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"content": "\u003cp>KQED Teach is designed to prepare educators for the digital literacy demands associated with teaching with media. Our newest course, produced in partnership with the amazing producers and educators at \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a>, provides teachers with the skills and resources needed to produce their own podcasts, as well as bring podcasting into the classroom.\u003c/p>\n\u003cp style=\"text-align: center;\">\u003ca href=\"https://teach.kqed.org\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-293625\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/signupbutton1-400x98.png\" alt=\"signupbutton1-400x98\" width=\"232\" height=\"57\">\u003c/a>\u003c/p>\n\u003cp>Visit \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> for access to this amazing free course and a vibrant community of fellow educators learning along with you. You’ll also find our other courses on Media Essentials, Social Media, and Video Storytelling Essentials.\u003c/p>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses are always free and self-paced so that you can learn what you want, when you want. They are designed around a simple learning cycle:\u003c/p>\n\u003cul>\n\u003cli>Make a variety of digital media and gain confidence in the role of producer.\u003c/li>\n\u003cli>Share your projects and discuss your learning and experiences integrating new skills in your learning environment, with a community of educators learning and developing with you.\u003c/li>\n\u003cli>Then, Level up and Repeat.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses focus on key digital literacies including participation in online communities, the ability to decipher and manipulate digital imagery in a variety of forms, and competence in both making original media and sharing it with audiences that matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Through these courses we believe you will gain the confidence and ability to integrate media into your curriculum in exciting ways that empower both you and your students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED Teach is designed to prepare educators for the digital literacy demands associated with teaching with media. Our newest course, produced in partnership with the amazing producers and educators at \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a>, provides teachers with the skills and resources needed to produce their own podcasts, as well as bring podcasting into the classroom.\u003c/p>\n\u003cp style=\"text-align: center;\">\u003ca href=\"https://teach.kqed.org\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-293625\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/signupbutton1-400x98.png\" alt=\"signupbutton1-400x98\" width=\"232\" height=\"57\">\u003c/a>\u003c/p>\n\u003cp>Visit \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> for access to this amazing free course and a vibrant community of fellow educators learning along with you. You’ll also find our other courses on Media Essentials, Social Media, and Video Storytelling Essentials.\u003c/p>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses are always free and self-paced so that you can learn what you want, when you want. They are designed around a simple learning cycle:\u003c/p>\n\u003cul>\n\u003cli>Make a variety of digital media and gain confidence in the role of producer.\u003c/li>\n\u003cli>Share your projects and discuss your learning and experiences integrating new skills in your learning environment, with a community of educators learning and developing with you.\u003c/li>\n\u003cli>Then, Level up and Repeat.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses focus on key digital literacies including participation in online communities, the ability to decipher and manipulate digital imagery in a variety of forms, and competence in both making original media and sharing it with audiences that matter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Whenever my sixth grade students tackle difficult topics, such as climate change, I want them to not only learn about the science, but also to to explore personal and community-based solutions. Enter \u003ca href=\"http://earthcaregeek.weebly.com/\">Earth Care Geek\u003c/a> — the project we embarked on last year to explore some of the complex science issues in the headlines.\u003c/p>\n\u003cp>Although my preference for a large project is to have it mapped out before starting, this time I had just a rough sketch in mind: learn about a topic, look at Web content with a critical eye, understand there are multiple points of view on complex issues, and communicate findings with evidence and passion to the public to inspire others to care about, and even take action on, an issue.\u003c/p>\n\u003cp>Since this project-based learning would take place over the course of several months, selecting inquiry groups was particularly important. I selected about a dozen current events and students rated their interest in learning more about each topic. Groups were formed based on expressed interest — with group dynamics factored in to create a workable balance.\u003c/p>\n\u003cp>I explained to students that they would create a website to share their findings with the world, but before we started, we would need to learn about vetting websites. As part of that process, students would dissect organizations’ names and mission statements as well as look at sites’ authors, sponsors and content for evidence of possible bias. They’d also need to determine if the statistics cited were published in peer reviewed science journals.\u003c/p>\n\u003cp>To begin, I had them review several pre-selected sites on the topic of genetically modified organisms (GMOs). We started with a straight-forward site that everyone could clearly see had a perspective on the issue: the Non-GMO Project, which had plenty of evidence — from the URL to their mission statement — of a particular perspective on the topic. The website for a consumer journal about healthy eating choices was less obviously biased, and was even thought by students to be neutral until one found on a PDF embedded in the last question of the FAQs page that listed the sites’ sponsors. Although they didn’t recognize the names of the large biotech sponsors of the site, they were familiar with the half-dozen fast food restaurants listed. One student blurted out: “Hey, how can these folks tell us what healthy food is? They don’t even serve any. I really question what this website says since these companies are paying for it.” It was a big “Aha!” moment. With a skeptical eye established, they started to explore other websites. I provided a Google document that each group used to aggregate their research, including who took the notes, whether a site was neutral or had a perspective and evidence to back their claim.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With this information, each group wrote a paper giving an overview of their topic. Then each student had to write a \u003ca href=\"http://thegreatpacificgarbageptch.weebly.com/learn.html\">point-of-view summary\u003c/a> from the perspective of one member of society. For example, students whose group did an Earth Care Geek project on honeybee \u003ca href=\"http://rescuethebees.weebly.com/learn.html\">Colony Collapse Disorder\u003c/a> examined how consumers, local beekeepers and large scale orchardists might be impacted.