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"title": "Twittering to Increase Student Engagement",
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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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"description": "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",
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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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"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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"title": "Building an Online Learning Community That Fosters Relationships",
"headTitle": "Building an Online Learning Community That Fosters Relationships | KQED",
"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>\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>\u003c/p>\u003c/div>",
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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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"title": "All About the Holidays: Three Videos Exploring Winter Holidays",
"headTitle": "All About the Holidays: Three Videos Exploring Winter Holidays | KQED",
"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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
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"title": "5-Day Photo Challenge to Improve Your Skills This Winter Break",
"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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"title": "Student PSAs Create Connections to Critical Issues",
"headTitle": "Student PSAs Create Connections to Critical Issues | KQED",
"content": "\u003cp>Tiny Tom Thumbs and towering Smoke Signals are two of the traditional popcorn varieties our sixth graders harvested from the first planting of a multiyear adventure to breed a new variety of popcorn. We’re \u003ca href=\"http://www.rebeccanewburn.com/u3-planting-seeds.html\">documenting our journey as seed savers and using our experience to create public service announcements\u003c/a> (PSAs) to invite others to join us as we launch the One Million Seed Savers Campaign in collaboration with the \u003ca href=\"https://rockymountainseeds.org/\">Rocky Mountain Seed Alliance\u003c/a>. The students’ goal is to bring awareness to the staggering loss in plant genetic diversity over the last 100 years, and we are working to get 1 million citizens to join us in becoming seed savers.\u003c/p>\n\u003cp>In the past, my students have done \u003ca href=\"https://www.youtube.com/watch?v=chsrg77fWuo\">PSAs on soil conservation\u003c/a> and on a variety of environmental issues as part of our \u003ca href=\"https://ww2.kqed.org/education/2016/09/29/earth-care-geek-exploring-complex-science-issues/\">Earth Care Geek Project\u003c/a>. PSAs provide opportunities for students to use persuasive skills and be a voice for social change.\u003c/p>\n\u003cp>There is a rich selection of possible topics for PSAs: health issues in PE, current events in social studies, and environmental issues in science. Choosing a topic that has relevance to your students will increase buy-in for the project, especially if they know their PSAs will be shared outside the classroom. Partnering with a nonprofit or public agency that can provide expert input on the topic can enrich the experience, and can help get the PSAs to a wider audience, which can energize students’ interest.\u003c/p>\n\u003ch4>Getting Started\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>\u003cb>Introduction to PSAs: \u003c/b>\u003c/b>Review \u003ca href=\"https://www.washingtonpost.com/national/the-10-best-psas-of-all-time/2013/09/13/10cb0ebe-1bf2-11e3-8685-5021e0c41964_gallery.html\">classic examples of PSAs\u003c/a> to determine the purpose of the work. And for inspiration!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Content Knowledge: \u003c/b>Discuss the chosen PSA topic and what information would persuade people to make some behavior changes. Craft a strong emotional appeal backed by facts.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Voice and Choice: \u003c/b>Provide a framework for the project by setting clear expectations yet allowing students to express their own interest in the topic. For our One Million Seed Savers PSAs, students have a choice between educating the public on the benefits of seed saving, concerns about the loss of genetic diversity, or the basics of seed saving.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Authentic Audience: \u003c/b>Help students identify their target audience as well as how are they going to reach that audience.