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"content": "\u003cp>Common Core and NGSS have many teachers working to develop their own curriculum and the days of using a textbook teacher’s edition or student workbooks are gone. Although we are thankful for that, we know that if we are to compete with the myriad distractions our students are exposed to on a regular basis, we have to create lessons that speak the language of digital natives.s. This is where appsmashing comes in.\u003c/p>\n\u003ch4>What is appsmashing?\u003c/h4>\n\u003cp>Appsmashing, as defined by Greg Kulowiec (\u003ca href=\"https://twitter.com/gregkulowiec\">@gregkulowiec\u003c/a> on Twitter), is the process of using multiple apps in conjunction with one another to complete a final task or project. This may sound kind of scary, but the reality is that you’ve been doing it for years. Remember that first time you created a PowerPoint and tried to embed a video in it? Or when you asked your students to create a website and insert images in it? Those are early forms of appsmashing.\u003c/p>\n\u003ch4>Why appsmash?\u003c/h4>\n\u003cp>Even with all the technology tools now available, there is rarely one that can do everything I need/want. Appsmashing demands creative thinking and helps turn not having the “perfect app” into a positive. It has allowed me to take a topic as far as it can be taken, providing opportunities to create engaging learning products. Most importantly, Appsmashing is fun.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>A Sampling of my AppSmashing Projects for Students\u003c/h4>\n\u003cdiv align=\"center\">\u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-316816\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png\" alt=\"WeAreWhatWeDo\" width=\"300\" height=\"196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-240x157.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317675 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png\" alt=\"EndangeredSpecies\" width=\"300\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-240x193.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered species\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317676 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/TrashTalk.png\" alt=\"TrashTalk\" width=\"300\" height=\"234\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-240x187.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">Trash Talk\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\n\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317677 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/OrganelleWars.png\" alt=\"OrganelleWars\" width=\"300\" height=\"198\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-240x158.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Organelle Wars\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317678 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png\" alt=\"DigitalCitizenship\" width=\"300\" height=\"192\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-240x154.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship\u003c/a>\u003c/div>\n\u003c/aside>\n\u003ch4>How do I appsmash to teach and differentiate?\u003c/h4>\n\u003cp>In my middle school classroom, I am fortunate enough to have 1:1 devices. This means that I can create as many digital lessons as I need in as many levels as I wish. There are several sites that allow me to fuse content together, providing my students several avenues to access the curriculum. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a>: Developed as a way to annotate digital images, Thinglink can be used to link content and give instructions. I have used it to create differentiated \u003ca href=\"https://www.thinglink.com/scene/815956290827190274\">choice boards\u003c/a>, provide \u003ca href=\"https://www.thinglink.com/scene/805458793335881729\">access to content\u003c/a> and even to give instructions, as in the case of my \u003ca href=\"https://www.thinglink.com/scene/747921751287005185\">Source to Mouth project \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.tes.com/lessons\">Blendspace\u003c/a> and \u003ca href=\"http://www.lessonpaths.com/\">LessonPaths\u003c/a>: Both sites allow you to curate resources from the Web and even upload your own. These are particularly useful for differentiation, since you can create playlists that look and feel virtually the same, but that are at different reading or mastery levels.\u003c/li>\n\u003cli>\u003ca href=\"http://lessonplans.symbaloo.com/\">Symbaloo Lesson Plans\u003c/a>: Symbaloo has been around for a long time as a bookmarking site. Recently it launched a lesson plan site that takes bookmarking to the next level, allowing you to create lesson boards with content, questions, etc. You can pretty much use it to embed anything, as I did in this \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship lesson\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://app.wizer.me/\">Wizer.me\u003c/a>: Intended to be used as digital worksheets, the site allows you to embed content from around the Web and use its different features to have students respond. In this \u003ca href=\"https://app.wizer.me/preview/HrXWt\">Potential and Kinetic Energy example\u003c/a>, you can see how I used it to host Blendspace and LessonPaths so students could access and respond in one place.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing and Project Based Learning\u003c/h4>\n\u003cp>Appsmashing can also be used as a way to introduce and guide students through a PBL experience. I use appsmashing to create project pages to communicate expectations, as well as to host all the materials the students will need, including the rubrics. My favorite appsmash tools to host PBL are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.wix.com/\">WIX\u003c/a>: This is a Web page–creation platform that allows me to add anything, anywhere on the sites I create, and making it easy to include any of the interactive tools I mentioned earlier. For example, in our \u003ca href=\"http://mariana68.wixsite.com/trashtalk\">TrashTalk project\u003c/a>, I used it to create the project website, adding video and Thinglinks with resources and instructions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.hstry.co/\">Hstry\u003c/a>: Developed as a way to create interactive timelines, it can easily be used to create appsmashed projects. I use it whenever I feel students need to access a PBL run in a linear fashion, as was the case of the \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a> project.\u003c/li>\n\u003cli>\u003ca href=\"https://tackk.com/\">Tackk:\u003c/a> More linear than WIX, but less restrictive than Hstry, you may think that Tackk was developed with appsmashing in mind as it allows you to embed practically anything and easily share with your students. In this \u003ca href=\"https://tackk.com/8eadnf\">Motion and Forces Tacck example\u003c/a>, I’ve taken appsmashing to the extreme, pairing it with Thinglink, Wizerme, Edpuzzle, Lessonpaths, Blendspace and Youtube, and then had students respond to a Wix page using Hstry. I know, it’s probably too much, but I wanted to show you just how far you can take things.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing with students\u003c/h4>\n\u003cp>The idea of asking students to appsmash came to me during a recent run of my \u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered Species project\u003c/a>. As it often happens, as soon as I finished answering questions about the project and started walking around, I noticed that all students had immediately started creating slide decks. As I pondered the thought of sitting through several text heavy “presentations” being read by my students, my heart sank.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a flash of inspiration, I asked the class what the purpose of the project was. “Convincing the general public to care about an endangered species, and developing a realistic plan to bring it back from the brink of extinction.” Then I asked, “When have you ever been convinced to do something by listening to someone read a bunch of slides? Then, “Why are you creating slide decks?” The students looked at me in confusion. One replied, “You mean we don’t have to do slides? Can we make a video or something?” I upped the ante and stated that I wanted them to use a combination of tools. “I want you to appsmash and show not only what you know, but also how tech savvy you have become.” My favorite response to the Endangered species project was the \u003ca href=\"http://jyoung0103.wix.com/ayeayechooseyou\">AyeAye Need You\u003c/a> website, which includes a video, a slidedeck, a timeline, an infographic and a couple of Thinglinks.\u003c/p>\n\u003cp>Once the door was opened for students to appsmash their PBL responses (and they were successful at it), they started appsmashing on their own. For example, in our \u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Cell Wars project\u003c/a> the \u003ca href=\"https://tackk.com/rqc438\">Peroxisomes\u003c/a> group decided to use a Tackk to host video, student-created posters and Edmodo conversations as a way to showcase their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What do you think? Are you ready to give appsmashing a try? What other tools have you used to appsmash? I would love to hear about it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Common Core and NGSS have many teachers working to develop their own curriculum and the days of using a textbook teacher’s edition or student workbooks are gone. Although we are thankful for that, we know that if we are to compete with the myriad distractions our students are exposed to on a regular basis, we have to create lessons that speak the language of digital natives.s. This is where appsmashing comes in.\u003c/p>\n\u003ch4>What is appsmashing?\u003c/h4>\n\u003cp>Appsmashing, as defined by Greg Kulowiec (\u003ca href=\"https://twitter.com/gregkulowiec\">@gregkulowiec\u003c/a> on Twitter), is the process of using multiple apps in conjunction with one another to complete a final task or project. This may sound kind of scary, but the reality is that you’ve been doing it for years. Remember that first time you created a PowerPoint and tried to embed a video in it? Or when you asked your students to create a website and insert images in it? Those are early forms of appsmashing.\u003c/p>\n\u003ch4>Why appsmash?\u003c/h4>\n\u003cp>Even with all the technology tools now available, there is rarely one that can do everything I need/want. Appsmashing demands creative thinking and helps turn not having the “perfect app” into a positive. It has allowed me to take a topic as far as it can be taken, providing opportunities to create engaging learning products. Most importantly, Appsmashing is fun.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>A Sampling of my AppSmashing Projects for Students\u003c/h4>\n\u003cdiv align=\"center\">\u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-316816\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png\" alt=\"WeAreWhatWeDo\" width=\"300\" height=\"196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-240x157.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317675 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png\" alt=\"EndangeredSpecies\" width=\"300\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-240x193.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered species\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317676 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/TrashTalk.png\" alt=\"TrashTalk\" width=\"300\" height=\"234\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-240x187.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">Trash Talk\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\n\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317677 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/OrganelleWars.png\" alt=\"OrganelleWars\" width=\"300\" height=\"198\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-240x158.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Organelle Wars\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317678 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png\" alt=\"DigitalCitizenship\" width=\"300\" height=\"192\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-240x154.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship\u003c/a>\u003c/div>\n\u003c/aside>\n\u003ch4>How do I appsmash to teach and differentiate?\u003c/h4>\n\u003cp>In my middle school classroom, I am fortunate enough to have 1:1 devices. This means that I can create as many digital lessons as I need in as many levels as I wish. There are several sites that allow me to fuse content together, providing my students several avenues to access the curriculum. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a>: Developed as a way to annotate digital images, Thinglink can be used to link content and give instructions. I have used it to create differentiated \u003ca href=\"https://www.thinglink.com/scene/815956290827190274\">choice boards\u003c/a>, provide \u003ca href=\"https://www.thinglink.com/scene/805458793335881729\">access to content\u003c/a> and even to give instructions, as in the case of my \u003ca href=\"https://www.thinglink.com/scene/747921751287005185\">Source to Mouth project \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.tes.com/lessons\">Blendspace\u003c/a> and \u003ca href=\"http://www.lessonpaths.com/\">LessonPaths\u003c/a>: Both sites allow you to curate resources from the Web and even upload your own. These are particularly useful for differentiation, since you can create playlists that look and feel virtually the same, but that are at different reading or mastery levels.\u003c/li>\n\u003cli>\u003ca href=\"http://lessonplans.symbaloo.com/\">Symbaloo Lesson Plans\u003c/a>: Symbaloo has been around for a long time as a bookmarking site. Recently it launched a lesson plan site that takes bookmarking to the next level, allowing you to create lesson boards with content, questions, etc. You can pretty much use it to embed anything, as I did in this \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship lesson\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://app.wizer.me/\">Wizer.me\u003c/a>: Intended to be used as digital worksheets, the site allows you to embed content from around the Web and use its different features to have students respond. In this \u003ca href=\"https://app.wizer.me/preview/HrXWt\">Potential and Kinetic Energy example\u003c/a>, you can see how I used it to host Blendspace and LessonPaths so students could access and respond in one place.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing and Project Based Learning\u003c/h4>\n\u003cp>Appsmashing can also be used as a way to introduce and guide students through a PBL experience. I use appsmashing to create project pages to communicate expectations, as well as to host all the materials the students will need, including the rubrics. My favorite appsmash tools to host PBL are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.wix.com/\">WIX\u003c/a>: This is a Web page–creation platform that allows me to add anything, anywhere on the sites I create, and making it easy to include any of the interactive tools I mentioned earlier. For example, in our \u003ca href=\"http://mariana68.wixsite.com/trashtalk\">TrashTalk project\u003c/a>, I used it to create the project website, adding video and Thinglinks with resources and instructions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.hstry.co/\">Hstry\u003c/a>: Developed as a way to create interactive timelines, it can easily be used to create appsmashed projects. I use it whenever I feel students need to access a PBL run in a linear fashion, as was the case of the \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a> project.