\u003c/p>\n\u003cp>Students were also encouraged to use a variety of sources, from articles to essays to video, to help them understand how different people might respond to their assigned issue. A few groups asked if they could conduct interviews with experts and scientists and activists. They also wrote their own reflections on the topic. Each student’s piece of the assignment was peer reviewed by other group members, then by other classmates. Only after multiple revisions were students allowed to create a public website to share their findings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Requiring students to deeply explore topics before creating their websites provided a strong foundation as we moved into the next phase — Act and Geek Out. The Act section included creating a PSA as well as a five-minute educational video about the topic. And since many people change behaviors due to emotional appeal, we added an element of joy into the topics with the Geek Out section. Students provided fun tips on how to change your life and engage your community. We learned that we can all be Earth Care Geeks with fun strategies to make a difference.\u003c/p>\n\n",
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"content": "\u003cp>Health journalism is a mess, which provides a great opportunity for science teachers. For my middle school science class, specifically, it provided the context and motivation for everything we did from our body systems unit to our culminating public health project.\u003c/p>\n\u003cp>Last summer, WNYC’s On the Media launched their “\u003ca href=\"http://www.wnyc.org/story/skeptics-guide-health-news-and-diet-fads/\">Skeptic’s Guide to Health News\u003c/a>.” In the accompanying podcast episode, they tell the story of how a Ph.D-toting journalist laid a trap for health reporters with a study on chocolate and health risks. He did purposefully awful science (small sample size, mining a huge data set for correlations, etc.) in order to prove that he could find a journal to publish it and then garner worldwide media coverage. Soon, the Daily Mail was running the headline “\u003ca href=\"http://www.dailymail.co.uk/femail/article-3018945/New-study-reveals-eating-chocolate-doesn-t-affect-Body-Mass-Index-help-LOSE-weight.html\">Pass the Easter Egg! New study reveals that eating chocolate doesn’t affect your Body Mass Index!\u003c/a>”\u003c/p>\n\u003cp>My students and I listened to the episode on the first day of a semester. Eighth graders delighted in the prank-like nature of getting a purposefully bad study into the mainstream news. They discussed how confusing it was to try to figure out which foods are considered “good” and “bad” when experts appear to be constantly flip flopping. And we talked a lot about gluten.\u003c/p>\n\u003cp>The conversation not only set up a series of student-generated questions that could motivate our exploration of the biochemistry of cholesterol, the interaction between the brain and the digestive system, and other core content, but it demanded that we explore science as a process. The conversation naturally segued into how to set up properly controlled trials, how to differentiate causation and correlation, and the importance of understanding whether a study was conducted on mice, humans or cells in a petri dish.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>On the Media’s “Breaking News Handbook” for Health News\u003c/h4>\n\u003cp>\u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-290919\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png\" alt=\"BreakingNewsHandbook\" width=\"620\" height=\"878\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1-400x566.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Having analyzed and discussed the eleven points in \u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">On the Media’s “Breaking News Handbook” for Health News\u003c/a>, their homework was to comb the Web for sensational headlines so they could practice tearing the stories apart with their new toolkit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are few headlines they found, from sources both reputable and not so reputable:\u003c/p>\n\u003cul>\n\u003cli>“\u003ca href=\"http://well.blogs.nytimes.com/2015/10/12/wine-may-help-with-diabetes/?_r=0\">Wine May Help With Diabetes\u003c/a>” (The New York Times blog)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.newsmax.com/Health/Health-News/once-a-week-sex-couples-happiest/2015/11/18/id/702672/\">Once-A-Week Sex Makes Couples Happiest\u003c/a>” (NewsMax)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.goodhousekeeping.com/health/diet-nutrition/news/a36274/drinking-tequila-can-help-you-lose-weight/\">Drinking Tequila Could Help You Lose Weight\u003c/a>” (Good Housekeeping)\u003c/li>\n\u003c/ul>\n\u003cp>Students then had to identify at least two violations of the handbook’s 11 pitfalls. As an optional extension, students could track down the published primary research that the news story was based on and compare the leaps and jumps that had been made from primary research to Internet click bait.\u003c/p>\n\u003cp>Even for students who did not do the extension and just took joy in finding ridiculous headlines about borderline inappropriate things, the activity set an important tone for the semester. They were motivated to seek out health-related headlines on the semester’s themes, but also to be skeptical of grand claims. They remembered the catchy phrases from the skeptic’s handbook:\u003c/p>\n\u003cul>\n\u003cli>Beware of single-source stories.\u003c/li>\n\u003cli>Headline percentages are misleading.\u003c/li>\n\u003cli>There’s a leap from mice to men.\u003c/li>\n\u003c/ul>\n\u003cp>They brought these phrases up again and again throughout the semester, particularly with our end-of-year assignment, The Public Health Project.\u003c/p>\n\u003cp>At The Nueva School, the 8th grade year culminates with students taking a two week trip to China, Japan or Spain, depending on what language they’ve been studying for the last three years. During this trip they have assignments for each core subject. Their science assignment is to identify a public health challenge in the country they visit and to create a compelling piece of science communication that accurately and entertainingly tells the story of their topic.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Two Examples of Student Health Journalism\u003c/h4>\n\u003cp>https://youtu.be/sUJJZNOb_7k\u003cbr>\nhttps://youtu.be/Mye6fDFy6pk\u003c/p>\n\u003c/aside>\n\u003cp>Students researched various topic before their trip, pitched a story (which they could change at any time) and then choose a communication medium, which could be a podcast, an article, a YouTube video, or any other format they had encountered over the course of the year. Both the content and the medium were up to them. They simply had to keep in mind the principles of good health journalism they had been studying all semester, while making it entertaining for a general audience. They were encouraged to incorporate some of the basic biology topics that we had covered over the course of the year, but the learning goals were more focused on interdisciplinary storytelling then on reviewing specific core content.