\u003c/li>\n\u003c/ul>\n\u003ch4>Determining the Guidelines for a PSA\u003c/h4>\n\u003cp>We first review classic PSAs as a class, and generate a list of criteria. Here are some student-generated PSAs guidelines.\u003c/p>\n\u003cul>\n\u003cli>PSAs are for the public benefit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>They encourage people to change behavior or take action (e.g., \u003ca href=\"https://www.youtube.com/watch?v=B8Ct5hjs0Jw\">get people to wear seat belts\u003c/a>).\u003c/li>\n\u003cli>They often have a strong emotional appeal (e.g., \u003ca href=\"https://www.youtube.com/watch?v=8Suu84khNGY\">Native American sheds a tear at the site of all the trash\u003c/a>).\u003c/li>\n\u003cli>The slogan is memorable such as “\u003ca href=\"https://www.youtube.com/watch?v=gYElilHVVoo\">A mind is a terrible thing to waste\u003c/a>.” Rosie the Riveter and her proud “\u003ca href=\"https://en.wikipedia.org/wiki/We_Can_Do_It!\">We Can Do It!\u003c/a>” motto is an American icon.\u003c/li>\n\u003cli>They are professional pieces that do not have your name on it or “thanks for watching” at the end.\u003c/li>\n\u003cli>Most are exactly 30- or 60-seconds long, to fit TV or radio slots.\u003c/li>\n\u003c/ul>\n\u003cp>One of my students’ favorites is this Girl Scouts video about how to make a PSA:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_J85cXpDtMQ\u003c/p>\n\u003cp>There are also some helpful tips in this article by the \u003ca href=\"http://www.centerdigitaled.com/artsandhumanities/How-to-Create-the-Perfect-Public-Service-Announcement.html\">Center for Digital Education\u003c/a> to help guide the process.\u003c/p>\n\u003cp>\u003cb>Rubric \u003c/b>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.readwritethink.org/files/resources/lesson_images/lesson939/psa-rubric.pdf\">PSA rubric from the International Reading Association\u003c/a> provides a solid framework for assessing student work. Our project has an additional time constraint — a point is deducted for every two seconds a PSA is off the 30- or 60-second mark.\u003c/p>\n\u003ch4>Data-Driven Slogans\u003c/h4>\n\u003cp>Data-driven selection of slogans can enhance PSAs and make them more memorable. I have students start by individually generating a list of relevant words about the topic, which they use to formulate at least three slogan. Ideas are shared and the group selects the top three — synthesizing suggestions when appropriate.\u003c/p>\n\u003cp>Before starting to make a PSA, students need to conduct market research on their slogan’s appeal. As teams, and as a class, we discuss the demographics that we are trying to reach with our message. In the past, students designed their own data-collection tools on paper. This year, since all of my classes will use one slogan for the One Million Seed Savers campaign, we’re going to use \u003ca href=\"https://www.polleverywhere.com/\">Poll Everywhere\u003c/a>. The free version does not require a signup, nor does it collect personal data. It also offers open-ended questions, rank order and up/down voting options, which help students collect more comprehensive input on their slogan ideas.\u003c/p>\n\u003ch4>Production\u003c/h4>\n\u003cp>We’re using \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a> to produce PSAs It’s a free Web-based program that works on any device. It also has a variety of built-in storyboards, depending on your focus, which will guide you to “Promote an Idea” or “Teach a Lesson.” I ask students to first fill in Google docs storyboards, created with the same format as the Adobe Spark interface, to make sure they’ve written solid content and scripts before being distracted by the rich selection of stock photos, well-designed icons and open-source music available in Spark. And yes, they have dozens of seed icons!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PSAs can change communities and improve our lives by planting seeds for a better society. As we work to educate and inspire 1 million citizens to save and share seeds from their home and school gardens, we hope that Rosie the Riveter’s new slogan will be: Save Seeds! We Can Do It!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tiny Tom Thumbs and towering Smoke Signals are two of the traditional popcorn varieties our sixth graders harvested from the first planting of a multiyear adventure to breed a new variety of popcorn. We’re \u003ca href=\"http://www.rebeccanewburn.com/u3-planting-seeds.html\">documenting our journey as seed savers and using our experience to create public service announcements\u003c/a> (PSAs) to invite others to join us as we launch the One Million Seed Savers Campaign in collaboration with the \u003ca href=\"https://rockymountainseeds.org/\">Rocky Mountain Seed Alliance\u003c/a>. The students’ goal is to bring awareness to the staggering loss in plant genetic diversity over the last 100 years, and we are working to get 1 million citizens to join us in becoming seed savers.