\u003c/li>\n\u003cli>\u003ca href=\"https://tackk.com/\">Tackk:\u003c/a> More linear than WIX, but less restrictive than Hstry, you may think that Tackk was developed with appsmashing in mind as it allows you to embed practically anything and easily share with your students. In this \u003ca href=\"https://tackk.com/8eadnf\">Motion and Forces Tacck example\u003c/a>, I’ve taken appsmashing to the extreme, pairing it with Thinglink, Wizerme, Edpuzzle, Lessonpaths, Blendspace and Youtube, and then had students respond to a Wix page using Hstry. I know, it’s probably too much, but I wanted to show you just how far you can take things.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing with students\u003c/h4>\n\u003cp>The idea of asking students to appsmash came to me during a recent run of my \u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered Species project\u003c/a>. As it often happens, as soon as I finished answering questions about the project and started walking around, I noticed that all students had immediately started creating slide decks. As I pondered the thought of sitting through several text heavy “presentations” being read by my students, my heart sank.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a flash of inspiration, I asked the class what the purpose of the project was. “Convincing the general public to care about an endangered species, and developing a realistic plan to bring it back from the brink of extinction.” Then I asked, “When have you ever been convinced to do something by listening to someone read a bunch of slides? Then, “Why are you creating slide decks?” The students looked at me in confusion. One replied, “You mean we don’t have to do slides? Can we make a video or something?” I upped the ante and stated that I wanted them to use a combination of tools. “I want you to appsmash and show not only what you know, but also how tech savvy you have become.” My favorite response to the Endangered species project was the \u003ca href=\"http://jyoung0103.wix.com/ayeayechooseyou\">AyeAye Need You\u003c/a> website, which includes a video, a slidedeck, a timeline, an infographic and a couple of Thinglinks.\u003c/p>\n\u003cp>Once the door was opened for students to appsmash their PBL responses (and they were successful at it), they started appsmashing on their own. For example, in our \u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Cell Wars project\u003c/a> the \u003ca href=\"https://tackk.com/rqc438\">Peroxisomes\u003c/a> group decided to use a Tackk to host video, student-created posters and Edmodo conversations as a way to showcase their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What do you think? Are you ready to give appsmashing a try? What other tools have you used to appsmash? I would love to hear about it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Today’s youth are passionate about making an impact and positively changing their world and technological tools can allow students of any age to do just that. As an educator, my job is to find resources, develop learning experiences and provide opportunities that allow my students to identify a problem and become part of the solution. Encouraging students to explore their interests and passions can lead to incredibly meaningful learning. My students ask themselves questions that direct their inquiry, and I use resources that help them investigate the world, share their voice and make a difference.\u003c/p>\n\u003ch4>What problems inspire me?\u003c/h4>\n\u003cp>#\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> and \u003ca href=\"https://ww2.kqed.org/quest/\">Quest\u003c/a> present relevant, timely topics — from a variety of content areas — that spark discussion and help make connections between what’s being learned in the classroom and students’ real-world experiences.\u003c/p>\n\u003cp>In my class, we begin each year by investigating the global water crisis. Students who have grown up in California are accustomed to living in drought conditions. But while they may know that water is precious, they can still turn on the tap in their house and drink freely. We explore the issue from multiple perspectives, including the environment, climate change, health, the economy and social justice. The \u003ca href=\"https://ww2.kqed.org/quest/collections/water/\">Quest Collection on Water\u003c/a> is a fabulous resource. While much of the research highlights the global crisis regarding lack of access to clean water, there are positive solutions being designed. You’re bound to get a visceral response when students watch \u003ca href=\"https://ww2.kqed.org/quest/2015/07/30/cleaning-poop-from-drinking-water/\">Cleaning Poop From Drinking Water\u003c/a>. Encourage them to dream up solutions of their own!\u003c/p>\n\u003ch4>How can I make a difference?\u003c/h4>\n\u003cp>Young learners are often told that they can make a difference. I say, go one step further and show students how they can make a difference. Connect with local organizations where students can volunteer or, better yet, take your class on a field trip. If cost is an issue, apply for local grants that provide funds to get students out of the classroom. \u003ca href=\"https://corporate.target.com/corporate-responsibility/grants/field-trip-grants\">Target Grants\u003c/a> offer up to $700 for a trip!\u003c/p>\n\u003cp>[gallery type=\"slideshow\" columns=\"1\" size=\"medium\" ids=\"315825,315824,315823,315822,315821\" orderby=\"rand\"]\u003c/p>\n\u003cp>Each year I take students to work with \u003ca href=\"http://www.savesfbay.org/\">Save the Bay\u003c/a>. We collect data in restored and unrestored sites along the San Francisco Bay Trail and students get their hands dirty planting native plants. We also work with \u003ca href=\"http://limpets.org/\">LiMPETS\u003c/a>, collecting data at a Pacific Ocean marine reserve and studying populations and the impacts of climate change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take advantage of students’ mobile devices by using apps like \u003ca href=\"http://www.inaturalist.org/\">iNaturalist\u003c/a> to encourage exploration of the physical world. Last spring, my students participated in a \u003ca href=\"http://nationalgeographic.org/projects/bioblitz/\">BioBlitz\u003c/a> competition between Northern and Southern California to see which area could identify the most species. Using their phones, they explored their local area and posted their findings to iNaturalist. The app allows you to create class groups, helps you find a BioBlitz near you, and allows you to create your own competition!\u003c/p>\n\u003cp>Go online with HHMI’s \u003ca href=\"http://www.hhmi.org/biointeractive/gorongosa-national-park\">Biointeractive Resources on Gorongosa Park\u003c/a>. Students learn about ecology and conservation biology, plus they can virtually join in the effort by identifying and cataloging animals caught on camera in the park. My students were excited to compare their list of animals caught in action, which sparked a vibrant conversation about animal behavior.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://citizenscience.org/\">CitizenScience.org\u003c/a> and follow #CitizenScience to find more resources. The new organization is looking for members to help direct its future, and you can become an inaugural member of the Citizen Science Association.\u003c/p>\n\u003ch4>How can I share with others?\u003c/h4>\n\u003cp>Providing my students with an authentic audience has been empowering for them. Connecting classroom content to the “real world” makes a lasting impact and deepens their learning experience. My students engage with other youth through #\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> via its online platform or through Twitter. Teens love using social media, and I enjoy showing them how these tools can be used to inspire conversations that educate and encourage the development of empathy.\u003c/p>\n\u003cp>Encourage students to post ideas on a class website or help students create digital portfolio sites. Letting students know that their ideas will be shared outside the classroom often encourages them to raise the quality of their work to a different level. Creating for one teacher is not as motivating as creating for a larger community. Depending on the subject, students can write blog posts, design presentations and create videos to be showcased on a site.\u003c/p>\n\u003ch4>Inspire students to compete.\u003c/h4>\n\u003cp>\u003ca href=\"https://challenges.openideo.com/challenge\">OpenIDEO\u003c/a> is always presenting new challenges and students can be involved in researching, sharing ideas, providing and receiving feedback, and iterating their design ideas. Winning solutions receive $25,000 to make their idea a reality!\u003c/p>\n\u003cp>The annual \u003ca href=\"https://breakthroughjuniorchallenge.org/\">Breakthrough Junior Challenge\u003c/a> hosted by Khan Academy asks students to create a five-minute movie explaining a scientific concept. The winner receives $250,000 in a college scholarship! My favorite part of this project is that all submissions are peer reviewed by the applicants. Students are required to review five other videos and receive feedback from youth around the world.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nextvista.org/\">Next Vista Learning\u003c/a> is a great resource for video competitions. There are always new contests and topics to inspire student creation. The site also offers media-making tips and tutorials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take advantage of the many tools available to create learning experiences that will empower your students and provide inspiration for them to impact their world now and in the future!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Today’s youth are passionate about making an impact and positively changing their world and technological tools can allow students of any age to do just that. As an educator, my job is to find resources, develop learning experiences and provide opportunities that allow my students to identify a problem and become part of the solution. Encouraging students to explore their interests and passions can lead to incredibly meaningful learning. My students ask themselves questions that direct their inquiry, and I use resources that help them investigate the world, share their voice and make a difference.\u003c/p>\n\u003ch4>What problems inspire me?\u003c/h4>\n\u003cp>#\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> and \u003ca href=\"https://ww2.kqed.org/quest/\">Quest\u003c/a> present relevant, timely topics — from a variety of content areas — that spark discussion and help make connections between what’s being learned in the classroom and students’ real-world experiences.\u003c/p>\n\u003cp>In my class, we begin each year by investigating the global water crisis. Students who have grown up in California are accustomed to living in drought conditions. But while they may know that water is precious, they can still turn on the tap in their house and drink freely. We explore the issue from multiple perspectives, including the environment, climate change, health, the economy and social justice. The \u003ca href=\"https://ww2.kqed.org/quest/collections/water/\">Quest Collection on Water\u003c/a> is a fabulous resource. While much of the research highlights the global crisis regarding lack of access to clean water, there are positive solutions being designed. You’re bound to get a visceral response when students watch \u003ca href=\"https://ww2.kqed.org/quest/2015/07/30/cleaning-poop-from-drinking-water/\">Cleaning Poop From Drinking Water\u003c/a>. Encourage them to dream up solutions of their own!\u003c/p>\n\u003ch4>How can I make a difference?\u003c/h4>\n\u003cp>Young learners are often told that they can make a difference. I say, go one step further and show students how they can make a difference. Connect with local organizations where students can volunteer or, better yet, take your class on a field trip. If cost is an issue, apply for local grants that provide funds to get students out of the classroom. \u003ca href=\"https://corporate.target.com/corporate-responsibility/grants/field-trip-grants\">Target Grants\u003c/a> offer up to $700 for a trip!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take advantage of students’ mobile devices by using apps like \u003ca href=\"http://www.inaturalist.org/\">iNaturalist\u003c/a> to encourage exploration of the physical world. Last spring, my students participated in a \u003ca href=\"http://nationalgeographic.org/projects/bioblitz/\">BioBlitz\u003c/a> competition between Northern and Southern California to see which area could identify the most species. Using their phones, they explored their local area and posted their findings to iNaturalist. The app allows you to create class groups, helps you find a BioBlitz near you, and allows you to create your own competition!\u003c/p>\n\u003cp>Go online with HHMI’s \u003ca href=\"http://www.hhmi.org/biointeractive/gorongosa-national-park\">Biointeractive Resources on Gorongosa Park\u003c/a>. Students learn about ecology and conservation biology, plus they can virtually join in the effort by identifying and cataloging animals caught on camera in the park. My students were excited to compare their list of animals caught in action, which sparked a vibrant conversation about animal behavior.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://citizenscience.org/\">CitizenScience.org\u003c/a> and follow #CitizenScience to find more resources. The new organization is looking for members to help direct its future, and you can become an inaugural member of the Citizen Science Association.\u003c/p>\n\u003ch4>How can I share with others?\u003c/h4>\n\u003cp>Providing my students with an authentic audience has been empowering for them. Connecting classroom content to the “real world” makes a lasting impact and deepens their learning experience. My students engage with other youth through #\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> via its online platform or through Twitter. Teens love using social media, and I enjoy showing them how these tools can be used to inspire conversations that educate and encourage the development of empathy.\u003c/p>\n\u003cp>Encourage students to post ideas on a class website or help students create digital portfolio sites. Letting students know that their ideas will be shared outside the classroom often encourages them to raise the quality of their work to a different level. Creating for one teacher is not as motivating as creating for a larger community. Depending on the subject, students can write blog posts, design presentations and create videos to be showcased on a site.\u003c/p>\n\u003ch4>Inspire students to compete.\u003c/h4>\n\u003cp>\u003ca href=\"https://challenges.openideo.com/challenge\">OpenIDEO\u003c/a> is always presenting new challenges and students can be involved in researching, sharing ideas, providing and receiving feedback, and iterating their design ideas. Winning solutions receive $25,000 to make their idea a reality!