\u003c/p>\n\u003cp>One student who went to China chose to study the \u003ca href=\"https://youtu.be/sUJJZNOb_7k\">impact of the “One Child Policy” on elderly care\u003c/a>, and how modern technology can help address some of the challenges. A student who went to Japan chose to study the\u003ca href=\"https://youtu.be/Mye6fDFy6pk\"> health impacts of eating so many pickled vegetables\u003c/a>, and how health experts seek to balance the population’s higher-than-average sodium intake. Student videos were incorporated into an interactive iBook featuring their assignments from all of their subjects and were published online so that teachers, family members and their peers could see their work. Having to create their own science media certainly gave them some empathy with the tension between sensationalism, oversimplification, conveying information and leaving their audience with useful and accurate information to make their own decisions.\u003c/p>\n\u003cp>Between the playful subterfuge of the \u003ca href=\"http://io9.gizmodo.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800\">chocolate study prank\u003c/a>, the raw middle schooler joy of challenging the authority of popular media, and the ability to create their own media based on their travels, this skeptical framing of the semester offered an excellent way to infuse life science study with enduring lessons about critical thinking and media literacy.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Health journalism is a mess, which provides a great opportunity for science teachers. For my middle school science class, specifically, it provided the context and motivation for everything we did from our body systems unit to our culminating public health project. Last summer, WNYC’s On the Media launched their “Skeptic’s Guide to Health News.” In",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Health journalism is a mess, which provides a great opportunity for science teachers. For my middle school science class, specifically, it provided the context and motivation for everything we did from our body systems unit to our culminating public health project.\u003c/p>\n\u003cp>Last summer, WNYC’s On the Media launched their “\u003ca href=\"http://www.wnyc.org/story/skeptics-guide-health-news-and-diet-fads/\">Skeptic’s Guide to Health News\u003c/a>.” In the accompanying podcast episode, they tell the story of how a Ph.D-toting journalist laid a trap for health reporters with a study on chocolate and health risks. He did purposefully awful science (small sample size, mining a huge data set for correlations, etc.) in order to prove that he could find a journal to publish it and then garner worldwide media coverage. Soon, the Daily Mail was running the headline “\u003ca href=\"http://www.dailymail.co.uk/femail/article-3018945/New-study-reveals-eating-chocolate-doesn-t-affect-Body-Mass-Index-help-LOSE-weight.html\">Pass the Easter Egg! New study reveals that eating chocolate doesn’t affect your Body Mass Index!\u003c/a>”\u003c/p>\n\u003cp>My students and I listened to the episode on the first day of a semester. Eighth graders delighted in the prank-like nature of getting a purposefully bad study into the mainstream news. They discussed how confusing it was to try to figure out which foods are considered “good” and “bad” when experts appear to be constantly flip flopping. And we talked a lot about gluten.\u003c/p>\n\u003cp>The conversation not only set up a series of student-generated questions that could motivate our exploration of the biochemistry of cholesterol, the interaction between the brain and the digestive system, and other core content, but it demanded that we explore science as a process. The conversation naturally segued into how to set up properly controlled trials, how to differentiate causation and correlation, and the importance of understanding whether a study was conducted on mice, humans or cells in a petri dish.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>On the Media’s “Breaking News Handbook” for Health News\u003c/h4>\n\u003cp>\u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-290919\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png\" alt=\"BreakingNewsHandbook\" width=\"620\" height=\"878\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1-400x566.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Having analyzed and discussed the eleven points in \u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">On the Media’s “Breaking News Handbook” for Health News\u003c/a>, their homework was to comb the Web for sensational headlines so they could practice tearing the stories apart with their new toolkit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are few headlines they found, from sources both reputable and not so reputable:\u003c/p>\n\u003cul>\n\u003cli>“\u003ca href=\"http://well.blogs.nytimes.com/2015/10/12/wine-may-help-with-diabetes/?_r=0\">Wine May Help With Diabetes\u003c/a>” (The New York Times blog)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.newsmax.com/Health/Health-News/once-a-week-sex-couples-happiest/2015/11/18/id/702672/\">Once-A-Week Sex Makes Couples Happiest\u003c/a>” (NewsMax)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.goodhousekeeping.com/health/diet-nutrition/news/a36274/drinking-tequila-can-help-you-lose-weight/\">Drinking Tequila Could Help You Lose Weight\u003c/a>” (Good Housekeeping)\u003c/li>\n\u003c/ul>\n\u003cp>Students then had to identify at least two violations of the handbook’s 11 pitfalls. As an optional extension, students could track down the published primary research that the news story was based on and compare the leaps and jumps that had been made from primary research to Internet click bait.\u003c/p>\n\u003cp>Even for students who did not do the extension and just took joy in finding ridiculous headlines about borderline inappropriate things, the activity set an important tone for the semester. They were motivated to seek out health-related headlines on the semester’s themes, but also to be skeptical of grand claims. They remembered the catchy phrases from the skeptic’s handbook:\u003c/p>\n\u003cul>\n\u003cli>Beware of single-source stories.\u003c/li>\n\u003cli>Headline percentages are misleading.\u003c/li>\n\u003cli>There’s a leap from mice to men.\u003c/li>\n\u003c/ul>\n\u003cp>They brought these phrases up again and again throughout the semester, particularly with our end-of-year assignment, The Public Health Project.\u003c/p>\n\u003cp>At The Nueva School, the 8th grade year culminates with students taking a two week trip to China, Japan or Spain, depending on what language they’ve been studying for the last three years. During this trip they have assignments for each core subject. Their science assignment is to identify a public health challenge in the country they visit and to create a compelling piece of science communication that accurately and entertainingly tells the story of their topic.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Two Examples of Student Health Journalism\u003c/h4>\n\u003cp>https://youtu.be/sUJJZNOb_7k\u003cbr>\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/Mye6fDFy6pk'\n title='//www.youtube.com/embed/Mye6fDFy6pk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/aside>\n\u003cp>Students researched various topic before their trip, pitched a story (which they could change at any time) and then choose a communication medium, which could be a podcast, an article, a YouTube video, or any other format they had encountered over the course of the year. Both the content and the medium were up to them. They simply had to keep in mind the principles of good health journalism they had been studying all semester, while making it entertaining for a general audience. They were encouraged to incorporate some of the basic biology topics that we had covered over the course of the year, but the learning goals were more focused on interdisciplinary storytelling then on reviewing specific core content.