\u003c/p>\n\u003cp>In the past, my students have done \u003ca href=\"https://www.youtube.com/watch?v=chsrg77fWuo\">PSAs on soil conservation\u003c/a> and on a variety of environmental issues as part of our \u003ca href=\"https://ww2.kqed.org/education/2016/09/29/earth-care-geek-exploring-complex-science-issues/\">Earth Care Geek Project\u003c/a>. PSAs provide opportunities for students to use persuasive skills and be a voice for social change.\u003c/p>\n\u003cp>There is a rich selection of possible topics for PSAs: health issues in PE, current events in social studies, and environmental issues in science. Choosing a topic that has relevance to your students will increase buy-in for the project, especially if they know their PSAs will be shared outside the classroom. Partnering with a nonprofit or public agency that can provide expert input on the topic can enrich the experience, and can help get the PSAs to a wider audience, which can energize students’ interest.\u003c/p>\n\u003ch4>Getting Started\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>\u003cb>Introduction to PSAs: \u003c/b>\u003c/b>Review \u003ca href=\"https://www.washingtonpost.com/national/the-10-best-psas-of-all-time/2013/09/13/10cb0ebe-1bf2-11e3-8685-5021e0c41964_gallery.html\">classic examples of PSAs\u003c/a> to determine the purpose of the work. And for inspiration!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Content Knowledge: \u003c/b>Discuss the chosen PSA topic and what information would persuade people to make some behavior changes. Craft a strong emotional appeal backed by facts.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Voice and Choice: \u003c/b>Provide a framework for the project by setting clear expectations yet allowing students to express their own interest in the topic. For our One Million Seed Savers PSAs, students have a choice between educating the public on the benefits of seed saving, concerns about the loss of genetic diversity, or the basics of seed saving.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Authentic Audience: \u003c/b>Help students identify their target audience as well as how are they going to reach that audience.\u003c/li>\n\u003c/ul>\n\u003ch4>Determining the Guidelines for a PSA\u003c/h4>\n\u003cp>We first review classic PSAs as a class, and generate a list of criteria. Here are some student-generated PSAs guidelines.\u003c/p>\n\u003cul>\n\u003cli>PSAs are for the public benefit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>They encourage people to change behavior or take action (e.g., \u003ca href=\"https://www.youtube.com/watch?v=B8Ct5hjs0Jw\">get people to wear seat belts\u003c/a>).\u003c/li>\n\u003cli>They often have a strong emotional appeal (e.g., \u003ca href=\"https://www.youtube.com/watch?v=8Suu84khNGY\">Native American sheds a tear at the site of all the trash\u003c/a>).\u003c/li>\n\u003cli>The slogan is memorable such as “\u003ca href=\"https://www.youtube.com/watch?v=gYElilHVVoo\">A mind is a terrible thing to waste\u003c/a>.” Rosie the Riveter and her proud “\u003ca href=\"https://en.wikipedia.org/wiki/We_Can_Do_It!\">We Can Do It!\u003c/a>” motto is an American icon.\u003c/li>\n\u003cli>They are professional pieces that do not have your name on it or “thanks for watching” at the end.\u003c/li>\n\u003cli>Most are exactly 30- or 60-seconds long, to fit TV or radio slots.\u003c/li>\n\u003c/ul>\n\u003cp>One of my students’ favorites is this Girl Scouts video about how to make a PSA:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_J85cXpDtMQ'\n title='//www.youtube.com/embed/_J85cXpDtMQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>There are also some helpful tips in this article by the \u003ca href=\"http://www.centerdigitaled.com/artsandhumanities/How-to-Create-the-Perfect-Public-Service-Announcement.html\">Center for Digital Education\u003c/a> to help guide the process.\u003c/p>\n\u003cp>\u003cb>Rubric \u003c/b>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.readwritethink.org/files/resources/lesson_images/lesson939/psa-rubric.pdf\">PSA rubric from the International Reading Association\u003c/a> provides a solid framework for assessing student work. Our project has an additional time constraint — a point is deducted for every two seconds a PSA is off the 30- or 60-second mark.\u003c/p>\n\u003ch4>Data-Driven Slogans\u003c/h4>\n\u003cp>Data-driven selection of slogans can enhance PSAs and make them more memorable. I have students start by individually generating a list of relevant words about the topic, which they use to formulate at least three slogan. Ideas are shared and the group selects the top three — synthesizing suggestions when appropriate.