, movable fencing, lights and air horns.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Apex predators perform important ecosystem services naturally. However, as our cities and suburban areas continue to spread out into what were once wild lands, this means coexisting with humans and developing new management strategies. Do you think we can successfully coexist with apex predators? Will we give them enough space and resources?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cb>Article: NOVA Next\u003c/b>\u003cbr>\n\u003ca href=\"http://www.pbs.org/wgbh/nova/next/nature/coexisting-with-carnivores/\">\u003cspan style=\"font-weight: 400\">Coexisting with Carnivores—Why It’s Not a Zero-Sum Game\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Predators all over the world face similar challenges as their habitat is destroyed and clashes with humans increase. Read about management strategies for lions and Kenya and mountain lions in California.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Audio: NPR\u003c/b>\u003cbr>\n\u003ca href=\"http://www.npr.org/2014/02/08/273577607/montana-ranchers-learn-ways-to-live-with-wolves\">\u003cspan style=\"font-weight: 400\">Montana Ranchers Learn Ways To Live With Wolves\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Hear about techniques ranchers are using to coexist with gray wolves, and the diverse group of people working together to develop those solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Article: Daily Tribune\u003c/b>\u003cbr>\n\u003ca href=\"http://www.wisconsinrapidstribune.com/story/news/2016/07/13/wolf-pack-kills-sheep-near-rapids/87000646/\">\u003cspan style=\"font-weight: 400\">Despite Sheep Kills, Farmer Not Anti-Wolf\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Read about one farmer’s view on wolves.\u003c/span>\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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"content": "\u003cp>At the beginning of the year, I showed my seniors a \u003ca href=\"https://www.ted.com/talks\">TED Talk\u003c/a> by Rita Pierson called “\u003ca href=\"https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en?utm_source=tedcomshare&utm_medium=referral&utm_campaign=tedspread\">Every Kid Needs a Champion.\u003c/a>” I could tell they were instantly engaged with what Pierson had to say. A few minutes in, she describes a conversation she had with a colleague. When she told her colleague that “students don’t learn from people they don’t like,” my students responded with a loud applause. Most of us know there is tremendous power in building teacher-student relationships, but some of us struggle to create them. A welcoming and open online learning community is an often-overlooked way to create foundational relationships. Whether you use a learning management system (\u003ca href=\"https://www.google.com/edu/products/productivity-tools/classroom/\">Google Classroom\u003c/a> or \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a>), student blogs like \u003ca href=\"http://edublogs.org/\">edublogs\u003c/a>, or a class website, online learning communities can be a place to build and nurture relationships that might not be so easy to create in a full class.\u003c/p>\n\u003cp>\u003cstrong>Be the first to be transparent.\u003c/strong>\u003c/p>\n\u003cp>I start each school year by giving my students a poem that I wrote in college about my childhood and my goals, but I don’t tell them it is mine. They read it and make inferences about the author based on the information given. They challenge perspectives and stereotypes. When I tell them it is my poem, they are surprised because it speaks candidly about abuses and hardships that I suffered as a child. I let them know that I will not ask them to share anything that I am not willing to share first. When they do quick writes, I write with them. When I ask their opinion, I am always willing to give mine as well. When my students create a blog, I create one too. You can view some samples of the transparency that I am talking about on my blog \u003ca href=\"http://crystalbrowning.edublogs.org/\">\u003cem>Students Make the Best Teachers\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>You don’t have tell students your biggest or deepest secret to make an impact. In my experience, students are grateful when teachers treat them like actual people who can be trusted with personal stories. But I’m not proposing telling personal stories without any learning context. I am talking about the strategic sharing that happens when a teacher completes a task with students and interacts with them on a personal level about curriculum topics. Modeling transparency will not only help students feel comfortable opening up in their own assignments, but it will create a foundation for building future relationships.\u003c/p>\n\u003cp>\u003cstrong>Recognize and celebrate your students’ different perspectives.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Building relationships between students can be tricky. In order to create a positive classroom community, I need to do the impossible — get teenagers to push passed the gossip and drama that rests on campus like a fog. An online community is a great place to break down some of the barriers that exist. Discussion and blog post assignments provide opportunities for students to communicate digitally with classmates that they might not speak to in person.\u003c/p>\n\u003cp>I take an active role in building these new relationships. When I first assign a discussion question on Schoology, I make sure to leave comments. When students create blogs, I choose a Blog of the Day and highlight what makes that student’s blog unique. Last year, the first blog post I showcased was by a student who expressed why he thought the assignment was ridiculously useless. I read his post with a straight face, and you can imagine the look on my students’ faces. They expected me to be mad. Instead, I celebrated his perspective and courage to be honest. After a couple of weeks, students started reading each other’s posts and exchanging meaningful comments back and forth.\u003c/p>\n\u003cp>\u003cstrong>One student’s experience speaks volumes.