\u003c/p>\n\u003cp>One student who went to China chose to study the \u003ca href=\"https://youtu.be/sUJJZNOb_7k\">impact of the “One Child Policy” on elderly care\u003c/a>, and how modern technology can help address some of the challenges. A student who went to Japan chose to study the\u003ca href=\"https://youtu.be/Mye6fDFy6pk\"> health impacts of eating so many pickled vegetables\u003c/a>, and how health experts seek to balance the population’s higher-than-average sodium intake. Student videos were incorporated into an interactive iBook featuring their assignments from all of their subjects and were published online so that teachers, family members and their peers could see their work. Having to create their own science media certainly gave them some empathy with the tension between sensationalism, oversimplification, conveying information and leaving their audience with useful and accurate information to make their own decisions.\u003c/p>\n\u003cp>Between the playful subterfuge of the \u003ca href=\"http://io9.gizmodo.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800\">chocolate study prank\u003c/a>, the raw middle schooler joy of challenging the authority of popular media, and the ability to create their own media based on their travels, this skeptical framing of the semester offered an excellent way to infuse life science study with enduring lessons about critical thinking and media literacy.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "5 Classroom Management Tips for Technology Integration",
"headTitle": "5 Classroom Management Tips for Technology Integration | KQED",
"content": "\u003cp>My first year of teaching, my administrator handed me an iPad and said, “Play around with it.” Like I had all the time in the world as a first-year teacher to play around with a piece of technology I’d never used! Even though my administration didn’t pressure me about integration right away, I pressured myself. It’s hard enough to battle for students’ attention against romantic relationships, hormones, fatigue and cell phones. Now, we are suppose to hand them another distraction. Being the people-pleasing person I am, I jumped right in.\u003c/p>\n\u003cp>I would love to tell you that technology integrates itself, but it doesn’t. There are no technology faeries that come into your classroom to plug all the wires into the right places, create interesting videos for lessons or keeps students engaged. What I can offer you is five tips that I’ve learned along the way, so you can benefit from my blood, sweat and tears. If you have ever been fearful of integrating technology into your classroom, fear no more.\u003c/p>\n\u003ch3>1. Create clear instructions\u003c/h3>\n\u003cp>Students act like they know everything there is to know about technology, but they don’t. It is helpful to have clear instructions that you review, model and have accessible throughout the year. I post easy, step-by-step instructions on my wall that are color coordinated and include visual icons. For larger projects, I create videos that go over the instructions using \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. This way the student can watch the video as many times as necessary.\u003c/p>\n\u003ch3>2. Recruit student tech support\u003c/h3>\n\u003cp>Students are more likely to ask another student for help than the teacher. I suggest recruiting at least two students (diligent, helpful and encouraging students) per class to become the student tech support team. I try to develop a team atmosphere between them. They have lunch meetings in my class where I feed them snacks and train them on programs that I will be using. They even have a cool name “Browning’s Tech Squad.” They are able to troubleshoot with their peers and decide when a problem needs my assistance.\u003c/p>\n\u003ch3>3. Get up and move\u003c/h3>\n\u003cp>First-year teachers are told that proximity will solve many of their class management issues. The same can be said for integrating technology. My students are in groups of six with their Chromebooks all facing different directions; therefore, I am up and moving around the room a lot. There is no management strategy that is better that your presence around the room, however, there are some ways keep them on track and minimize your walking-around time. During tests, I move students to pair seating. This way I can see all the screens at the same time. Also, they are not allowed to dim their screen and iPads are to be kept flat on the table.\u003c/p>\n\u003ch3>4. Engage their interests\u003c/h3>\n\u003cp>Using technology shouldn’t mean doing the same boring worksheets on the computer instead of paper. Be mindful of all the opportunities that technology offers, including engaging videos, music, programs and online communication (like blogs) to help your students relate to the content materials. Finding these resources can be time consuming. Recruit your teaching team to lighten the load. Each of the teachers in your team can research one way to integrate technology into your next unit. By time you start, you can have four or five different engaging strategies or resources ready.\u003c/p>\n\u003ch3>5. Create a professional online community\u003c/h3>\n\u003cp>Digital citizenship may be the buzzword of the decade, but it is of great importance. Students are often thrown onto computers without any direction on how to behave or perform. Without guidance, students will approach academic digital work with the same relaxed mindset they bring to social media or online games outside the classroom. It is much easier to be proactive and teach them how to be professional than to deal with cyberbullying, or worse, later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schools have students sign technology user agreements, but students don’t read them. I have my students create their own contract. First, we watch videos of professionals talking about online practices (inviting a business leader as a guest speaker would be powerful). We read stories about misconduct online. They even share their own experiences. Based on all that information, they create their contract. They take ownership of the level of professionalism they want in their online classroom.\u003c/p>\n\u003cp>You also need to create an authentic audience for their work, and discuss how to develop the correct level of professionalism for each type of audience. My students’ update stream on \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a> is their place to chat. They can tell jokes, post polls, share information, etc. They have discussion posts within their assignments, where their peers are also their audience, but this time their writing is academic and purpose-driven. They also have presentations, interviews and projects that they share with business leaders from the community, and they must learn how to adjust their language, style and content to communicate with them effectively.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You might not have technology faeries to help you, but you don’t have to fear fighting for your students’ attention. You can’t plan for every possible scenario when integrating technology into your instruction, but a well-developed and interesting plan can make all the difference. You don’t have to overhaul your whole instructional plan, just pick one thing and try it out. Be patient with your students and be prepared to laugh at the problems (if you don’t, you will cry). And when it finally does work, you can pat yourself on the back, give your students well-deserved praise and share your success with your friendly neighborhood technology faery.