\u003c/p>\n\u003cp>The annual \u003ca href=\"https://breakthroughjuniorchallenge.org/\">Breakthrough Junior Challenge\u003c/a> hosted by Khan Academy asks students to create a five-minute movie explaining a scientific concept. The winner receives $250,000 in a college scholarship! My favorite part of this project is that all submissions are peer reviewed by the applicants. Students are required to review five other videos and receive feedback from youth around the world.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nextvista.org/\">Next Vista Learning\u003c/a> is a great resource for video competitions. There are always new contests and topics to inspire student creation. The site also offers media-making tips and tutorials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take advantage of the many tools available to create learning experiences that will empower your students and provide inspiration for them to impact their world now and in the future!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003caside class=\"aligncenter noborder\">[vimeo 180092859 w=640 h=360]\u003c/aside>\n\u003cp>\u003cb>Social Media and The News\u003c/b>\u003c/p>\n\u003cp>Social media allows us to view political news and participate in political discussion like never before.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Does social media help or inhibit our ability to develop our own political values? \u003ci>Are your social media networks actually shrinking your worldview? What do you do now, or what can you start doing to make sure you are seeing all sides of an issue while on social media\u003c/i>\u003cb>\u003ci>? \u003c/i>\u003c/b>\u003c/span>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, Facebook, Twitter and other platforms are so popular because they know what we already like. Cute cats? Pics of your bestie? A certain political viewpoint? No problem. Our social media feeds aren’t about helping us explore new things. They’re about creating a comfortable place to hang out. And it works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until it’s time to expand our worldview and explore all sides of an issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the great things and one of the horrible things about social media is that everyone can have their say,” says Juana Summers, an editor for CNN Politics. “It’s kind of a marketplace for ideas. And some voices that sometimes are not correct or have a very partisan slant can oftentimes get amplified.”\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">[polldaddy poll=9560706]\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Living in a democracy means that all voices can be heard. But with the ability to curate our own news and limit the voices of those with opposing political views, we end up only hearing from people we agree with and completely missing out on anyone else’s opinion. Instead of embracing a vibrant public conversation, we end up in an online echo chamber. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the ways out of this echo chamber is to take control of your news feeds. Here are some ways to curate your social media news to capture more than the sound of your own opinions. Do you do any of these things? If not, take our poll to let us know which ones you’d actually do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diversify your news feeds:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read something you violently disagree with once a week, as Juana Summers suggests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Follow people on Twitter who are experts in their fields, click deeper into the articles they post rather than glancing at photos or headlines\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fact check before you reTweet. Get on Google and make sure you’re spreading accurate info.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research issues from multiple sides before taking a stand.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\"> \u003c/a>\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\">Hyper-Partisan Facebook Pages Are Publishing False And Misleading Information At An Alarming Rate\u003c/a>\u003ca href=\"http://ww2.kqed.org/lowdown/2015/09/28/searching-for-safety-europes-refugee-crisis-explained-comic-infographic/\"> \u003c/a>(Buzzfeed)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003c/strong>\u003ca href=\"http://www.forbes.com/sites/jefffromm/2016/06/22/new-study-finds-social-media-shapes-millennial-political-involvement-and-engagement/#24add22015de\">\u003cstrong>New Study Finds Social Media Shapes Millennial Political Involvement And Engagement\u003c/strong> \u003c/a>\u003cstrong>(Forbes) \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>VIDEO:\u003c/b>\u003cstrong> \u003ca href=\"https://wethevoters.com/film/real-voters-of-the-usa#autoplay\">Real Voters of the USA\u003c/a>\u003c/strong> \u003cstrong>(We The Voters)\u003c/strong>\u003cbr>\nIn this parody of the popular reality show franchise, three housewives get real about politics. Can they learn to listen to opposing points of view and remain friends?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/aside>\n\u003cp>\u003cb>Social Media and The News\u003c/b>\u003c/p>\n\u003cp>Social media allows us to view political news and participate in political discussion like never before.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Does social media help or inhibit our ability to develop our own political values? \u003ci>Are your social media networks actually shrinking your worldview? What do you do now, or what can you start doing to make sure you are seeing all sides of an issue while on social media\u003c/i>\u003cb>\u003ci>? \u003c/i>\u003c/b>\u003c/span>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, Facebook, Twitter and other platforms are so popular because they know what we already like. Cute cats? Pics of your bestie? A certain political viewpoint? No problem. Our social media feeds aren’t about helping us explore new things. They’re about creating a comfortable place to hang out. And it works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until it’s time to expand our worldview and explore all sides of an issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the great things and one of the horrible things about social media is that everyone can have their say,” says Juana Summers, an editor for CNN Politics. “It’s kind of a marketplace for ideas. And some voices that sometimes are not correct or have a very partisan slant can oftentimes get amplified.”\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">[polldaddy poll=9560706]\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Living in a democracy means that all voices can be heard. But with the ability to curate our own news and limit the voices of those with opposing political views, we end up only hearing from people we agree with and completely missing out on anyone else’s opinion. Instead of embracing a vibrant public conversation, we end up in an online echo chamber. \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\">One of the ways out of this echo chamber is to take control of your news feeds. Here are some ways to curate your social media news to capture more than the sound of your own opinions. Do you do any of these things? If not, take our poll to let us know which ones you’d actually do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diversify your news feeds:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read something you violently disagree with once a week, as Juana Summers suggests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Follow people on Twitter who are experts in their fields, click deeper into the articles they post rather than glancing at photos or headlines\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fact check before you reTweet. Get on Google and make sure you’re spreading accurate info.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research issues from multiple sides before taking a stand.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\"> \u003c/a>\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\">Hyper-Partisan Facebook Pages Are Publishing False And Misleading Information At An Alarming Rate\u003c/a>\u003ca href=\"http://ww2.kqed.org/lowdown/2015/09/28/searching-for-safety-europes-refugee-crisis-explained-comic-infographic/\"> \u003c/a>(Buzzfeed)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003c/strong>\u003ca href=\"http://www.forbes.com/sites/jefffromm/2016/06/22/new-study-finds-social-media-shapes-millennial-political-involvement-and-engagement/#24add22015de\">\u003cstrong>New Study Finds Social Media Shapes Millennial Political Involvement And Engagement\u003c/strong> \u003c/a>\u003cstrong>(Forbes) \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>VIDEO:\u003c/b>\u003cstrong> \u003ca href=\"https://wethevoters.com/film/real-voters-of-the-usa#autoplay\">Real Voters of the USA\u003c/a>\u003c/strong> \u003cstrong>(We The Voters)\u003c/strong>\u003cbr>\nIn this parody of the popular reality show franchise, three housewives get real about politics. Can they learn to listen to opposing points of view and remain friends?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Harness Student Creativity with Minecraft Movies",
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"content": "\u003cp>What an amazing time it is to be a teacher! School is changing more now than it has in the last 50 years. Even more amazing, the most popular video game on the market, Minecraft, just so happens to be one of the most powerful learning tools of all time. Using Minecraft in the classroom can make learning more meaningful, student centered and fun.\u003c/p>\n\u003cp>Last year, my fifth-grade students decided they wanted to film a movie in Minecraft and post it on YouTube. What a wonderful way to explore digital literacy, collaboration, creative writing, and learn how to use editing and animation tools. The only problem was that I didn’t have much experience in editing and animation, or movie making in general. But that was OK; that’s what my students were for.\u003c/p>\n\u003cp>We were reading a story about the \u003cem>Titanic\u003c/em>, so we decided to make a \u003cem>Titanic\u003c/em> movie. I went to \u003ca href=\"http://www.planetminecraft.com/\">http://www.planetminecraft.com/\u003c/a> for a \u003cem>Titanic\u003c/em> map to film on, and began teaching creative lessons. With our setting established, we need characters. I set a rule that the film’s characters needed to be real people who had been on the ship, which gave them the opportunity to do historical research online. One of my students was headstrong on doing a \u003cem>Rocky\u003c/em> movie, and he was thrilled to find that two boxers had died on the Titanic. And so \u003cem>Boxing the Titanic\u003c/em> was born!\u003c/p>\n\u003cp>With the characters selected, the next step was structuring the overall story with a story arch. Because the actual ship was only afloat for four days, we were going to make four, 15-minute episodes. The abrupt tragic ending gave students a “ticking clock” to finish their characters’ story. Once students were put in groups, they made and used graphic organizers to set up a sequence of events and used improv acting techniques to come up with scripts for each day. After a day was finished, we were ready to film.\u003c/p>\n\u003cp>Once all the characters are created on the server, one player in the game acts as the camera. Software such as Quicktime or the free \u003ca href=\"https://obsproject.com/\">Open Broadcast Software\u003c/a>, will get the job done. The next step is assigning jobs: camera operator; voice actor; movers and shakers (who are in game moving for the voice actor); special effects operator, who can create effects with command blocks; and editor. Once we got the hang of it, it took about two weeks to create one, 15-minute episode. During downtime, I had students writing their next scripts. After the movie was finished, we posted it on YouTube and wrote a \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=731\">blog promoting it\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I’m not lying to you when I say filming in Minecraft is easy, however, it is not without its challenges.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Server lag.\u003c/strong> The Internet a my school is not always perfect, so sometimes we could not get everyone on the server. I always need a plan B lesson ready if I had to pull the plug on filming one day.\u003c/li>\n\u003cli>\u003cstrong>Skin organization.\u003c/strong> The way your Minecraft character looks in called a skin, and sometime we could not get them to work. However, if you are using Minecraft Education Edition or MinecraftEDU, you will not encounter this problem.\u003c/li>\n\u003cli>\u003cstrong>Not knowing how to do cool stuff.\u003c/strong> This was the best challenge of them all!\u003c/li>\n\u003c/ol>\n\u003cp>Figuring out how to do the cool stuff is when the 21st-century learning happens! For example, one of the characters in\u003cem> Boxing the Titanic\u003c/em> was always eating caviar, but there is no caviar in Minecraft. One of my students went into the game’s resource pack file and replaced the image of a melon with an image of real caviar. Another student found an animation tool called \u003ca href=\"http://www.stuffbydavid.com/mineimator/\">Minemoter\u003c/a> and animated our Minecraft \u003cem>Titanic\u003c/em> sinking. The entire film was edited in iMovie by a student who wanted to learn how to be an editor.\u003c/p>\n\u003cp>The best part of this project: I still have no idea how to edit or use the animation tools, but my students do. I put them in a situation where they can explore, and they do the rest. Next year, the Titanic filmmakers will be asked to teach their new skills to a new class. In this way, Minecraft in the classroom creates a culture of co-learners — teachers and students all learning new things together.\u003c/p>\n\u003cp>Please watch and like our movies on YouTube. Day four is a good one to start with, but they’re all pretty funny, and you can see our progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M_ygIgTdseQ\u003cbr>\nDay 3: \u003ca href=\"https://www.youtube.com/watch?v=IjVE3nyUgmM\">https://www.youtube.com/watch?v=IjVE3nyUgmM\u003c/a>\u003cbr>\nDay 2: \u003ca href=\"https://www.youtube.com/watch?v=XnNRIceiW3s\">https://www.youtube.com/watch?v=XnNRIceiW3s\u003c/a>\u003cbr>\nDay 1: \u003ca href=\"https://www.youtube.com/watch?v=GqwllPg6H1w\">https://www.youtube.com/watch?v=GqwllPg6H1w\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What an amazing time it is to be a teacher! School is changing more now than it has in the last 50 years. Even more amazing, the most popular video game on the market, Minecraft, just so happens to be one of the most powerful learning tools of all time. Using Minecraft in the classroom can make learning more meaningful, student centered and fun.\u003c/p>\n\u003cp>Last year, my fifth-grade students decided they wanted to film a movie in Minecraft and post it on YouTube. What a wonderful way to explore digital literacy, collaboration, creative writing, and learn how to use editing and animation tools. The only problem was that I didn’t have much experience in editing and animation, or movie making in general. But that was OK; that’s what my students were for.