\u003c/p>\n\u003cp>Before starting to make a PSA, students need to conduct market research on their slogan’s appeal. As teams, and as a class, we discuss the demographics that we are trying to reach with our message. In the past, students designed their own data-collection tools on paper. This year, since all of my classes will use one slogan for the One Million Seed Savers campaign, we’re going to use \u003ca href=\"https://www.polleverywhere.com/\">Poll Everywhere\u003c/a>. The free version does not require a signup, nor does it collect personal data. It also offers open-ended questions, rank order and up/down voting options, which help students collect more comprehensive input on their slogan ideas.\u003c/p>\n\u003ch4>Production\u003c/h4>\n\u003cp>We’re using \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a> to produce PSAs It’s a free Web-based program that works on any device. It also has a variety of built-in storyboards, depending on your focus, which will guide you to “Promote an Idea” or “Teach a Lesson.” I ask students to first fill in Google docs storyboards, created with the same format as the Adobe Spark interface, to make sure they’ve written solid content and scripts before being distracted by the rich selection of stock photos, well-designed icons and open-source music available in Spark. And yes, they have dozens of seed icons!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PSAs can change communities and improve our lives by planting seeds for a better society. As we work to educate and inspire 1 million citizens to save and share seeds from their home and school gardens, we hope that Rosie the Riveter’s new slogan will be: Save Seeds! We Can Do It!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>“Why can’t I use this picture?” This is a question my students often ask whenever they are looking for images on the Internet for projects they create in my class.\u003c/p>\n\u003cp>My response is always this: “If you go into a store and you see merchandise you like on the sales floor, can you take it without paying for it?”\u003c/p>\n\u003cp>In this era of digital media, where almost everything is searchable and downloadable, it’s easy to see why students, and even teachers, think that it’s perfectly fine to reuse another’s creator’s work. However, this is not always true.\u003c/p>\n\u003ch4>Myths and Facts\u003c/h4>\n\u003cp>Let’s look at some commonly held misconceptions of copyright law.\u003c/p>\n\u003cp>\u003cb>Myth No 1: You can always claim fair use.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fact: Fair use isn’t a legislative right, it’s a legal defense you can use in a court of law. However, that doesn’t mean you will avoid legal repercussion simply by using this argument. To learn more, read Harvard University’s guide on \u003ca href=\"http://ogc.harvard.edu/pages/copyright-and-fair-use\">copyright and fair use.\u003c/a>\u003c/p>\n\u003cp>\u003cb>Myth No. 2: If it’s copyright protected, then you can’t use it.\u003c/b>\u003c/p>\n\u003cp>Fact: The creator of the work owns the copyright. If you are able to obtain permission from the creator, then you can reproduce it.\u003c/p>\n\u003cp>\u003cb>Myth No. 3: It’s not copyright protected because it doesn’t say that it is.\u003c/b>\u003c/p>\n\u003cp>Fact: It depends on when the work was originally created. Copyright laws have been amended a few times over the course of the 20th century, so you’ll have to check the work in question. However, as of March 1, 1989, all work is automatically copyright protected, and a copyright notice isn’t necessary for work to receive this protection. The United States Copyright Office explains this in more detail \u003ca href=\"http://www.copyright.gov/help/faq/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cb>Myth No. 4: As long as you cite the creator of the work, you don’t have to worry about copyright.\u003c/b>\u003c/p>\n\u003cp>Fact: Citing work avoids plagiarism, but you can be in danger of copyright infringement. Check out this explanation from \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2007/11/30/citation-infringement/\">Duke University Libraries’ Web page\u003c/a> for further clarification.\u003c/p>\n\u003ch4>Solutions\u003c/h4>\n\u003cp>How can students incorporate media into their projects without violating copyright laws? Luckily, there are three options:\u003c/p>\n\u003col>\n\u003cli>Use creative work that accompanied by a \u003ca href=\"https://creativecommons.org/\">Creative Commons\u003c/a> license. Creative Commons is an organization dedicated to helping creators share their work with the world. People who publish their work with a Creative Commons license are allowing others to reuse their work on their terms.