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>My first year of teaching, my administrator handed me an iPad and said, “Play around with it.” Like I had all the time in the world as a first-year teacher to play around with a piece of technology I’d never used! Even though my administration didn’t pressure me about integration right away, I pressured myself. It’s hard enough to battle for students’ attention against romantic relationships, hormones, fatigue and cell phones. Now, we are suppose to hand them another distraction. Being the people-pleasing person I am, I jumped right in.\u003c/p>\n\u003cp>I would love to tell you that technology integrates itself, but it doesn’t. There are no technology faeries that come into your classroom to plug all the wires into the right places, create interesting videos for lessons or keeps students engaged. What I can offer you is five tips that I’ve learned along the way, so you can benefit from my blood, sweat and tears. If you have ever been fearful of integrating technology into your classroom, fear no more.\u003c/p>\n\u003ch3>1. Create clear instructions\u003c/h3>\n\u003cp>Students act like they know everything there is to know about technology, but they don’t. It is helpful to have clear instructions that you review, model and have accessible throughout the year. I post easy, step-by-step instructions on my wall that are color coordinated and include visual icons. For larger projects, I create videos that go over the instructions using \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. This way the student can watch the video as many times as necessary.\u003c/p>\n\u003ch3>2. Recruit student tech support\u003c/h3>\n\u003cp>Students are more likely to ask another student for help than the teacher. I suggest recruiting at least two students (diligent, helpful and encouraging students) per class to become the student tech support team. I try to develop a team atmosphere between them. They have lunch meetings in my class where I feed them snacks and train them on programs that I will be using. They even have a cool name “Browning’s Tech Squad.” They are able to troubleshoot with their peers and decide when a problem needs my assistance.\u003c/p>\n\u003ch3>3. Get up and move\u003c/h3>\n\u003cp>First-year teachers are told that proximity will solve many of their class management issues. The same can be said for integrating technology. My students are in groups of six with their Chromebooks all facing different directions; therefore, I am up and moving around the room a lot. There is no management strategy that is better that your presence around the room, however, there are some ways keep them on track and minimize your walking-around time. During tests, I move students to pair seating. This way I can see all the screens at the same time. Also, they are not allowed to dim their screen and iPads are to be kept flat on the table.\u003c/p>\n\u003ch3>4. Engage their interests\u003c/h3>\n\u003cp>Using technology shouldn’t mean doing the same boring worksheets on the computer instead of paper. Be mindful of all the opportunities that technology offers, including engaging videos, music, programs and online communication (like blogs) to help your students relate to the content materials. Finding these resources can be time consuming. Recruit your teaching team to lighten the load. Each of the teachers in your team can research one way to integrate technology into your next unit. By time you start, you can have four or five different engaging strategies or resources ready.\u003c/p>\n\u003ch3>5. Create a professional online community\u003c/h3>\n\u003cp>Digital citizenship may be the buzzword of the decade, but it is of great importance. Students are often thrown onto computers without any direction on how to behave or perform. Without guidance, students will approach academic digital work with the same relaxed mindset they bring to social media or online games outside the classroom. It is much easier to be proactive and teach them how to be professional than to deal with cyberbullying, or worse, later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools have students sign technology user agreements, but students don’t read them. I have my students create their own contract. First, we watch videos of professionals talking about online practices (inviting a business leader as a guest speaker would be powerful). We read stories about misconduct online. They even share their own experiences. Based on all that information, they create their contract. They take ownership of the level of professionalism they want in their online classroom.\u003c/p>\n\u003cp>You also need to create an authentic audience for their work, and discuss how to develop the correct level of professionalism for each type of audience. My students’ update stream on \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a> is their place to chat. They can tell jokes, post polls, share information, etc. They have discussion posts within their assignments, where their peers are also their audience, but this time their writing is academic and purpose-driven. They also have presentations, interviews and projects that they share with business leaders from the community, and they must learn how to adjust their language, style and content to communicate with them effectively.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You might not have technology faeries to help you, but you don’t have to fear fighting for your students’ attention. You can’t plan for every possible scenario when integrating technology into your instruction, but a well-developed and interesting plan can make all the difference. You don’t have to overhaul your whole instructional plan, just pick one thing and try it out. Be patient with your students and be prepared to laugh at the problems (if you don’t, you will cry). And when it finally does work, you can pat yourself on the back, give your students well-deserved praise and share your success with your friendly neighborhood technology faery.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>We spend much of our lives speaking to an audience. Job interviews, discussions with friends, and asking for directions all require speaking publicly with a certain level of proficiency. So why do we limit the practice of this skill within our classrooms? I admit that in the past I shied away from requiring students to make presentations in front of their classmates. I recognized that the fear of public speaking is a genuine one, and I didn’t want to subject my students to a possibly traumatic experience. But in an attempt to protect my students, I limited opportunities to facilitate public speaking projects. I eventually realized that speaking in front of an audience is a vital skill needed for success in the real world, and I decided to tackle the infamous class presentation and make it an integral part of my program.