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I’m sure there are some teachers that don’t buy into building relationships with students, but those teachers have probably stopped reading already. For the rest of you, I don’t have empirical data that proves students learn better from teachers with whom they have a positive relationship, but I do plenty of experiential data. Here’s one example:\u003c/p>\n\u003cblockquote>\u003cp>“You have told me numerous times what a great writer I am. I can not be more thankful for that; having someone who believes in a raw talent I carry on a whimsy string makes me feel important. When we wrote our epics in class, you told me how proud you were of me for writing a tale about myself that was structured upon opening up to you. I walked into to class the next day after submitting that assignment and truly wondered if you understood why our first friday together was so hard, and after reading the comment you’d left on my story, I knew you not only understood but you realized we are alike in many ways. You never pitied me, or told me how sorry you were for me, and for that I am unconditionally grateful. You knew I never was seeking pity or empathy, but I was seeking a way to tell you I am not who I come off as; you saw behind the iron curtain. Your ability to share what you’ve been through with the pure intentions of letting kids know destiny is in the hands of the beholder is selfless and one of the bravest intentions I’ve ever come across. I enjoy your writing more than I enjoy most things, thank you for sharing this.” — McKenzie Lehmann\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Building relationships between students can be tricky. In order to create a positive classroom community, I need to do the impossible — get teenagers to push passed the gossip and drama that rests on campus like a fog. An online community is a great place to break down some of the barriers that exist. Discussion and blog post assignments provide opportunities for students to communicate digitally with classmates that they might not speak to in person.\u003c/p>\n\u003cp>I take an active role in building these new relationships. When I first assign a discussion question on Schoology, I make sure to leave comments. When students create blogs, I choose a Blog of the Day and highlight what makes that student’s blog unique. Last year, the first blog post I showcased was by a student who expressed why he thought the assignment was ridiculously useless. I read his post with a straight face, and you can imagine the look on my students’ faces. They expected me to be mad. Instead, I celebrated his perspective and courage to be honest. After a couple of weeks, students started reading each other’s posts and exchanging meaningful comments back and forth.\u003c/p>\n\u003cp>\u003cstrong>One student’s experience speaks volumes.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I’m sure there are some teachers that don’t buy into building relationships with students, but those teachers have probably stopped reading already. For the rest of you, I don’t have empirical data that proves students learn better from teachers with whom they have a positive relationship, but I do plenty of experiential data. Here’s one example:\u003c/p>\n\u003cblockquote>\u003cp>“You have told me numerous times what a great writer I am. I can not be more thankful for that; having someone who believes in a raw talent I carry on a whimsy string makes me feel important. When we wrote our epics in class, you told me how proud you were of me for writing a tale about myself that was structured upon opening up to you. I walked into to class the next day after submitting that assignment and truly wondered if you understood why our first friday together was so hard, and after reading the comment you’d left on my story, I knew you not only understood but you realized we are alike in many ways. You never pitied me, or told me how sorry you were for me, and for that I am unconditionally grateful. You knew I never was seeking pity or empathy, but I was seeking a way to tell you I am not who I come off as; you saw behind the iron curtain. Your ability to share what you’ve been through with the pure intentions of letting kids know destiny is in the hands of the beholder is selfless and one of the bravest intentions I’ve ever come across. I enjoy your writing more than I enjoy most things, thank you for sharing this.” — McKenzie Lehmann\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>‘Tis the season to celebrate. Use these PBS LearningMedia videos to spark a discussion with the kids in your life about the history, traditions and cultural roots of these holidays. Find these videos and more holiday videos in \u003ca href=\"http://www.pbslearningmedia.org/collection/holidays/?topic_id=1730\" target=\"_blank\" rel=\"noopener\">All About the Holidays\u003c/a>, a collection of short videos exploring the history and significance behind holidays.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/33662bec-c99a-47b3-88ec-78d6518e573c/hanukkah-all-about-the-holidays/\" target=\"_blank\" rel=\"noopener\">Hanukkah | All About the Holidays\u003c/a>\u003c/strong>\u003cbr>\nHanukkah is a Jewish celebration, but anyone can find meaning in the holiday. Check out the origins of the tradition, and how it is observed today.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/49bfe117-50fb-4bad-a86d-7887a8a90478/christmas-all-about-the-holidays/\" target=\"_blank\" rel=\"noopener\">Christmas | All About the Holidays\u003c/a>\u003c/strong>\u003cbr>\nLearn about the various traditions that people hold to celebrate Christmas.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/f4984514-f9c9-4b4b-81bb-e04a39d45899/kwanzaa-all-about-the-holidays/\" target=\"_blank\" rel=\"noopener\">Kwanzaa | All About the Holidays\u003c/a>\u003c/strong>\u003cbr>\nLearn the ways people observe Kwanzaa and trace back its roots to ancient African customs.\u003c/p>\n\u003cp>\u003cem>Sign up for a free \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia account\u003c/a> to access thousands more educational resources from PBS and partners. Build interactive lessons, quizzes and storyboards to create media rich teaching and learning opportunities in your classroom with \u003ca href=\"http://ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was published December 17, 2014.\u003c/p>\n\n",