\u003c/p>\n\u003cp>We were reading a story about the \u003cem>Titanic\u003c/em>, so we decided to make a \u003cem>Titanic\u003c/em> movie. I went to \u003ca href=\"http://www.planetminecraft.com/\">http://www.planetminecraft.com/\u003c/a> for a \u003cem>Titanic\u003c/em> map to film on, and began teaching creative lessons. With our setting established, we need characters. I set a rule that the film’s characters needed to be real people who had been on the ship, which gave them the opportunity to do historical research online. One of my students was headstrong on doing a \u003cem>Rocky\u003c/em> movie, and he was thrilled to find that two boxers had died on the Titanic. And so \u003cem>Boxing the Titanic\u003c/em> was born!\u003c/p>\n\u003cp>With the characters selected, the next step was structuring the overall story with a story arch. Because the actual ship was only afloat for four days, we were going to make four, 15-minute episodes. The abrupt tragic ending gave students a “ticking clock” to finish their characters’ story. Once students were put in groups, they made and used graphic organizers to set up a sequence of events and used improv acting techniques to come up with scripts for each day. After a day was finished, we were ready to film.\u003c/p>\n\u003cp>Once all the characters are created on the server, one player in the game acts as the camera. Software such as Quicktime or the free \u003ca href=\"https://obsproject.com/\">Open Broadcast Software\u003c/a>, will get the job done. The next step is assigning jobs: camera operator; voice actor; movers and shakers (who are in game moving for the voice actor); special effects operator, who can create effects with command blocks; and editor. Once we got the hang of it, it took about two weeks to create one, 15-minute episode. During downtime, I had students writing their next scripts. After the movie was finished, we posted it on YouTube and wrote a \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=731\">blog promoting it\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’m not lying to you when I say filming in Minecraft is easy, however, it is not without its challenges.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Server lag.\u003c/strong> The Internet a my school is not always perfect, so sometimes we could not get everyone on the server. I always need a plan B lesson ready if I had to pull the plug on filming one day.\u003c/li>\n\u003cli>\u003cstrong>Skin organization.\u003c/strong> The way your Minecraft character looks in called a skin, and sometime we could not get them to work. However, if you are using Minecraft Education Edition or MinecraftEDU, you will not encounter this problem.\u003c/li>\n\u003cli>\u003cstrong>Not knowing how to do cool stuff.\u003c/strong> This was the best challenge of them all!\u003c/li>\n\u003c/ol>\n\u003cp>Figuring out how to do the cool stuff is when the 21st-century learning happens! For example, one of the characters in\u003cem> Boxing the Titanic\u003c/em> was always eating caviar, but there is no caviar in Minecraft. One of my students went into the game’s resource pack file and replaced the image of a melon with an image of real caviar. Another student found an animation tool called \u003ca href=\"http://www.stuffbydavid.com/mineimator/\">Minemoter\u003c/a> and animated our Minecraft \u003cem>Titanic\u003c/em> sinking. The entire film was edited in iMovie by a student who wanted to learn how to be an editor.\u003c/p>\n\u003cp>The best part of this project: I still have no idea how to edit or use the animation tools, but my students do. I put them in a situation where they can explore, and they do the rest. Next year, the Titanic filmmakers will be asked to teach their new skills to a new class. In this way, Minecraft in the classroom creates a culture of co-learners — teachers and students all learning new things together.\u003c/p>\n\u003cp>Please watch and like our movies on YouTube. Day four is a good one to start with, but they’re all pretty funny, and you can see our progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M_ygIgTdseQ\u003cbr>\nDay 3: \u003ca href=\"https://www.youtube.com/watch?v=IjVE3nyUgmM\">https://www.youtube.com/watch?v=IjVE3nyUgmM\u003c/a>\u003cbr>\nDay 2: \u003ca href=\"https://www.youtube.com/watch?v=XnNRIceiW3s\">https://www.youtube.com/watch?v=XnNRIceiW3s\u003c/a>\u003cbr>\nDay 1: \u003ca href=\"https://www.youtube.com/watch?v=GqwllPg6H1w\">https://www.youtube.com/watch?v=GqwllPg6H1w\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "From ZomBees to Zombie Autopsies: Five Lessons for Teaching Halloween",
"headTitle": "From ZomBees to Zombie Autopsies: Five Lessons for Teaching Halloween | KQED",
"content": "\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-310579 size-full\" title=\"The Zombie Autopsies: PBS News Hour Extra\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/zombieautopsies-01.png\" alt=\"zombieautopsies-01\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/zombieautopsies-01.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/zombieautopsies-01-400x250.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/div>\n\u003cp>From parasitic flies inhabiting the bodies of honeybees to electronic devices that drink power, Halloween can be incorporated into a variety of subjects. Use this collection of spooky resources from PBS LearningMedia to connect Halloween to learning.\u003c/p>\n\u003cp>Find thousands more standards aligned videos and interactives lessons in \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>. Register for a free account to create \u003ca href=\"https://www.youtube.com/watch?v=IeadGxWaSmw\">curated folders \u003c/a>of resources, \u003ca href=\"https://www.youtube.com/watch?v=eqGfpk50v4U\">multimedia lessons \u003c/a>and \u003ca href=\"https://www.youtube.com/watch?v=LW1pqQJm-ag\">storyboards\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/73708229-5361-4ab7-afc5-250c73b2ac56/zombees-flight-of-the-living-dead/\">ZomBees: Flight of the Living Dead | Science Video\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Something strange is happening to Bay Area honeybees. Entomologists at San Francisco State University have identified the culprit: a tiny parasitic fly is causing the bees to exhibit bizarre nocturnal behaviors before suffering a gruesome demise.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/01c14c6b-2864-4de3-892b-49c4dafef3f9/the-zombie-autopsies-the-neuroanatomy-of-a-zombie/\">The Zombie Autopsies | Science Lesson\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This lesson from PBS NewsHour, The Zombie Autopsies, teaches students about neurotransmitters, neurotransmission and neuroanatomy through multi-media and active learning games. This lesson was inspired by The Zombie Autopsies by Dr. Steven Schlozman.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.grnvampire/energy-vampires/\">Energy Vampires | Science Lesson \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>An “energy vampire” is an electronic device that drinks power even when it is not being used. Like computers in standby mode or chargers that are done charging. Spooky, huh? Take a look at this slideshow, from The Greens, and slay the energy vampires in your house! The Greens is a website for kids from WGBH about sustainability and green living.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.math.number.ope.sharhalcan/sharing-halloween-candy-cyberchase/\">Sharing Halloween Candy | Math Lesson \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This fun math lesson from Cyberchase teaches division through sharing Halloween candy. Framing, focusing and follow up teaching tips are included.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/e94e3e13-3916-4140-8416-ecd881ed4a86/halloween-us-department-of-state/\">Halloween History: U.S. Department of the State | Primary Document\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Like other American holidays, Halloween customs evolved from a mix of traditions. This backgrounder teaches the history of Halloween. Included in resources is a useful glossary of terms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-310579 size-full\" title=\"The Zombie Autopsies: PBS News Hour Extra\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/zombieautopsies-01.png\" alt=\"zombieautopsies-01\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/zombieautopsies-01.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/zombieautopsies-01-400x250.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/div>\n\u003cp>From parasitic flies inhabiting the bodies of honeybees to electronic devices that drink power, Halloween can be incorporated into a variety of subjects. Use this collection of spooky resources from PBS LearningMedia to connect Halloween to learning.\u003c/p>\n\u003cp>Find thousands more standards aligned videos and interactives lessons in \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>. Register for a free account to create \u003ca href=\"https://www.youtube.com/watch?v=IeadGxWaSmw\">curated folders \u003c/a>of resources, \u003ca href=\"https://www.youtube.com/watch?v=eqGfpk50v4U\">multimedia lessons \u003c/a>and \u003ca href=\"https://www.youtube.com/watch?v=LW1pqQJm-ag\">storyboards\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/73708229-5361-4ab7-afc5-250c73b2ac56/zombees-flight-of-the-living-dead/\">ZomBees: Flight of the Living Dead | Science Video\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Something strange is happening to Bay Area honeybees. Entomologists at San Francisco State University have identified the culprit: a tiny parasitic fly is causing the bees to exhibit bizarre nocturnal behaviors before suffering a gruesome demise.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/01c14c6b-2864-4de3-892b-49c4dafef3f9/the-zombie-autopsies-the-neuroanatomy-of-a-zombie/\">The Zombie Autopsies | Science Lesson\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This lesson from PBS NewsHour, The Zombie Autopsies, teaches students about neurotransmitters, neurotransmission and neuroanatomy through multi-media and active learning games. This lesson was inspired by The Zombie Autopsies by Dr. Steven Schlozman.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.grnvampire/energy-vampires/\">Energy Vampires | Science Lesson \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>An “energy vampire” is an electronic device that drinks power even when it is not being used. Like computers in standby mode or chargers that are done charging. Spooky, huh? Take a look at this slideshow, from The Greens, and slay the energy vampires in your house! The Greens is a website for kids from WGBH about sustainability and green living.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.math.number.ope.sharhalcan/sharing-halloween-candy-cyberchase/\">Sharing Halloween Candy | Math Lesson \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This fun math lesson from Cyberchase teaches division through sharing Halloween candy. Framing, focusing and follow up teaching tips are included.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/e94e3e13-3916-4140-8416-ecd881ed4a86/halloween-us-department-of-state/\">Halloween History: U.S. Department of the State | Primary Document\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Like other American holidays, Halloween customs evolved from a mix of traditions. This backgrounder teaches the history of Halloween. Included in resources is a useful glossary of terms.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s time for the first assessment of the new school year, and I’m ready to challenge my chemistry students with a new and improved one: “Trends in the Periodic Table of Elements.” Not only is this test completely digital, it’s also free of multiple-choice questions. Instead of A, B, C or D choices, students will demonstrate their content knowledge through short numeric or drawing responses.\u003c/p>\n\u003cp>Not long after my students began the assessment, a hand went up. There was confusion about a question. After inspecting the question, which is about nuclear decay and half-lives, I realize I made a mistake in the numbers I provided.\u003c/p>\n\u003cp>Luckily, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a>, the Web-based assessment program I use, allowed me to make changes even after the test-taking had started. I made the changes immediately and quickly informed students to refresh the pages on their tablets.\u003c/p>\n\u003cp>Every time I give a formal assessment, I suspect a few students are opening up other tabs and researching for information that might help them answer a question — something that is, obviously, not allowed. During this assessment, I was unable to catch anyone in the act of cheating, and I didn’t have the capabilities of seeing all of my students screens from my computer. But I was reminded that I needed to find an effective way to prevent students from opening additional windows on their browsers or accessing other applications while taking a test. Earlier this summer I was playing around with some possible solutions through Guided Access (an iPad setting), and I look forward to trying it in a future assessment.\u003c/p>\n\u003cp>During this first assessment, I opened a feature on my computer called Live Results, which allowed me to monitor students’ progress from start to finish. I could also look at each question individually and, on one screen, I could see all of my students responses, framed within text boxes for the given question.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since this was a multiple choice–free test, part would have to be manually graded. But some questions, which required numeric responses, could be set up to be graded automatically by adding an answer key. But there was a minor hiccup.\u003c/p>\n\u003cp>As I scanned through the numeric responses, I noticed that some students were adding words after the numeric response — like adding “grams” after a number — and the computer was marking those answers as incorrect, even if number was correct.\u003c/p>\n\u003cp>While I could manually override the computer and give the students the points anyway, there was a better solution. I simply added more than one answer to the answer key. This came in handy if a student typed in the name of an element and slightly misspelled it or typed “Ne” (the chemical symbol for Neon) instead of the whole name, “Neon.” All these adjustments, on my part, were made as students were working on their test and were reflected in real time.\u003c/p>\n\u003cp>Next, I looked at the drawing questions, which asked students to draw electron dot diagrams, and I also went through the short-response questions about periodic table trends. There was seemingly a lot to grade, but there were two things that helped me complete all the grading for this assessment in less than a day.\u003c/p>\n\u003cp>First, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a> collected students’ answers in a well-organized way, which really sped up the grading process. For example, I was able to grade all of the responses from a given question on the same screen, without the screen jumping to another page or going through a slow process to update after every change I made. A quick look at a student’s answer, a few clicks, and I was moving from student to student in a seamless and efficient manner.\u003c/p>\n\u003cp>Secondly, I got a head start on grading. Even before students finished, I was grading the finished parts of the assessment. I started grading from my iPad, which kept me mobile and still able to supervise my students’ test taking. This head start also meant that students would get quicker feedback. After I finished grading the test, I selected an option that allowed students to log in and check their results. I released their scores that evening.