\u003c/p>\n\u003cp>Since diving in head first last fall, I have been refining the way students speak in my class. I devised a plan to create lessons around presentations that could highlight what students were learning in the classroom. I wanted to help students see that speaking in front of an audience is a skill they can obtain with practice. Above all, I wanted the speaking activities to be authentic and truly provide the students with the opportunity to be good at something that often noted as a fear among students and adults alike. These original thoughts evolved into a weekly “communication task”.\u003c/p>\n\u003cp>The initial goal of the weekly communication task was simple: I wanted my students to speak in front of an audience. The first month was rough. There were tears. There was frustration, and even an outburst of anger at having to do something “so ridiculous.” But we stayed the course, and what evolved has become one of my favorite components of our one-classroom, diploma program. Over the course of the past year, my students participated in a lip sync battle, recited monologues, presented research, shared personal memories about their lives, and debated topics of social injustice. We laughed together, and we learned to pay attention to what makes us uncomfortable and embrace those moments as opportunities for growth.\u003c/p>\n\u003cp>My exploration through this process has led me to five steps that will help you make public speaking a regular part of your classroom. These steps allowed me to create a supportive classroom environment and, within weeks, there was 100 percent student participation in these activities.\u003c/p>\n\u003ch3>1. Calendar It\u003c/h3>\n\u003cp>Designate a predictable time — weekly if possible — to hold your communication tasks. By keeping a predictable schedule for presentations, the concept of public speaking becomes as familiar as music class or math. It takes away the mystery and makes presentations part of the regular schedule.\u003c/p>\n\u003ch3>2. Set the Tone\u003c/h3>\n\u003cp>Classroom culture is a key component of a successful public speaking program.. Make sure to create ground rules and discuss how students can support one another through moments of uncertainty. As the teacher, model patience and compassion while holding students accountable for tasks. But remember, being compassionate does not mean that a reluctant student never speaks in your class. Be creative about how cautious students can participate. (See “Culture of Opts In” below.)\u003c/p>\n\u003ch3>3. Start Small\u003c/h3>\n\u003cp>In the beginning, the objective is to break down student barriers around public speaking. Our first communication task was reading favorite song lyrics to the class. Students were not required to memorize their pieces, which allowed them to get over the biggest hurdle — the act of speaking publicly. More robust subject content and thoughtful analysis comes with time as you create tasks that highlight key learning objectives.\u003c/p>\n\u003ch3>4. Culture of “Opts In”\u003c/h3>\n\u003cp>Some students will be reluctant to speak in public, and it is important to honor their concerns. When I first began this venture, some students relied on a tried-and-true strategy: the opt out. I knew if I allowed this as an option, the power of the communication tasks would be diminished. Above all else, I wanted my students to communicate their ideas and analysis of important topics to their audience. If having a buddy stand alongside gave a student the confidence needed to present in front of the class, then I allowed this support as a viable scaffold. You can provide feedback and encouragement that will eventually make it possible for that student to stand on his own two feet.\u003c/p>\n\u003ch3>5. Celebrate! Celebrate! Celebrate!\u003c/h3>\n\u003cp>The feedback you give students should be constructive and authentic. But above all else, the feedback should be supportive. Celebrate every chance you get. Asking students to go in front of their peers and speak is no small feat. It takes an amount of courage that should always be celebrated. In addition to the feedback I give at the end of each presentation, I also use a two-column rubric sheet that has space to highlight the skills that students are working on and their areas of strength. This simple rubric cuts to the chase and allows students to see what they did well and where they can improve.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Bottom Line\u003cbr>\nThe bottom line is that we owe it to our students to help them become skilled at speaking publicly on topics they are passionate about. Critical thinking skills and deep analysis will mean little if they are not able to communicate their discoveries and thoughts with others.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We spend much of our lives speaking to an audience. Job interviews, discussions with friends, and asking for directions all require speaking publicly with a certain level of proficiency. So why do we limit the practice of this skill within our classrooms? I admit that in the past I shied away from requiring students to make presentations in front of their classmates. I recognized that the fear of public speaking is a genuine one, and I didn’t want to subject my students to a possibly traumatic experience. But in an attempt to protect my students, I limited opportunities to facilitate public speaking projects. I eventually realized that speaking in front of an audience is a vital skill needed for success in the real world, and I decided to tackle the infamous class presentation and make it an integral part of my program.\u003c/p>\n\u003cp>Since diving in head first last fall, I have been refining the way students speak in my class. I devised a plan to create lessons around presentations that could highlight what students were learning in the classroom. I wanted to help students see that speaking in front of an audience is a skill they can obtain with practice. Above all, I wanted the speaking activities to be authentic and truly provide the students with the opportunity to be good at something that often noted as a fear among students and adults alike. These original thoughts evolved into a weekly “communication task”.\u003c/p>\n\u003cp>The initial goal of the weekly communication task was simple: I wanted my students to speak in front of an audience. The first month was rough. There were tears. There was frustration, and even an outburst of anger at having to do something “so ridiculous.” But we stayed the course, and what evolved has become one of my favorite components of our one-classroom, diploma program. Over the course of the past year, my students participated in a lip sync battle, recited monologues, presented research, shared personal memories about their lives, and debated topics of social injustice. We laughed together, and we learned to pay attention to what makes us uncomfortable and embrace those moments as opportunities for growth.\u003c/p>\n\u003cp>My exploration through this process has led me to five steps that will help you make public speaking a regular part of your classroom. These steps allowed me to create a supportive classroom environment and, within weeks, there was 100 percent student participation in these activities.\u003c/p>\n\u003ch3>1. Calendar It\u003c/h3>\n\u003cp>Designate a predictable time — weekly if possible — to hold your communication tasks. By keeping a predictable schedule for presentations, the concept of public speaking becomes as familiar as music class or math. It takes away the mystery and makes presentations part of the regular schedule.