\u003c/li>\n\u003cli>Use work in the public domain. These creations are not subjected to copyright laws because either the copyright has expired or the creator has decided to give up his or her rights to the work. In the latter example, creators will declare this on their work.\u003c/li>\n\u003cli>Create original work. Students are incredibly creative. Depending on their talents and inclinations, they can create hand-drawn illustrations, make their own computer graphics, or take their own photographs. With the right digital tools, students can create their own original videos, music, images or audio.\u003c/li>\n\u003c/ol>\n\u003ch4>Project Resources\u003c/h4>\n\u003cp>I’ve gathered a few resources for students to use when incorporating media created by others. Don’t forget to tell students to verify the usage rights of all works before using them. In addition, keep in mind that when searching on the Internet, there is always the potential to come across inappropriate content. Before using any of the following search engines, check that it has been vetted by your school’s content filters. Also tell your students to turn on SafeSearch — if it’s an option on the website.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://search.creativecommons.org/\">Creative Commons Search\u003c/a> allows you to search for Creative Commons–licensed images, videos, and music.\u003c/li>\n\u003cli>\u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> allows you to filter your search by image size, aspect ratio, color and more. The most important thing to remember is to scroll down to the end of the search fields and choose the correct “Usage rights” option.\u003c/li>\n\u003cli>\u003ca href=\"https://pixabay.com/\">Pixabay\u003c/a> is a website with many beautiful public domain images. Remember not to click on the sponsored links (those are not in the public domain), and you’ll find many great options.\u003c/li>\n\u003cli>\u003ca href=\"http://www.photosforclass.com/\">Photosforclass\u003c/a> is fantastic for the classroom. All photos are all Creative Commons licensed, filtered for appropriate images and come with an automatic citation when you download a photo.\u003c/li>\n\u003cli>\u003ca href=\"https://openclipart.org/\">Openclipart\u003c/a> provides clipart that is all in the public domain\u003c/li>\n\u003cli>\u003ca href=\"https://www.flickr.com/search\">Flickr\u003c/a> This link will take you to Flickr’s search portal. You must click on “any license” to filter for the correct license.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikipedia.org/\">Wikipedia\u003c/a> usually features work with Creative Commons license or those in the public domain.\u003c/li>\n\u003cli>\u003ca href=\"http://www.pics4learning.com/\">Pics4learning\u003c/a> states on its homepage that it offers “a curated image library that is safe and free for education. Teachers and students can use the copyright-friendly photos and illustrations for classroom projects, websites, videos, portfolios or any other projects in an educational setting.”\u003c/li>\n\u003cli>\u003ca href=\"http://foter.com/\">Foter\u003c/a> has free stock photos. When choosing an image, users are guided through an attribution process that could be helpful for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.loc.gov/pictures/\">Library of Congress\u003c/a> is the government’s website of online prints and photographs.\u003c/li>\n\u003c/ol>\n\u003ch4>Giving Credit Attribution\u003c/h4>\n\u003cp>As with textual research, giving credit is always something we should teach our students. However, most students are unsure how to cite images in their projects. Though MLA or APA citations are appropriate for academic papers, these look clumsy in a project or in published media. When providing attribution, include the name of the work (if known), the name of the creator and the usage rights. Also include hyperlinks to the creator and the Creative Commons license in the citation. Here is an example of how to cite images with hyperlinks: “\u003ca href=\"https://www.flickr.com/photos/smemon/14374508104/in/photolist-nUe7sC-nUe7Ys-nSgAbo-nUiL8a-nUiW6r-bpXpZ9-nBPsn5-nUiVQX-nBPjLy-5cZaXG-nUbrBy-nUbkLq-nUiL1X-nU1Sfa-f8xCj2-o5Z49t-5dngXb-9ZWnNY-nBPqw1-co5ou-onr5H7-s8QM99-q39ezT-bfB92H-nUbpSG-2aBu25-nBPFqS-2et3ke-ex94SR-4WKGWj-zriaUn-8xMMq3-6SEpNy-8JC3pt-s8YMQe-2pHNYC-3Hrpn-6jkMp5-etHhvQ-7mAKXG-94mwni-dAqiAM-iikGf-6GJVGd-8hN4rV-4XtYyp-5eMHmL-4uoaN-owgCmD-5grFsj\">Beach\u003c/a>” by \u003ca href=\"https://www.flickr.com/photos/smemon/\">Sean MacEntee\u003c/a> / \u003ca href=\"https://creativecommons.org/licenses/by/2.0/\">CC BY 2.0\u003c/a>. To download an infocard to show students how to include credit attribution, \u003ca href=\"https://drive.google.com/open?id=0B8vM15nuUA3vcTZNTGpZTk1JME0\">click here\u003c/a>.