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact that I was able to make on-the-go adjustments to the test minimized some of the mistakes I’d made while creating it. Having student data effectively organized and ready for me to grade in an efficient manner greatly reduced my fear of giving multiple choice–free assessments. Next time I look forward to not only increasing the level of rigor in my assessments, but also making them more secure.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since this was a multiple choice–free test, part would have to be manually graded. But some questions, which required numeric responses, could be set up to be graded automatically by adding an answer key. But there was a minor hiccup.\u003c/p>\n\u003cp>As I scanned through the numeric responses, I noticed that some students were adding words after the numeric response — like adding “grams” after a number — and the computer was marking those answers as incorrect, even if number was correct.\u003c/p>\n\u003cp>While I could manually override the computer and give the students the points anyway, there was a better solution. I simply added more than one answer to the answer key. This came in handy if a student typed in the name of an element and slightly misspelled it or typed “Ne” (the chemical symbol for Neon) instead of the whole name, “Neon.” All these adjustments, on my part, were made as students were working on their test and were reflected in real time.\u003c/p>\n\u003cp>Next, I looked at the drawing questions, which asked students to draw electron dot diagrams, and I also went through the short-response questions about periodic table trends. There was seemingly a lot to grade, but there were two things that helped me complete all the grading for this assessment in less than a day.\u003c/p>\n\u003cp>First, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a> collected students’ answers in a well-organized way, which really sped up the grading process. For example, I was able to grade all of the responses from a given question on the same screen, without the screen jumping to another page or going through a slow process to update after every change I made. A quick look at a student’s answer, a few clicks, and I was moving from student to student in a seamless and efficient manner.\u003c/p>\n\u003cp>Secondly, I got a head start on grading. Even before students finished, I was grading the finished parts of the assessment. I started grading from my iPad, which kept me mobile and still able to supervise my students’ test taking. This head start also meant that students would get quicker feedback. After I finished grading the test, I selected an option that allowed students to log in and check their results. I released their scores that evening.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact that I was able to make on-the-go adjustments to the test minimized some of the mistakes I’d made while creating it. Having student data effectively organized and ready for me to grade in an efficient manner greatly reduced my fear of giving multiple choice–free assessments. Next time I look forward to not only increasing the level of rigor in my assessments, but also making them more secure.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is It Healthier to Be a Vegetarian or an Omnivore?",
"headTitle": "Is It Healthier to Be a Vegetarian or an Omnivore? | KQED",
"content": "\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of vegetarianism. Students can \u003ca href=\"https://ca.pbslearningmedia.org/resource/time-to-ditch-meat-and-dairy-video/above-the-noise/\">watch the video\u003c/a> to get a primer on the facts then write their own response.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by the following students from Autumn Marshall’s “Professional Orientation” course at Lipscomb University: Hannah Feiten, Riya Rana, Courtney Brenner, Erick Ramirez, Alexis Burchfield and Constance Fonseca.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/rrXgElc0Bb8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: Big Think\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/rrXgElc0Bb8\">How Healthy is Vegetarianism…Really?\u003c/a>\u003cbr>\nDr. Marion Nestle, a nutritionist, discusses diets and their impact on human and environmental health.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is It Healthier to Be a Vegetarian or an Omnivore? \u003cstrong>#DoNowUOmnivore\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>#DoNowUOmnivore\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Vegetarianism and Omnivorism\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The vegetarian-omnivore debate has been raging for decades, if not centuries. The world of healthcare continues to debate the health benefits, and the pros and cons of each side. In addition, many public figures, from medical professionals to professional athletes, have weighed in on the subject. To clarify terms, a vegetarian is defined as a person who does not eat any meat of any kind—poultry, game, fish, or shellfish. Some versions of vegetarianism allow some animal foods; for example, \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lacto-ovo vegetarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> eat milk products and eggs, and \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">flexitarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> occasionally eat meat, poultry, and fish. Depending on dietary preference, eggs, dairy and fish may not be included at all in this diet (\u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">veganism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> means there are no animal products in the diet). An omnivore, on the other hand, is one who consumes a variety of meat and dairy foods as well as plant food groups, including fruit, vegetables and grains.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A leading concern for those who prefer a vegetarian diet is making sure \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/food-sources-of-important-nutrients-for-vegetarians\">\u003cspan style=\"font-weight: 400;\">adequate nutrients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are supplied, particularly calories and protein. Due to the fact that meat—a main protein source in most Americans diets—is eliminated, vegetarians have to pursue other avenues to get adequate protein, like legumes, soy and nuts. Without meat in the diet, humans \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">cut out vitamin B12 and limit DHA/EPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> (active forms of omega-3 fats), nutrients which promote brain health. In contrast, a vegetarian diet is shown to have a \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lesser risk of certain diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. With the increase in plant-based foods in the diet, more phytochemicals are consumed, thus \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">reducing risk of chronic diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> linked with animal fats, such as overweight, obesity, cardiovascular disease and hypertension. Animal products are often high in cholesterol and saturated fat as well, so vegetarians benefit from reducing these unhealthy fats and thus reducing risk for cardiovascular and cerebrovascular disease.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_305049\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-305049\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal-400x267.jpg\" alt=\"A well-balanced omnivore plate\" width=\"400\" height=\"267\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A well-balanced omnivore plate \u003ccite>(Hannah Feiten)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On the other hand, studies have shown an \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">increased incidence of chronic disease among those who eat meat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Today, meat and poultry are often treated with \u003c/span>\u003ca href=\"http://portal.nifa.usda.gov/web/crisprojectpages/0181934-role-of-growth-hormone-gh-in-growth-and-metabolism-of-domestic-poultry.html\">\u003cspan style=\"font-weight: 400;\">hormones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to make the animals \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=113314725\">\u003cspan style=\"font-weight: 400;\">grow faster and larger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=251330323\">\u003cspan style=\"font-weight: 400;\">antibiotics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are used not only to treat, but also to prevent, disease. These methods concern for some consumers. And yet, meat products contain creatine and carnosine, which are \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">beneficial to the brain and muscles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Meat has demonstrated the capacity to improve bone health, which is beneficial as humans grow older. And, Vitamin B12 is essential to prevention of pernicious anemia, which affects the central nervous system; thus an omnivore’s diet helps to \u003c/span>\u003ca href=\"http://www.eatright.org/resource/health/wellness/preventing-illness/eat-right-for-life\">\u003cspan style=\"font-weight: 400;\">protect the brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and nerves. The protein found in meat is complete, high biological value protein, which means the proteins are more easily absorbed and utilized by the body. Additionally, \u003c/span>\u003ca href=\"http://www.npr.org/sections/thesalt/2016/09/12/492433069/can-a-vegan-diet-give-you-all-you-need-german-nutritionists-say-nein\">\u003cspan style=\"font-weight: 400;\">omnivores are less likely to be deficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in total calories, Vitamin B12, iron and zinc than their vegetarian counterparts.\u003c/span>\u003c/p>\n\u003cp>With pros and cons for each diet, the choice is up to you. What do you think? Is it healthier to be a vegetarian or an omnivore?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: Authority Nutrition\u003c/strong>\u003cbr>\n\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">7 Reasons Not To Avoid Meat\u003c/a>\u003cbr>\nRead a nutrition researcher’s take on why meat is not bad for your diet, but why it’s not necessary either.\u003c/p>\n\u003cp>\u003cstrong>Website: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://vegetarian.procon.org/\">Should People Become Vegetarian?\u003c/a>\u003cbr>\nCheck out the top “pro” and “con” arguments for becoming vegetarian.\u003c/p>\n\u003cp>\u003cstrong>Infographic: Culinary Schools.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.culinaryschools.org/yum/vegetables/\">Veganism and the Environment: By the Numbers\u003c/a>\u003cbr>\nLearn about how veganism has a reduced impact on environment versus a diet that contains meat.\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": "The vegetarian-omnivore debate has been raging for decades, if not centuries. Which diet do you think is healthier?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of vegetarianism. Students can \u003ca href=\"https://ca.pbslearningmedia.org/resource/time-to-ditch-meat-and-dairy-video/above-the-noise/\">watch the video\u003c/a> to get a primer on the facts then write their own response.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by the following students from Autumn Marshall’s “Professional Orientation” course at Lipscomb University: Hannah Feiten, Riya Rana, Courtney Brenner, Erick Ramirez, Alexis Burchfield and Constance Fonseca.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/rrXgElc0Bb8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: Big Think\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/rrXgElc0Bb8\">How Healthy is Vegetarianism…Really?\u003c/a>\u003cbr>\nDr. Marion Nestle, a nutritionist, discusses diets and their impact on human and environmental health.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is It Healthier to Be a Vegetarian or an Omnivore? \u003cstrong>#DoNowUOmnivore\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>#DoNowUOmnivore\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Vegetarianism and Omnivorism\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The vegetarian-omnivore debate has been raging for decades, if not centuries. The world of healthcare continues to debate the health benefits, and the pros and cons of each side. In addition, many public figures, from medical professionals to professional athletes, have weighed in on the subject. To clarify terms, a vegetarian is defined as a person who does not eat any meat of any kind—poultry, game, fish, or shellfish. Some versions of vegetarianism allow some animal foods; for example, \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lacto-ovo vegetarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> eat milk products and eggs, and \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">flexitarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> occasionally eat meat, poultry, and fish. Depending on dietary preference, eggs, dairy and fish may not be included at all in this diet (\u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">veganism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> means there are no animal products in the diet). An omnivore, on the other hand, is one who consumes a variety of meat and dairy foods as well as plant food groups, including fruit, vegetables and grains.\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;\">A leading concern for those who prefer a vegetarian diet is making sure \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/food-sources-of-important-nutrients-for-vegetarians\">\u003cspan style=\"font-weight: 400;\">adequate nutrients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are supplied, particularly calories and protein. Due to the fact that meat—a main protein source in most Americans diets—is eliminated, vegetarians have to pursue other avenues to get adequate protein, like legumes, soy and nuts. Without meat in the diet, humans \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">cut out vitamin B12 and limit DHA/EPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> (active forms of omega-3 fats), nutrients which promote brain health. In contrast, a vegetarian diet is shown to have a \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lesser risk of certain diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. With the increase in plant-based foods in the diet, more phytochemicals are consumed, thus \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">reducing risk of chronic diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> linked with animal fats, such as overweight, obesity, cardiovascular disease and hypertension. Animal products are often high in cholesterol and saturated fat as well, so vegetarians benefit from reducing these unhealthy fats and thus reducing risk for cardiovascular and cerebrovascular disease.