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"headTitle": "5-Day Photo Challenge to Improve Your Skills This Winter Break | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn how to take better photos? Why wait for the new year to start on your goals? During the last week of December, take a few minutes each day to snap some pictures that will help you bring this production technique into your classroom in 2017!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grab your smartphone or that fancy new digital camera you got as a present, and follow the daily challenges to increase your media making skills (and your confidence!) in a fun and incredibly easy way.\u003c/span>\u003c/p>\n\u003cp>Daily Challenges\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day1\">Day 1: Framing\u003c/a>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day2\">Day 2: Rule of Thirds\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day3\">Day 3: Perspective\u003c/a>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day4\">Day 4: Lighting\u003c/a>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day5\">Day 5: Tell a Story\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Don’t forget to share your photos with our community of educators who’ll be on the same learning path! Post your daily pictures on social media or on KQED Teach with the hashtag \u003cstrong>#TeachPhotoChallenge\u003c/strong>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if you are interested in taking a deeper dive and learning how to produce visual stories in your classroom, take our \u003c/span>\u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">\u003cspan style=\"font-weight: 400\">Communicating with Photography\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003ca name=\"Day1\">\u003c/a>So you don’t accidentally forget to join in on the fun, make sure you create an event on your calendar now! Simply click one of the links below.\u003cbr>\n\u003ca id=\"fl_ical\" href=\"http://addtocalendar.com/atc/ical?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">iCalendar\u003c/a> • \u003ca id=\"fl_google\" href=\"http://addtocalendar.com/atc/google?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Google Calendar\u003c/a> • \u003ca id=\"fl_outlook\" href=\"http://addtocalendar.com/atc/outlook?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Outlook\u003c/a> • \u003ca id=\"fl_outlookonline\" href=\"http://addtocalendar.com/atc/outlookonline?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Outlook Online\u003c/a> • \u003ca id=\"fl_yahoo\" href=\"http://addtocalendar.com/atc/yahoo?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Yahoo! Calendar\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Day 1 (Dec 26): \u003c/strong>\u003cstrong>Framing\u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>Don’t be afraid to fill the frame and take a close up shot of something you love.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It needs to be said: what is in the frame of your photo is\u003c/span>\u003cb> the main character\u003c/b>\u003cspan style=\"font-weight: 400\">. Everything else is background noise. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To kick off our challenge, we want you to take closeups of your favorite thing (s).\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Zoom in or get get up close to practice framing your subject.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your close up shot(s) with us on social media\u003ca href=\"https://teach.kqed.org/\"> \u003c/a>using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[gallery type=\"rectangular\" size=\"medium\" ids=\"354464,354463\"]\u003c/p>\n\u003cp>\u003ca name=\"Day2\">\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Want to learn more? Check out the \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson/photographic-design-composition-basics\">\u003cspan style=\"font-weight: 400\">lesson on composition basics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Day 2 (Dec 27): Rule of thirds\u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Turn your camera grid on and snap a photo using the rule of thirds\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Rule of Thirds, which might sound scary, is actually quite simple. When taking a picture, imagine a tic tac toe overlay on your image (or turn on the grid on your camera/smartphone). Then, align your picture’s subject with the intersecting lines. This will make your photo composition much more interesting than placing your subject in the dead center.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take two pictures: one using the Rule of Thirds principles and one without and compare!\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your shots with us on social media using #TeachPhotoChallenge. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[media-credit id=6170 align=\"alignnone\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-354551\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/IMG_7590-2.jpg\" alt=\"Bay Bridge\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca name=\"Day3\">\u003c/a>Want to learn more? Try out the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/lesson/photographic-design-composition-basics\">interactive lesson\u003c/a> on rule of thirds\u003c/span>\u003cspan style=\"font-weight: 400\"> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Day 3 (Dec 28): Perspective \u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Take a picture of an object as seen from below. A little perspective goes a long way! \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing the perspective (or the angle you take your photos from) is an easy technique to move from just taking pictures to telling stories with your photographs. For today’s challenge we want you to practice perspective by taking a photo from below your subject, also known as the hero’s angle.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Find your subject and snap a normal pic (bonus points if you are now using the Rule of Thirds!)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Now, change your perspective and crouch down. Take your picture angling up.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Compare the two images.