\u003c/p>\n\u003ch4>Time to Get Students Creating\u003c/h4>\n\u003cp>In the 21st century, understanding how to properly use digital content is an essential skill. Following copyright laws isn’t difficult if students follow guidelines and use the right resources. Isn’t it time we showed them how?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editors Note: For more about Copyright and Fair Use and how to navigate this complicated landscape, check out “\u003ca href=\"https://teach.kqed.org/module/copyright\">Understanding Copyright & Fair Use\u003c/a>.” It’s one on many free professional learning courses that can be found at \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Why can’t I use this picture?” This is a question my students often ask whenever they are looking for images on the Internet for projects they create in my class.\u003c/p>\n\u003cp>My response is always this: “If you go into a store and you see merchandise you like on the sales floor, can you take it without paying for it?”\u003c/p>\n\u003cp>In this era of digital media, where almost everything is searchable and downloadable, it’s easy to see why students, and even teachers, think that it’s perfectly fine to reuse another’s creator’s work. However, this is not always true.\u003c/p>\n\u003ch4>Myths and Facts\u003c/h4>\n\u003cp>Let’s look at some commonly held misconceptions of copyright law.\u003c/p>\n\u003cp>\u003cb>Myth No 1: You can always claim fair use.\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fact: Fair use isn’t a legislative right, it’s a legal defense you can use in a court of law. However, that doesn’t mean you will avoid legal repercussion simply by using this argument. To learn more, read Harvard University’s guide on \u003ca href=\"http://ogc.harvard.edu/pages/copyright-and-fair-use\">copyright and fair use.\u003c/a>\u003c/p>\n\u003cp>\u003cb>Myth No. 2: If it’s copyright protected, then you can’t use it.\u003c/b>\u003c/p>\n\u003cp>Fact: The creator of the work owns the copyright. If you are able to obtain permission from the creator, then you can reproduce it.\u003c/p>\n\u003cp>\u003cb>Myth No. 3: It’s not copyright protected because it doesn’t say that it is.\u003c/b>\u003c/p>\n\u003cp>Fact: It depends on when the work was originally created. Copyright laws have been amended a few times over the course of the 20th century, so you’ll have to check the work in question. However, as of March 1, 1989, all work is automatically copyright protected, and a copyright notice isn’t necessary for work to receive this protection. The United States Copyright Office explains this in more detail \u003ca href=\"http://www.copyright.gov/help/faq/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cb>Myth No. 4: As long as you cite the creator of the work, you don’t have to worry about copyright.\u003c/b>\u003c/p>\n\u003cp>Fact: Citing work avoids plagiarism, but you can be in danger of copyright infringement. Check out this explanation from \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2007/11/30/citation-infringement/\">Duke University Libraries’ Web page\u003c/a> for further clarification.\u003c/p>\n\u003ch4>Solutions\u003c/h4>\n\u003cp>How can students incorporate media into their projects without violating copyright laws? Luckily, there are three options:\u003c/p>\n\u003col>\n\u003cli>Use creative work that accompanied by a \u003ca href=\"https://creativecommons.org/\">Creative Commons\u003c/a> license. Creative Commons is an organization dedicated to helping creators share their work with the world. People who publish their work with a Creative Commons license are allowing others to reuse their work on their terms.\u003c/li>\n\u003cli>Use work in the public domain. These creations are not subjected to copyright laws because either the copyright has expired or the creator has decided to give up his or her rights to the work. In the latter example, creators will declare this on their work.\u003c/li>\n\u003cli>Create original work. Students are incredibly creative. Depending on their talents and inclinations, they can create hand-drawn illustrations, make their own computer graphics, or take their own photographs. With the right digital tools, students can create their own original videos, music, images or audio.\u003c/li>\n\u003c/ol>\n\u003ch4>Project Resources\u003c/h4>\n\u003cp>I’ve gathered a few resources for students to use when incorporating media created by others. Don’t forget to tell students to verify the usage rights of all works before using them. In addition, keep in mind that when searching on the Internet, there is always the potential to come across inappropriate content. Before using any of the following search engines, check that it has been vetted by your school’s content filters. Also tell your students to turn on SafeSearch — if it’s an option on the website.