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_305049\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-305049\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal-400x267.jpg\" alt=\"A well-balanced omnivore plate\" width=\"400\" height=\"267\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A well-balanced omnivore plate \u003ccite>(Hannah Feiten)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On the other hand, studies have shown an \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">increased incidence of chronic disease among those who eat meat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Today, meat and poultry are often treated with \u003c/span>\u003ca href=\"http://portal.nifa.usda.gov/web/crisprojectpages/0181934-role-of-growth-hormone-gh-in-growth-and-metabolism-of-domestic-poultry.html\">\u003cspan style=\"font-weight: 400;\">hormones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to make the animals \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=113314725\">\u003cspan style=\"font-weight: 400;\">grow faster and larger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=251330323\">\u003cspan style=\"font-weight: 400;\">antibiotics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are used not only to treat, but also to prevent, disease. These methods concern for some consumers. And yet, meat products contain creatine and carnosine, which are \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">beneficial to the brain and muscles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Meat has demonstrated the capacity to improve bone health, which is beneficial as humans grow older. And, Vitamin B12 is essential to prevention of pernicious anemia, which affects the central nervous system; thus an omnivore’s diet helps to \u003c/span>\u003ca href=\"http://www.eatright.org/resource/health/wellness/preventing-illness/eat-right-for-life\">\u003cspan style=\"font-weight: 400;\">protect the brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and nerves. The protein found in meat is complete, high biological value protein, which means the proteins are more easily absorbed and utilized by the body. Additionally, \u003c/span>\u003ca href=\"http://www.npr.org/sections/thesalt/2016/09/12/492433069/can-a-vegan-diet-give-you-all-you-need-german-nutritionists-say-nein\">\u003cspan style=\"font-weight: 400;\">omnivores are less likely to be deficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in total calories, Vitamin B12, iron and zinc than their vegetarian counterparts.\u003c/span>\u003c/p>\n\u003cp>With pros and cons for each diet, the choice is up to you. What do you think? Is it healthier to be a vegetarian or an omnivore?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: Authority Nutrition\u003c/strong>\u003cbr>\n\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">7 Reasons Not To Avoid Meat\u003c/a>\u003cbr>\nRead a nutrition researcher’s take on why meat is not bad for your diet, but why it’s not necessary either.\u003c/p>\n\u003cp>\u003cstrong>Website: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://vegetarian.procon.org/\">Should People Become Vegetarian?\u003c/a>\u003cbr>\nCheck out the top “pro” and “con” arguments for becoming vegetarian.\u003c/p>\n\u003cp>\u003cstrong>Infographic: Culinary Schools.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.culinaryschools.org/yum/vegetables/\">Veganism and the Environment: By the Numbers\u003c/a>\u003cbr>\nLearn about how veganism has a reduced impact on environment versus a diet that contains meat.\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": "15 Great Digital Media Projects for the Presidential Election Season",
"headTitle": "15 Great Digital Media Projects for the Presidential Election Season | KQED",
"content": "\u003cp>I’m a high school social science teacher with many years of teaching experience (World History, U.S. History, and U.S. Government), and I am certain that each of the following can be effectively incorporated into many high school social science classes across the country to give students a greater opportunity to engage with the critical issues facing us this election season. The best part is that all the resources necessary for these projects can be found online for free.\u003c/p>\n\u003ch4>1. Find Out What Candidate You Side With\u003c/h4>\n\u003cp>Begin this project by having your students take the \u003ca href=\"https://www.isidewith.com\">Isidewith \u003c/a>quiz to find out which of the candidates they most likely side with. Then have them go online to learn more about that candidate.\u003c/p>\n\u003ch4>2. Find Out Whether You’re a Liberal or Conservative\u003c/h4>\n\u003cp>Begin this project by having your students take the PEW Research Center’s \u003ca href=\"http://www.people-press.org/quiz/political-typology/\">Political Typology Quiz\u003c/a> to find out if they are a steadfast conservative, a solid liberal or somewhere in between. Then have them visit the \u003ca href=\"http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/\">Pew Research Center\u003c/a> and find out where they stand in comparison to the rest of the nation.\u003c/p>\n\u003ch4>3. Write a Letter to the Next President\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the \u003ca href=\"http://www.procon.org\">ProCon\u003c/a> website, which presents controversial issues in a straightforward, nonpartisan, primarily pro-con format. Then have your students write a letter to the next president, following the instructions that appear on the \u003ca href=\"https://letters2president.org\">Letters to the Next President 2.0\u003c/a> website. To view a letter one of my students wrote recently, click \u003ca href=\"https://letters2president.org/letters/1128\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/letters/1128\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303827 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/L2NP.png\" alt=\"L2NP\" width=\"404\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP.png 404w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP-400x374.png 400w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/a>\u003c/p>\n\u003ch4>4. Document Your First-Ever Debate Party\u003c/h4>\n\u003cp>Begin this project by having your students plan a My First-Ever Presidential Debate Party. Encourage them to invite their friends and family. In the weeks leading up to the event, be sure to send out requests for food donations. Many grocery store chains give their managers the discretion to come through in this regard. For additional inspiration, click\u003ca href=\"https://docs.google.com/document/d/1Pa-y-jVq1u5OwEhBnEgy2Rdsadwiqg5Kdpu6LE-E1ek/edit\"> here\u003c/a>. Just before the party begins, have the student who is hosting the party record a version of the following message on camera:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hello everyone. My name is (insert) and I am a (insert) high school senior. Today, is (insert date) and at the moment, I’m standing here outside of my house waiting for some friends to come over. When they get here, we’re all going to go inside to watch the presidential debate. If you want to see what that looks like, stick around for the next three minutes.\u003c/p>\n\u003cp>The next three minutes can consist of a combination of still shots and video documenting what took place at the party. For the video segment, the host might want to ask those in attendance one or more of the following questions:\u003c/p>\n\u003cul>\n\u003cli>Who do you think won the debate?\u003c/li>\n\u003cli>How did the candidates respond to the questions that were posed? Were they straightforward, evasive or somewhere in between?\u003c/li>\n\u003cli>What part of the debate did you enjoy watching the most?\u003c/li>\n\u003cli>If you could have asked the candidates a question what would it have been?\u003c/li>\n\u003c/ul>\n\u003cp>Here’s a short video made by three San Marino High School seniors to document their first ever presidential debate party.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=8MJlmPhkJSI\u003c/p>\n\u003ch4>5. Create a 30-Second Campaign Ad\u003c/h4>\n\u003cp>Begin this project by having your students play \u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House \u003c/a>to learn about the presidential election process and the importance of targeted broadcast messaging. Then have students pick a candidate and a state; research current polling data for that state; select a campaign issue; and create a 30-second ad that conveys the proper tone and message around that issue based on the current polling data. It may help for students to read the PBS article “\u003ca href=\"http://www.pbs.org/newshour/extra/lessons_plans/lights-camera-politics-create-your-own-presidential-campaign-ad-lesson-plan/\">Lights, Camera, Politics: Create Your Own Presidential Campaign Ad\u003c/a>.”\u003c/p>\n\u003ch4>6. Participate in a Class Debate\u003c/h4>\n\u003cp>Begin this project by having your students go online to learn what they can about past presidential debates. Then direct them to the \u003ca href=\"http://www.jointhedebates.org\">Join the Debate\u003c/a> website, which will provide students with an opportunity to promote, drive and guide a presidential election–style debate while also fully participating in it.\u003c/p>\n\u003cfigure id=\"attachment_303826\" class=\"wp-caption aligncenter\" style=\"max-width: 363px\">[media-credit standalone=0 name=\"Peter Paccone\" align=\"aligncenter\" width=\"363\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303826\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DebateStudent.png\" alt=\"SMHS senior facilitating the debate\" width=\"363\" height=\"403\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS senior facilitating the debate\u003c/figcaption>\u003c/figure>\n\u003ch4>7. Video Conference With Another Class\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the ProCon Web page \u003ca href=\"http://Should%20the%20United%20States%20Continue%20to%20Build%20a%20Fence%20or%20Wall%20Along%20the%20U.S./Mexico%20Border?\">Should the United States Continue to Build a Fence or Wall Along the U.S./Mexico Border?\u003c/a>, or another topic relevant to the two classes. Then provide them with a chance to engage in a video conference with students from another school, which provides them with a chance to civilly and respectfully share their views in regards to this question. Shortly before the video conference ends, have the students at both schools answer the \u003ca href=\"https://www.polleverywhere.com/multiple_choice_polls/HTD3jtOT7m4xXH4\">Poll Everywhere question\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_303829\" class=\"wp-caption aligncenter\" style=\"max-width: 625px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303829\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/VideoDebate.png\" alt=\"My US Government seniors video conferencing with John F. Kennedy High School US History juniors\" width=\"625\" height=\"350\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate-400x224.png 400w\" sizes=\"(max-width: 625px) 100vw, 625px\">\u003cfigcaption class=\"wp-caption-text\">My US Government seniors video conferencing with John F. Kennedy High School US History juniors\u003c/figcaption>\u003c/figure>\n\u003ch4>8. Interview an Adult About the Election\u003c/h4>\n\u003cp>Begin this project by having your students read “\u003ca href=\"http://www.edutopia.org/discussion/storycorps-smartphone-app-great-way-students-learn-about-history\">The StoryCorps SmartPhone App: A Great Way for Students to Learn About History\u003c/a>.” Then have students interview an adult using the free \u003ca href=\"https://storycorps.me/\">StoryCorps app\u003c/a>. Interview subjects can be asked about their most memorable presidential election experiences, what America means to them, and their hopes for this election and the presidency of the candidate elected.\u003c/p>\n\u003cp>Remind them that, after the election, they can use the app to participate in StoryCorps’ The Great Thanksgiving Listen, in which, over the holiday weekend, high school students will record conversations with a grandparent or another elder about their lives. All recordings will be archived at the Library of Congress for future generations.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303824 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/AdultInterview.png\" alt=\"AdultInterview\" width=\"374\" height=\"560\">\u003c/p>\n\u003ch4>9. Decide the Future of the Electoral College\u003c/h4>\n\u003cp>Begin this project by having your students watch the CCP Grey video “\u003ca href=\"https://www.youtube.com/watch?v=OUS9mM8Xbbw\">How the Electoral College Works\u003c/a>” and the TED-Ed Lesson “\u003ca href=\"http://ed.ted.com/lessons/does-your-vote-count-the-electoral-college-explained-christina-greer\">The Electoral College Explained\u003c/a>.” Then have them tweet or message family and friends: “Do you think the Constitution should be amended to get rid of the Electoral College?” Have students share the responses they receive with the rest of the class. Then have the class as a whole take a look at what a \u003ca href=\"http://www.gallup.com/poll/159881/americans-call-term-limits-end-electoral-college.aspx\">2013 Gallop Poll\u003c/a> reveals about this question. To close, have the class engage in a mock Congressional joint committee hearing; see if 2/3rd of the committee will vote in favor of a proposal calling for the president to be determined by a direct vote of the people, rather than the Electoral College.\u003c/p>\n\u003ch4>10. Vote in a Mock Election\u003c/h4>\n\u003cp>Begin this project by having your students watch the TED-Talk “\u003ca href=\"http://www.ted.com/talks/eric_liu_let_s_make_voting_fun_again\">Let’s Make Voting Fun Again.\u003c/a>” Then have your students vote in a mock election. The \u003ca href=\"http://www.sos.ca.gov/elections/student-mock-election\">MyVote California Student Mock Election\u003c/a> will take place on October 11, 2016 and school registration is now open. After registering, you will receive a packet of materials (see image below).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303828 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png\" alt=\"MockElectionMaterials\" width=\"411\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png 411w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials-400x300.png 400w\" sizes=\"(max-width: 411px) 100vw, 411px\">\u003c/p>\n\u003cp dir=\"ltr\">If you are a teacher, wish to have your students hold a mock election, and are looking for an inspirational how-to, click \u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df#.60tb3eht7\" target=\"_blank\" rel=\"noopener\">here\u003c/a>\u003c/p>\n\u003ch4>11. Predict the Outcome of the Election\u003c/h4>\n\u003cp>Begin this project by having your students go to the \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">PBS Learning Media’s Election Central\u003c/a> website to\u003c/p>\n\u003cul>\n\u003cli>Learn about the Electoral College.\u003c/li>\n\u003cli>Watch an introductory video about the presidential election process.\u003c/li>\n\u003cli>Explore an interactive timeline of all past presidential elections.\u003c/li>\n\u003c/ul>\n\u003cp>Then have them try to predict the outcome of the Electoral College by using PBS’s new, free interactive \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">Electoral Decoder\u003c/a> tool, which provides an opportunity to “play political pundit” to see how Donald Trump, Hillary Clinton or others could win or lose this year’s election. With the help of a cartogram, students see how a state that is large geographically may have a low number of electoral votes. It can also show how a candidate who has lost the electoral vote in most states can still win the presidency. Teachers can use the interactive map to predict the outcome of the current presidential election.\u003c/p>\n\u003cp>Students can save or print their maps or share them on social media. For example, one of my students used my classroom laptop to demonstrate how the new tool works.