\u003c/p>\n\u003ch3>2. Set the Tone\u003c/h3>\n\u003cp>Classroom culture is a key component of a successful public speaking program.. Make sure to create ground rules and discuss how students can support one another through moments of uncertainty. As the teacher, model patience and compassion while holding students accountable for tasks. But remember, being compassionate does not mean that a reluctant student never speaks in your class. Be creative about how cautious students can participate. (See “Culture of Opts In” below.)\u003c/p>\n\u003ch3>3. Start Small\u003c/h3>\n\u003cp>In the beginning, the objective is to break down student barriers around public speaking. Our first communication task was reading favorite song lyrics to the class. Students were not required to memorize their pieces, which allowed them to get over the biggest hurdle — the act of speaking publicly. More robust subject content and thoughtful analysis comes with time as you create tasks that highlight key learning objectives.\u003c/p>\n\u003ch3>4. Culture of “Opts In”\u003c/h3>\n\u003cp>Some students will be reluctant to speak in public, and it is important to honor their concerns. When I first began this venture, some students relied on a tried-and-true strategy: the opt out. I knew if I allowed this as an option, the power of the communication tasks would be diminished. Above all else, I wanted my students to communicate their ideas and analysis of important topics to their audience. If having a buddy stand alongside gave a student the confidence needed to present in front of the class, then I allowed this support as a viable scaffold. You can provide feedback and encouragement that will eventually make it possible for that student to stand on his own two feet.\u003c/p>\n\u003ch3>5. Celebrate! Celebrate! Celebrate!\u003c/h3>\n\u003cp>The feedback you give students should be constructive and authentic. But above all else, the feedback should be supportive. Celebrate every chance you get. Asking students to go in front of their peers and speak is no small feat. It takes an amount of courage that should always be celebrated. In addition to the feedback I give at the end of each presentation, I also use a two-column rubric sheet that has space to highlight the skills that students are working on and their areas of strength. This simple rubric cuts to the chase and allows students to see what they did well and where they can improve.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Bottom Line\u003cbr>\nThe bottom line is that we owe it to our students to help them become skilled at speaking publicly on topics they are passionate about. Critical thinking skills and deep analysis will mean little if they are not able to communicate their discoveries and thoughts with others.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Are Immigrants More or Less Welcome Today in the U.S. Than in the Past?",
"headTitle": "Are Immigrants More or Less Welcome Today in the U.S. Than in the Past? | KQED",
"content": "\u003ch2>Immigration in the U.S.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States has historically been a major destination for immigrants. In 2014 alone, \u003c/span>\u003ca href=\"http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states#Current%20and%20Historical%20Numbers%20and%20Shares\">\u003cspan style=\"font-weight: 400\">1.3 million individuals immigrated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> here from all over the world to start a new life. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you think immigrants are more or less welcome today in the United States than in the past?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in times of economic hardship and periods of instability around national security, immigrants become the target of nativism – \u003c/span>\u003cspan style=\"font-weight: 400\">the policy of protecting the interests of native-born or established inhabitants against those of immigrants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the U.S.’s long history of immigration, nativist sentiments among American politicians date as far back as the 1700’s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003cspan style=\"font-weight: 400\">Learn more about the impact of nativism on racial and immigrant groups in the United States in \u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">this cartoon from the Lowdown\u003c/a>.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-282183 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png\" alt=\"Andy Warner\" width=\"400\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1.png 620w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, these nativist views are targeted largely toward Muslim and Mexican immigrants. We have seen a rise in these sentiments as the election approaches. Some politicians have used alarming rhetoric about the immigration experience while others look for a path to policy reform.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-282222 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png\" alt=\"Andy Warner\" width=\"620\" height=\"324\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims-400x209.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s where the \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/15/where-republicans-and-democrats-stand-on-12-major-issues/\">\u003cspan style=\"font-weight: 400\">Democratic and Republican parties stand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/22/election-2016-where-clinton-and-trump-stand-on-the-major-issues-interactive/\">\u003cspan style=\"font-weight: 400\"> Hillary Clinton and Donald Trump\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have approached the issue over the course of the campaign. Note how the candidates’ views sometimes differ from the official party platforms. For example, Donald Trump’s call for a travel ban on Muslims is well known, but this stance doesn’t appear anywhere in the official Republican platform.\u003c/span>\u003c/p>\n\u003cp>Alternatively, there are efforts to make a more inclusive society for immigrants and look at the U.S.’s history of immigration as something to embrace. These initiatives include \u003ca href=\"http://www.fwd.us/\">FWD.us\u003c/a>, which seeks reform that grants opportunities for immigrant entrepreneurs, and “\u003ca href=\"https://www.raceforward.org/practice/tools/drop-i-word-campaign\">Drop the I-Word Campaign\u003c/a>“, which aims to shed negative perceptions of undocumented individuals in the media.\u003c/p>\n\u003cp>\u003cb>What do you think of the way immigrants are treated in the United States? Are immigrants more or less welcome today than in the past?\u003c/b>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: The Lowdown/KQED\u003cbr>\n\u003c/strong>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">Fear of Foreigners: A History of Nativism in America\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.nytimes.com/2015/12/09/business/international/for-immigrants-america-is-still-more-welcoming-than-europe.html?_r=0\">For Immigrants, America Is Still More Welcoming Than Europe\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: Vox\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.vox.com/2015/1/12/7474897/immigration-america-maps\">37 Maps That Explain How America is a Nation of Immigrants\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Opinion: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://opinionator.blogs.nytimes.com/2014/02/19/immigrants-welcome-here/\">Immigrants Welcome Here\u003c/a>\u003c/p>\n\n",