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://search.creativecommons.org/\">Creative Commons Search\u003c/a> allows you to search for Creative Commons–licensed images, videos, and music.\u003c/li>\n\u003cli>\u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> allows you to filter your search by image size, aspect ratio, color and more. The most important thing to remember is to scroll down to the end of the search fields and choose the correct “Usage rights” option.\u003c/li>\n\u003cli>\u003ca href=\"https://pixabay.com/\">Pixabay\u003c/a> is a website with many beautiful public domain images. Remember not to click on the sponsored links (those are not in the public domain), and you’ll find many great options.\u003c/li>\n\u003cli>\u003ca href=\"http://www.photosforclass.com/\">Photosforclass\u003c/a> is fantastic for the classroom. All photos are all Creative Commons licensed, filtered for appropriate images and come with an automatic citation when you download a photo.\u003c/li>\n\u003cli>\u003ca href=\"https://openclipart.org/\">Openclipart\u003c/a> provides clipart that is all in the public domain\u003c/li>\n\u003cli>\u003ca href=\"https://www.flickr.com/search\">Flickr\u003c/a> This link will take you to Flickr’s search portal. You must click on “any license” to filter for the correct license.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikipedia.org/\">Wikipedia\u003c/a> usually features work with Creative Commons license or those in the public domain.\u003c/li>\n\u003cli>\u003ca href=\"http://www.pics4learning.com/\">Pics4learning\u003c/a> states on its homepage that it offers “a curated image library that is safe and free for education. Teachers and students can use the copyright-friendly photos and illustrations for classroom projects, websites, videos, portfolios or any other projects in an educational setting.”\u003c/li>\n\u003cli>\u003ca href=\"http://foter.com/\">Foter\u003c/a> has free stock photos. When choosing an image, users are guided through an attribution process that could be helpful for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.loc.gov/pictures/\">Library of Congress\u003c/a> is the government’s website of online prints and photographs.\u003c/li>\n\u003c/ol>\n\u003ch4>Giving Credit Attribution\u003c/h4>\n\u003cp>As with textual research, giving credit is always something we should teach our students. However, most students are unsure how to cite images in their projects. Though MLA or APA citations are appropriate for academic papers, these look clumsy in a project or in published media. When providing attribution, include the name of the work (if known), the name of the creator and the usage rights. Also include hyperlinks to the creator and the Creative Commons license in the citation. Here is an example of how to cite images with hyperlinks: “\u003ca href=\"https://www.flickr.com/photos/smemon/14374508104/in/photolist-nUe7sC-nUe7Ys-nSgAbo-nUiL8a-nUiW6r-bpXpZ9-nBPsn5-nUiVQX-nBPjLy-5cZaXG-nUbrBy-nUbkLq-nUiL1X-nU1Sfa-f8xCj2-o5Z49t-5dngXb-9ZWnNY-nBPqw1-co5ou-onr5H7-s8QM99-q39ezT-bfB92H-nUbpSG-2aBu25-nBPFqS-2et3ke-ex94SR-4WKGWj-zriaUn-8xMMq3-6SEpNy-8JC3pt-s8YMQe-2pHNYC-3Hrpn-6jkMp5-etHhvQ-7mAKXG-94mwni-dAqiAM-iikGf-6GJVGd-8hN4rV-4XtYyp-5eMHmL-4uoaN-owgCmD-5grFsj\">Beach\u003c/a>” by \u003ca href=\"https://www.flickr.com/photos/smemon/\">Sean MacEntee\u003c/a> / \u003ca href=\"https://creativecommons.org/licenses/by/2.0/\">CC BY 2.0\u003c/a>. To download an infocard to show students how to include credit attribution, \u003ca href=\"https://drive.google.com/open?id=0B8vM15nuUA3vcTZNTGpZTk1JME0\">click here\u003c/a>.\u003c/p>\n\u003ch4>Time to Get Students Creating\u003c/h4>\n\u003cp>In the 21st century, understanding how to properly use digital content is an essential skill. Following copyright laws isn’t difficult if students follow guidelines and use the right resources. Isn’t it time we showed them how?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editors Note: For more about Copyright and Fair Use and how to navigate this complicated landscape, check out “\u003ca href=\"https://teach.kqed.org/module/copyright\">Understanding Copyright & Fair Use\u003c/a>.” It’s one on many free professional learning courses that can be found at \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"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?",
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"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",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
"link": "/podcasts/rightnowish",
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