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your shot(s) with us on social media using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[gallery type=\"rectangular\" size=\"medium\" link=\"none\" ids=\"354468,354469\"]\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003ca name=\"Day4\">\u003c/a>Want to learn more? Read the \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson/perspective\">\u003cspan style=\"font-weight: 400\">lesson on perspective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on\u003ca href=\"https://teach.kqed.org/\"> KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Day 4 (Dec 29): Lighting\u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Change the mood of your favorite picture using filters\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ever notice how much lighting effects the mood of your photo? Maybe you’ve taken some family portraits that just didn’t turn out right because there were some serious shadows. Filters are a way to change the lighting and the mood of your photos after you have taken your shot. For this challenge, we want you to play around with image filters.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Using your favorite photo, change its mood as drastically as you can using a filter. Both Twitter and Instagram have filters within their app.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your photo with us on social media using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[media-credit id=11274 align=\"alignnone\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-354471\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog.jpg\" alt=\"Poodles\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca name=\"Day5\">\u003c/a>Want to learn more? Learn all \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson/filters\">\u003cspan style=\"font-weight: 400\">about filters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in our course Communicating with Photography on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Day 5 (Dec 30): Tell a Story\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last day challenge: use the skills you have learned and tell a story through three pictures.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Framing, the Rule of Thirds, Perspective and Filters create 3 photos that tell a whole story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">photo set \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">with us on social media using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why not tackle this learning challenge with a friend or colleague? Share this information with them and help each other level up your skills!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[gallery type=\"rectangular\" ids=\"354473,354472,354474\"]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn how to take better photos? Why wait for the new year to start on your goals? During the last week of December, take a few minutes each day to snap some pictures that will help you bring this production technique into your classroom in 2017!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grab your smartphone or that fancy new digital camera you got as a present, and follow the daily challenges to increase your media making skills (and your confidence!) in a fun and incredibly easy way.\u003c/span>\u003c/p>\n\u003cp>Daily Challenges\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day1\">Day 1: Framing\u003c/a>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day2\">Day 2: Rule of Thirds\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day3\">Day 3: Perspective\u003c/a>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day4\">Day 4: Lighting\u003c/a>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"#Day5\">Day 5: Tell a Story\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Don’t forget to share your photos with our community of educators who’ll be on the same learning path! Post your daily pictures on social media or on KQED Teach with the hashtag \u003cstrong>#TeachPhotoChallenge\u003c/strong>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if you are interested in taking a deeper dive and learning how to produce visual stories in your classroom, take our \u003c/span>\u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">\u003cspan style=\"font-weight: 400\">Communicating with Photography\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003ca name=\"Day1\">\u003c/a>So you don’t accidentally forget to join in on the fun, make sure you create an event on your calendar now! Simply click one of the links below.\u003cbr>\n\u003ca id=\"fl_ical\" href=\"http://addtocalendar.com/atc/ical?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">iCalendar\u003c/a> • \u003ca id=\"fl_google\" href=\"http://addtocalendar.com/atc/google?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Google Calendar\u003c/a> • \u003ca id=\"fl_outlook\" href=\"http://addtocalendar.com/atc/outlook?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Outlook\u003c/a> • \u003ca id=\"fl_outlookonline\" href=\"http://addtocalendar.com/atc/outlookonline?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Outlook Online\u003c/a> • \u003ca id=\"fl_yahoo\" href=\"http://addtocalendar.com/atc/yahoo?f=m&e%5B0%5D%5Bdate_start%5D=2016-12-26%2009%3A00%3A00&e%5B0%5D%5Bdate_end%5D=2016-12-26%2009%3A30%3A00&e%5B0%5D%5Btimezone%5D=America%2FLos_Angeles&e%5B0%5D%5Btitle%5D=%23TeachPhotoChallenge&e%5B0%5D%5Bdescription%5D=Time%20to%20snap%20some%20pictures%20that%20will%20help%20you%20bring%20media%20into%20your%20classroom%20in%202017!%20Grab%20your%20camera%20and%20follow%20the%20daily%20challenges%20posted%20at%3A%20%0Abit.ly%2F2hnOlvV&e%5B0%5D%5Blocation%5D=Wherever%20you%20are!&e%5B0%5D%5Borganizer%5D=KQED%20Learning&e%5B0%5D%5Borganizer_email%5D=teach%40kqed.org&e%5B0%5D%5Bprivacy%5D=public\" target=\"_blank\" rel=\"noopener\">Yahoo! Calendar\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Day 1 (Dec 26): \u003c/strong>\u003cstrong>Framing\u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>Don’t be afraid to fill the frame and take a close up shot of something you love.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It needs to be said: what is in the frame of your photo is\u003c/span>\u003cb> the main character\u003c/b>\u003cspan style=\"font-weight: 400\">. Everything else is background noise. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To kick off our challenge, we want you to take closeups of your favorite thing (s).\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Zoom in or get get up close to practice framing your subject.