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Trump Wins. As predicted by one of my students. \u003ca href=\"https://t.co/4uUTFN5sgp\">https://t.co/4uUTFN5sgp\u003c/a> \u003ca href=\"https://twitter.com/hashtag/PBSEDUPrezPredictor?src=hash\">#PBSEDUPrezPredictor\u003c/a> @PBSLearningMedia\u003c/p>\n\u003cp>— Peter Paccone (@PeterPaccone) \u003ca href=\"https://twitter.com/PeterPaccone/status/783730359900876800\">October 5, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>I love that PBS provides students with the opportunity to share their predictions. What a great way to engage students! My ultimate goal is to have each of my students not only share on social media, but also print out their predictions. Then, the day after the election, they can compare their state-by-state predictions to the actual outcome.\u003c/p>\n\u003ch4>12. Send a Videogram to Barack Obama\u003c/h4>\n\u003cp>Begin this project by having your students watch the video “\u003ca href=\"http://www.nytimes.com/video/us/politics/100000004378024/how-will-obama-spend-his-retirement.html\">How Will Barack Obama Spend His Retirement?\u003c/a>” Then have them create a three-minute \u003ca href=\"http://www.edutopia.org/discussion/videogram-president-great-assignment-21st-century\">videogram\u003c/a>, which respectfully urges the president to give his support to something in retirement that is of importance to the students. Here’s a videogram that some of my students sent to President Obama last year.\u003cbr>\n[vimeo 156362368 w=640 h=360]\u003c/p>\n\u003ch4>13. Document Your Poll-Worker Experience\u003c/h4>\n\u003cp>Begin this project by having your students apply for a chance to work the polls on Election Day. Working the polls will provide your students with a unique opportunity to assist voters on Election Day. While working the polls, have your students use a digital camera to document the experience, using either still shots, video or both. Then have them use a \u003ca href=\"http://www.stuff.tv/features/10-best-video-editing-apps-mobile\">video editing app\u003c/a> to create two- to three-minute video describing the experience. Share with the class. For a variation, have the students attend a presidential campaign rally, volunteer for the Trump or Clinton campaigns or visit a campaign headquarters. To learn how to apply for a chance to work the polls in California, click \u003ca href=\"http://www.sos.ca.gov/elections/poll-worker-information/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-303979\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg\" alt=\"studentpollworker\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1440x958.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker.jpg 1936w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>14. Document your Voting Booth Experience\u003c/h4>\n\u003cp>Begin this project by encouraging students who will turn 18 before Election Day to vote. Then have those students write a 500-word or less description of what it was like to vote, including where the voting took place, what it looked like inside, how long it took to vote, how they were treated by the poll workers, what specifically they were called upon to do, and what they thought about the whole experience afterward. The description should also include one or more photographs of the student at the ballot box and wearing his/her “I Voted” sticker.\u003c/p>\n\u003cp>Students can email me their description, and I will add it to my article “\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b#.eiyz9714s\">The California Student Poll Worker Program.\u003c/a>” I can be reached at\u003ca href=\"mailto:paccone@smusd.us\"> paccone@smusd.us\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-304015 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Voting.jpg\" alt=\"Voting\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>15. Make a Presidential Election Blog\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Begin this project by encouraging your students to use Blogger, WordPress, or another blogging platform to create a My 2016 Presidential Election Blog. Students’ blogs should showcase any/all of following:\u003c/p>\n\u003cul>\n\u003cli>Their \u003ca href=\"https://www.isidewith.com/\">Isidewith\u003c/a> quiz results\u003c/li>\n\u003cli>Their\u003ca href=\"http://www.people-press.org/quiz/political-typology/\"> political typology quiz\u003c/a> results\u003c/li>\n\u003cli>Photos/videos of them working the polls, attending a debate party, volunteering for a campaign, participating in an in-class debate, casting a ballot during a mock election, etc.\u003c/li>\n\u003cli>Their \u003ca href=\"https://letters2president.org/\">letter to the next president\u003c/a>\u003c/li>\n\u003cli>Their\u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\"> Electoral College prediction\u003c/a>\u003c/li>\n\u003cli>Their StoryCorps interview\u003c/li>\n\u003cli>Responses to the tweet “Do you think the Constitution should be amended to get rid of the Electoral College?”\u003c/li>\n\u003cli>A I Voted sticker, if applicable\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I’m a high school social science teacher with many years of teaching experience (World History, U.S. History, and U.S. Government), and I am certain that each of the following can be effectively incorporated into many high school social science classes across the country to give students a greater opportunity to engage with the critical issues facing us this election season. The best part is that all the resources necessary for these projects can be found online for free.\u003c/p>\n\u003ch4>1. Find Out What Candidate You Side With\u003c/h4>\n\u003cp>Begin this project by having your students take the \u003ca href=\"https://www.isidewith.com\">Isidewith \u003c/a>quiz to find out which of the candidates they most likely side with. Then have them go online to learn more about that candidate.\u003c/p>\n\u003ch4>2. Find Out Whether You’re a Liberal or Conservative\u003c/h4>\n\u003cp>Begin this project by having your students take the PEW Research Center’s \u003ca href=\"http://www.people-press.org/quiz/political-typology/\">Political Typology Quiz\u003c/a> to find out if they are a steadfast conservative, a solid liberal or somewhere in between. Then have them visit the \u003ca href=\"http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/\">Pew Research Center\u003c/a> and find out where they stand in comparison to the rest of the nation.\u003c/p>\n\u003ch4>3. Write a Letter to the Next President\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the \u003ca href=\"http://www.procon.org\">ProCon\u003c/a> website, which presents controversial issues in a straightforward, nonpartisan, primarily pro-con format. Then have your students write a letter to the next president, following the instructions that appear on the \u003ca href=\"https://letters2president.org\">Letters to the Next President 2.0\u003c/a> website. To view a letter one of my students wrote recently, click \u003ca href=\"https://letters2president.org/letters/1128\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/letters/1128\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303827 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/L2NP.png\" alt=\"L2NP\" width=\"404\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP.png 404w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP-400x374.png 400w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/a>\u003c/p>\n\u003ch4>4. Document Your First-Ever Debate Party\u003c/h4>\n\u003cp>Begin this project by having your students plan a My First-Ever Presidential Debate Party. Encourage them to invite their friends and family. In the weeks leading up to the event, be sure to send out requests for food donations. Many grocery store chains give their managers the discretion to come through in this regard. For additional inspiration, click\u003ca href=\"https://docs.google.com/document/d/1Pa-y-jVq1u5OwEhBnEgy2Rdsadwiqg5Kdpu6LE-E1ek/edit\"> here\u003c/a>. Just before the party begins, have the student who is hosting the party record a version of the following message on camera:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hello everyone. My name is (insert) and I am a (insert) high school senior. Today, is (insert date) and at the moment, I’m standing here outside of my house waiting for some friends to come over. When they get here, we’re all going to go inside to watch the presidential debate. If you want to see what that looks like, stick around for the next three minutes.\u003c/p>\n\u003cp>The next three minutes can consist of a combination of still shots and video documenting what took place at the party. For the video segment, the host might want to ask those in attendance one or more of the following questions:\u003c/p>\n\u003cul>\n\u003cli>Who do you think won the debate?\u003c/li>\n\u003cli>How did the candidates respond to the questions that were posed? Were they straightforward, evasive or somewhere in between?\u003c/li>\n\u003cli>What part of the debate did you enjoy watching the most?\u003c/li>\n\u003cli>If you could have asked the candidates a question what would it have been?\u003c/li>\n\u003c/ul>\n\u003cp>Here’s a short video made by three San Marino High School seniors to document their first ever presidential debate party.\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/8MJlmPhkJSI'\n title='//www.youtube.com/embed/8MJlmPhkJSI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>5. Create a 30-Second Campaign Ad\u003c/h4>\n\u003cp>Begin this project by having your students play \u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House \u003c/a>to learn about the presidential election process and the importance of targeted broadcast messaging. Then have students pick a candidate and a state; research current polling data for that state; select a campaign issue; and create a 30-second ad that conveys the proper tone and message around that issue based on the current polling data. It may help for students to read the PBS article “\u003ca href=\"http://www.pbs.org/newshour/extra/lessons_plans/lights-camera-politics-create-your-own-presidential-campaign-ad-lesson-plan/\">Lights, Camera, Politics: Create Your Own Presidential Campaign Ad\u003c/a>.”\u003c/p>\n\u003ch4>6. Participate in a Class Debate\u003c/h4>\n\u003cp>Begin this project by having your students go online to learn what they can about past presidential debates. Then direct them to the \u003ca href=\"http://www.jointhedebates.org\">Join the Debate\u003c/a> website, which will provide students with an opportunity to promote, drive and guide a presidential election–style debate while also fully participating in it.\u003c/p>\n\u003cfigure id=\"attachment_303826\" class=\"wp-caption aligncenter\" style=\"max-width: 363px\">[media-credit standalone=0 name=\"Peter Paccone\" align=\"aligncenter\" width=\"363\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303826\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DebateStudent.png\" alt=\"SMHS senior facilitating the debate\" width=\"363\" height=\"403\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS senior facilitating the debate\u003c/figcaption>\u003c/figure>\n\u003ch4>7. Video Conference With Another Class\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the ProCon Web page \u003ca href=\"http://Should%20the%20United%20States%20Continue%20to%20Build%20a%20Fence%20or%20Wall%20Along%20the%20U.S./Mexico%20Border?\">Should the United States Continue to Build a Fence or Wall Along the U.S./Mexico Border?\u003c/a>, or another topic relevant to the two classes. Then provide them with a chance to engage in a video conference with students from another school, which provides them with a chance to civilly and respectfully share their views in regards to this question. Shortly before the video conference ends, have the students at both schools answer the \u003ca href=\"https://www.polleverywhere.com/multiple_choice_polls/HTD3jtOT7m4xXH4\">Poll Everywhere question\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_303829\" class=\"wp-caption aligncenter\" style=\"max-width: 625px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303829\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/VideoDebate.png\" alt=\"My US Government seniors video conferencing with John F. Kennedy High School US History juniors\" width=\"625\" height=\"350\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate-400x224.png 400w\" sizes=\"(max-width: 625px) 100vw, 625px\">\u003cfigcaption class=\"wp-caption-text\">My US Government seniors video conferencing with John F. Kennedy High School US History juniors\u003c/figcaption>\u003c/figure>\n\u003ch4>8. Interview an Adult About the Election\u003c/h4>\n\u003cp>Begin this project by having your students read “\u003ca href=\"http://www.edutopia.org/discussion/storycorps-smartphone-app-great-way-students-learn-about-history\">The StoryCorps SmartPhone App: A Great Way for Students to Learn About History\u003c/a>.” Then have students interview an adult using the free \u003ca href=\"https://storycorps.me/\">StoryCorps app\u003c/a>. Interview subjects can be asked about their most memorable presidential election experiences, what America means to them, and their hopes for this election and the presidency of the candidate elected.\u003c/p>\n\u003cp>Remind them that, after the election, they can use the app to participate in StoryCorps’ The Great Thanksgiving Listen, in which, over the holiday weekend, high school students will record conversations with a grandparent or another elder about their lives. All recordings will be archived at the Library of Congress for future generations.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303824 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/AdultInterview.png\" alt=\"AdultInterview\" width=\"374\" height=\"560\">\u003c/p>\n\u003ch4>9. Decide the Future of the Electoral College\u003c/h4>\n\u003cp>Begin this project by having your students watch the CCP Grey video “\u003ca href=\"https://www.youtube.com/watch?v=OUS9mM8Xbbw\">How the Electoral College Works\u003c/a>” and the TED-Ed Lesson “\u003ca href=\"http://ed.ted.com/lessons/does-your-vote-count-the-electoral-college-explained-christina-greer\">The Electoral College Explained\u003c/a>.” Then have them tweet or message family and friends: “Do you think the Constitution should be amended to get rid of the Electoral College?” Have students share the responses they receive with the rest of the class. Then have the class as a whole take a look at what a \u003ca href=\"http://www.gallup.com/poll/159881/americans-call-term-limits-end-electoral-college.aspx\">2013 Gallop Poll\u003c/a> reveals about this question. To close, have the class engage in a mock Congressional joint committee hearing; see if 2/3rd of the committee will vote in favor of a proposal calling for the president to be determined by a direct vote of the people, rather than the Electoral College.\u003c/p>\n\u003ch4>10. Vote in a Mock Election\u003c/h4>\n\u003cp>Begin this project by having your students watch the TED-Talk “\u003ca href=\"http://www.ted.com/talks/eric_liu_let_s_make_voting_fun_again\">Let’s Make Voting Fun Again.\u003c/a>” Then have your students vote in a mock election. The \u003ca href=\"http://www.sos.ca.gov/elections/student-mock-election\">MyVote California Student Mock Election\u003c/a> will take place on October 11, 2016 and school registration is now open. After registering, you will receive a packet of materials (see image below).