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your close up shot(s) with us on social media\u003ca href=\"https://teach.kqed.org/\"> \u003c/a>using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"Day2\">\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Want to learn more? Check out the \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson/photographic-design-composition-basics\">\u003cspan style=\"font-weight: 400\">lesson on composition basics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Day 2 (Dec 27): Rule of thirds\u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Turn your camera grid on and snap a photo using the rule of thirds\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Rule of Thirds, which might sound scary, is actually quite simple. When taking a picture, imagine a tic tac toe overlay on your image (or turn on the grid on your camera/smartphone). Then, align your picture’s subject with the intersecting lines. This will make your photo composition much more interesting than placing your subject in the dead center.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take two pictures: one using the Rule of Thirds principles and one without and compare!\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your shots with us on social media using #TeachPhotoChallenge. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[media-credit id=6170 align=\"alignnone\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-354551\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/IMG_7590-2.jpg\" alt=\"Bay Bridge\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/IMG_7590-2-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca name=\"Day3\">\u003c/a>Want to learn more? Try out the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/lesson/photographic-design-composition-basics\">interactive lesson\u003c/a> on rule of thirds\u003c/span>\u003cspan style=\"font-weight: 400\"> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Day 3 (Dec 28): Perspective \u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Take a picture of an object as seen from below. A little perspective goes a long way! \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing the perspective (or the angle you take your photos from) is an easy technique to move from just taking pictures to telling stories with your photographs. For today’s challenge we want you to practice perspective by taking a photo from below your subject, also known as the hero’s angle.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Find your subject and snap a normal pic (bonus points if you are now using the Rule of Thirds!)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Now, change your perspective and crouch down. Take your picture angling up.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Compare the two images.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your shot(s) with us on social media using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\n\u003cspan style=\"font-weight: 400\">\u003ca name=\"Day4\">\u003c/a>Want to learn more? Read the \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson/perspective\">\u003cspan style=\"font-weight: 400\">lesson on perspective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on\u003ca href=\"https://teach.kqed.org/\"> KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Day 4 (Dec 29): Lighting\u003c/strong>\u003c/h2>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Change the mood of your favorite picture using filters\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ever notice how much lighting effects the mood of your photo? Maybe you’ve taken some family portraits that just didn’t turn out right because there were some serious shadows. Filters are a way to change the lighting and the mood of your photos after you have taken your shot. For this challenge, we want you to play around with image filters.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Using your favorite photo, change its mood as drastically as you can using a filter. Both Twitter and Instagram have filters within their app.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your photo with us on social media using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[media-credit id=11274 align=\"alignnone\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-354471\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog.jpg\" alt=\"Poodles\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/12/D-and-D-no-harness-blog-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca name=\"Day5\">\u003c/a>Want to learn more? Learn all \u003c/span>\u003ca href=\"https://teach.kqed.org/lesson/filters\">\u003cspan style=\"font-weight: 400\">about filters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in our course Communicating with Photography on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Day 5 (Dec 30): Tell a Story\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last day challenge: use the skills you have learned and tell a story through three pictures.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Framing, the Rule of Thirds, Perspective and Filters create 3 photos that tell a whole story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share your \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">photo set \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">with us on social media using #TeachPhotoChallenge.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why not tackle this learning challenge with a friend or colleague? Share this information with them and help each other level up your skills!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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.",
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"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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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"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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},
"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.",
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"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"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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"meta": {
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"source": "WaitWhat"
},
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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",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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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"
},
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