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303828 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png\" alt=\"MockElectionMaterials\" width=\"411\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png 411w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials-400x300.png 400w\" sizes=\"(max-width: 411px) 100vw, 411px\">\u003c/p>\n\u003cp dir=\"ltr\">If you are a teacher, wish to have your students hold a mock election, and are looking for an inspirational how-to, click \u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df#.60tb3eht7\" target=\"_blank\" rel=\"noopener\">here\u003c/a>\u003c/p>\n\u003ch4>11. Predict the Outcome of the Election\u003c/h4>\n\u003cp>Begin this project by having your students go to the \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">PBS Learning Media’s Election Central\u003c/a> website to\u003c/p>\n\u003cul>\n\u003cli>Learn about the Electoral College.\u003c/li>\n\u003cli>Watch an introductory video about the presidential election process.\u003c/li>\n\u003cli>Explore an interactive timeline of all past presidential elections.\u003c/li>\n\u003c/ul>\n\u003cp>Then have them try to predict the outcome of the Electoral College by using PBS’s new, free interactive \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">Electoral Decoder\u003c/a> tool, which provides an opportunity to “play political pundit” to see how Donald Trump, Hillary Clinton or others could win or lose this year’s election. With the help of a cartogram, students see how a state that is large geographically may have a low number of electoral votes. It can also show how a candidate who has lost the electoral vote in most states can still win the presidency. Teachers can use the interactive map to predict the outcome of the current presidential election.\u003c/p>\n\u003cp>Students can save or print their maps or share them on social media. For example, one of my students used my classroom laptop to demonstrate how the new tool works.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Trump Wins. As predicted by one of my students. \u003ca href=\"https://t.co/4uUTFN5sgp\">https://t.co/4uUTFN5sgp\u003c/a> \u003ca href=\"https://twitter.com/hashtag/PBSEDUPrezPredictor?src=hash\">#PBSEDUPrezPredictor\u003c/a> @PBSLearningMedia\u003c/p>\n\u003cp>— Peter Paccone (@PeterPaccone) \u003ca href=\"https://twitter.com/PeterPaccone/status/783730359900876800\">October 5, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>I love that PBS provides students with the opportunity to share their predictions. What a great way to engage students! My ultimate goal is to have each of my students not only share on social media, but also print out their predictions. Then, the day after the election, they can compare their state-by-state predictions to the actual outcome.\u003c/p>\n\u003ch4>12. Send a Videogram to Barack Obama\u003c/h4>\n\u003cp>Begin this project by having your students watch the video “\u003ca href=\"http://www.nytimes.com/video/us/politics/100000004378024/how-will-obama-spend-his-retirement.html\">How Will Barack Obama Spend His Retirement?\u003c/a>” Then have them create a three-minute \u003ca href=\"http://www.edutopia.org/discussion/videogram-president-great-assignment-21st-century\">videogram\u003c/a>, which respectfully urges the president to give his support to something in retirement that is of importance to the students. Here’s a videogram that some of my students sent to President Obama last year.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch4>13. Document Your Poll-Worker Experience\u003c/h4>\n\u003cp>Begin this project by having your students apply for a chance to work the polls on Election Day. Working the polls will provide your students with a unique opportunity to assist voters on Election Day. While working the polls, have your students use a digital camera to document the experience, using either still shots, video or both. Then have them use a \u003ca href=\"http://www.stuff.tv/features/10-best-video-editing-apps-mobile\">video editing app\u003c/a> to create two- to three-minute video describing the experience. Share with the class. For a variation, have the students attend a presidential campaign rally, volunteer for the Trump or Clinton campaigns or visit a campaign headquarters. To learn how to apply for a chance to work the polls in California, click \u003ca href=\"http://www.sos.ca.gov/elections/poll-worker-information/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-303979\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg\" alt=\"studentpollworker\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1440x958.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker.jpg 1936w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>14. Document your Voting Booth Experience\u003c/h4>\n\u003cp>Begin this project by encouraging students who will turn 18 before Election Day to vote. Then have those students write a 500-word or less description of what it was like to vote, including where the voting took place, what it looked like inside, how long it took to vote, how they were treated by the poll workers, what specifically they were called upon to do, and what they thought about the whole experience afterward. The description should also include one or more photographs of the student at the ballot box and wearing his/her “I Voted” sticker.\u003c/p>\n\u003cp>Students can email me their description, and I will add it to my article “\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b#.eiyz9714s\">The California Student Poll Worker Program.\u003c/a>” I can be reached at\u003ca href=\"mailto:paccone@smusd.us\"> paccone@smusd.us\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-304015 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Voting.jpg\" alt=\"Voting\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>15. Make a Presidential Election Blog\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Begin this project by encouraging your students to use Blogger, WordPress, or another blogging platform to create a My 2016 Presidential Election Blog. Students’ blogs should showcase any/all of following:\u003c/p>\n\u003cul>\n\u003cli>Their \u003ca href=\"https://www.isidewith.com/\">Isidewith\u003c/a> quiz results\u003c/li>\n\u003cli>Their\u003ca href=\"http://www.people-press.org/quiz/political-typology/\"> political typology quiz\u003c/a> results\u003c/li>\n\u003cli>Photos/videos of them working the polls, attending a debate party, volunteering for a campaign, participating in an in-class debate, casting a ballot during a mock election, etc.\u003c/li>\n\u003cli>Their \u003ca href=\"https://letters2president.org/\">letter to the next president\u003c/a>\u003c/li>\n\u003cli>Their\u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\"> Electoral College prediction\u003c/a>\u003c/li>\n\u003cli>Their StoryCorps interview\u003c/li>\n\u003cli>Responses to the tweet “Do you think the Constitution should be amended to get rid of the Electoral College?”\u003c/li>\n\u003cli>A I Voted sticker, if applicable\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Digital citizenship isn’t about being active on the Internet — uploading your next Snapchat or updating your Facebook status. Digital citizenship means learning to protect yourself online and behaving in ways that keep your personal information secure, and educators can play a key role in teaching these skills. Some specific skills might include learning internet safety, protecting your privacy, and learning how to promote good social and digital footprints for success.\u003c/p>\n\u003cp>We hear about the idea of digital citizenship at our schools, but what is it really? \u003ca href=\"https://www.commonsensemedia.org/educators/digital-citizenship\">Common Sense Education\u003c/a> identifies digital citizenship as a way of “helping educators [to] teach safe, responsible, and effective technology use.” As a high school special education teacher, my job teaching digital citizenship has unique challenges because my students often need instruction fine-tuned to their level of understanding. It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I appreciate that my students want to use their computers to collaborate. I often assign them projects where they can add each other to their Google work -— they do this by clicking the “Share” button at the top right of their Google Doc. I always ask that they add me too, so I can keep track of changes made. I can also help them by making comments or revisions that they can fix by clicking the “Resolve” button on the right side of their screen.\u003c/p>\n\u003cp>Still, things don’t always go smoothly. One specific incident happened with one of my Resource English seniors. She’d been working on a presentation for more than a week, and when she came in to present her project, it was gone. Unfortunately, she had forgotten to log out of her shared Chromebook the day before, and another student in a later class had maliciously deleted all of her hard work. I then had to take steps to fix the situation with our administration.\u003c/p>\n\u003col>\n\u003cli>I had to decide on a way to help her earn her grade, even if we couldn’t recover the missing work.\u003c/li>\n\u003cli>I had to find out who had deleted the work.\u003c/li>\n\u003cli>I had to contact the administrative authorities and alert them to a possible bullying scenario.\u003c/li>\n\u003cli>And, I had to contact our district tech department to see if there was any way to find the student’s work.\u003c/li>\n\u003c/ol>\n\u003cp>In the end, we were able to find some of the original project. She still had to add a few slides, but I allowed her some extra time to complete it. We also found out who had deleted the work, and that student was reprimanded. I used this specific lesson with my 9th-10th grade class later in the year to teach them about digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My experiences have taught me that not all students know how to correctly navigate the Internet and all of its resources on their path to digital citizenship. This year, I began by offering my students a safe and secure way to contact me and their classmates by using the \u003ca href=\"https://www.remind.com/\">Remind\u003c/a> application on their phones. This ensures privacy from phone numbers on both my side and the student’s side – since you cannot see the other person’s number. Another resource I used is an online planner app – \u003ca href=\"https://teachers.io/\">Teacher.io\u003c/a>, which allows me to create a shared calendar with my students, and post it to their calendars. This app keeps my resource kids in charge of their own calendars, while still maintaining structure of their time management. My hope is that by consistently engaging with these new resources myself, I will help my next group of students develop digital citizenship skills that not only can they use, but that they can also share with their friends.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Digital citizenship isn’t about being active on the Internet — uploading your next Snapchat or updating your Facebook status. Digital citizenship means learning to protect yourself online and behaving in ways that keep your personal information secure, and educators can play a key role in teaching these skills. Some specific skills might include learning internet safety, protecting your privacy, and learning how to promote good social and digital footprints for success.\u003c/p>\n\u003cp>We hear about the idea of digital citizenship at our schools, but what is it really? \u003ca href=\"https://www.commonsensemedia.org/educators/digital-citizenship\">Common Sense Education\u003c/a> identifies digital citizenship as a way of “helping educators [to] teach safe, responsible, and effective technology use.” As a high school special education teacher, my job teaching digital citizenship has unique challenges because my students often need instruction fine-tuned to their level of understanding. It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I appreciate that my students want to use their computers to collaborate. I often assign them projects where they can add each other to their Google work -— they do this by clicking the “Share” button at the top right of their Google Doc. I always ask that they add me too, so I can keep track of changes made. I can also help them by making comments or revisions that they can fix by clicking the “Resolve” button on the right side of their screen.\u003c/p>\n\u003cp>Still, things don’t always go smoothly. One specific incident happened with one of my Resource English seniors. She’d been working on a presentation for more than a week, and when she came in to present her project, it was gone. Unfortunately, she had forgotten to log out of her shared Chromebook the day before, and another student in a later class had maliciously deleted all of her hard work. I then had to take steps to fix the situation with our administration.\u003c/p>\n\u003col>\n\u003cli>I had to decide on a way to help her earn her grade, even if we couldn’t recover the missing work.\u003c/li>\n\u003cli>I had to find out who had deleted the work.\u003c/li>\n\u003cli>I had to contact the administrative authorities and alert them to a possible bullying scenario.\u003c/li>\n\u003cli>And, I had to contact our district tech department to see if there was any way to find the student’s work.\u003c/li>\n\u003c/ol>\n\u003cp>In the end, we were able to find some of the original project. She still had to add a few slides, but I allowed her some extra time to complete it. We also found out who had deleted the work, and that student was reprimanded. I used this specific lesson with my 9th-10th grade class later in the year to teach them about digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My experiences have taught me that not all students know how to correctly navigate the Internet and all of its resources on their path to digital citizenship. This year, I began by offering my students a safe and secure way to contact me and their classmates by using the \u003ca href=\"https://www.remind.com/\">Remind\u003c/a> application on their phones. This ensures privacy from phone numbers on both my side and the student’s side – since you cannot see the other person’s number. Another resource I used is an online planner app – \u003ca href=\"https://teachers.io/\">Teacher.io\u003c/a>, which allows me to create a shared calendar with my students, and post it to their calendars. This app keeps my resource kids in charge of their own calendars, while still maintaining structure of their time management. My hope is that by consistently engaging with these new resources myself, I will help my next group of students develop digital citizenship skills that not only can they use, but that they can also share with their friends.\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"tagline": "Politics from a personal perspective",
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"possible": {
"id": "possible",
"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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"radiolab": {
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"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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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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"info": "",
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"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"ted-radio-hour": {
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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