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"headline": "Are Immigrants More or Less Welcome Today in the U.S. Than in the Past?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>Immigration in the U.S.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States has historically been a major destination for immigrants. In 2014 alone, \u003c/span>\u003ca href=\"http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states#Current%20and%20Historical%20Numbers%20and%20Shares\">\u003cspan style=\"font-weight: 400\">1.3 million individuals immigrated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> here from all over the world to start a new life. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you think immigrants are more or less welcome today in the United States than in the past?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in times of economic hardship and periods of instability around national security, immigrants become the target of nativism – \u003c/span>\u003cspan style=\"font-weight: 400\">the policy of protecting the interests of native-born or established inhabitants against those of immigrants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the U.S.’s long history of immigration, nativist sentiments among American politicians date as far back as the 1700’s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003cspan style=\"font-weight: 400\">Learn more about the impact of nativism on racial and immigrant groups in the United States in \u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">this cartoon from the Lowdown\u003c/a>.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-282183 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png\" alt=\"Andy Warner\" width=\"400\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1.png 620w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, these nativist views are targeted largely toward Muslim and Mexican immigrants. We have seen a rise in these sentiments as the election approaches. Some politicians have used alarming rhetoric about the immigration experience while others look for a path to policy reform.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-282222 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png\" alt=\"Andy Warner\" width=\"620\" height=\"324\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims-400x209.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s where the \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/15/where-republicans-and-democrats-stand-on-12-major-issues/\">\u003cspan style=\"font-weight: 400\">Democratic and Republican parties stand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/22/election-2016-where-clinton-and-trump-stand-on-the-major-issues-interactive/\">\u003cspan style=\"font-weight: 400\"> Hillary Clinton and Donald Trump\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have approached the issue over the course of the campaign. Note how the candidates’ views sometimes differ from the official party platforms. For example, Donald Trump’s call for a travel ban on Muslims is well known, but this stance doesn’t appear anywhere in the official Republican platform.\u003c/span>\u003c/p>\n\u003cp>Alternatively, there are efforts to make a more inclusive society for immigrants and look at the U.S.’s history of immigration as something to embrace. These initiatives include \u003ca href=\"http://www.fwd.us/\">FWD.us\u003c/a>, which seeks reform that grants opportunities for immigrant entrepreneurs, and “\u003ca href=\"https://www.raceforward.org/practice/tools/drop-i-word-campaign\">Drop the I-Word Campaign\u003c/a>“, which aims to shed negative perceptions of undocumented individuals in the media.\u003c/p>\n\u003cp>\u003cb>What do you think of the way immigrants are treated in the United States? Are immigrants more or less welcome today than in the past?\u003c/b>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: The Lowdown/KQED\u003cbr>\n\u003c/strong>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">Fear of Foreigners: A History of Nativism in America\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.nytimes.com/2015/12/09/business/international/for-immigrants-america-is-still-more-welcoming-than-europe.html?_r=0\">For Immigrants, America Is Still More Welcoming Than Europe\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: Vox\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.vox.com/2015/1/12/7474897/immigration-america-maps\">37 Maps That Explain How America is a Nation of Immigrants\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Opinion: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://opinionator.blogs.nytimes.com/2014/02/19/immigrants-welcome-here/\">Immigrants Welcome Here\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Drawing parallels between the racism in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and recent Black Lives Matter protests isn’t simply a current events lesson for veteran English teacher Kelley Hutchison, who teaches at Amador Valley High School in Pleasanton. It’s a way to help make literature vivid and relevant for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s so easy for us to read history or literature about our past societal flaws and point fingers at how terrible or ignorant we ‘once were,’” Hutchison says. “But for students to see a thread of our humanity–the good and the bad–and also to recognize how our past is forever bound up with our present is so crucial to creating the next educated generation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing the news into the classroom isn’t just for social studies and history teachers anymore. Thanks to the \u003c/span>\u003ca href=\"http://www.corestandards.org/\">\u003cspan style=\"font-weight: 400\">Common Core’s focus on nonfiction texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense for English/language arts teachers to connect current issues to the study of literature. Some teachers like Hutchison have been doing it for years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to this growing need, KQED’s news education blog\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/\"> \u003cspan style=\"font-weight: 400\">the Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has launched weekly lesson plans to help teachers connect the news to the classroom. Every Monday, lesson plans designed to be taught in one or two class periods will provide opportunities for nonfiction analysis, questions for class discussions, quick-write prompts and options for multimedia projects. All lesson plans are aligned to Common Core reading and writing standards and also draw from the \u003c/span>\u003ca href=\"http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf\">\u003cspan style=\"font-weight: 400\">C3 Framework for Social Studies State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco teacher Julie Phelan says using the news in her classroom helps students build critical thinking skills and practice drawing conclusions based on evidence.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The drive for English teachers to cover required fiction literature can often prevent the use of real world resources,” says Phelan, an AP English Language and Comp and journalism teacher at Sacred Heart Cathedral Preparatory. “But we do a disservice to students if we don’t help them make connections between literature and what’s happening in the world.”\u003c/p>\n\u003cp>Teaching the news can be controversial and isn’t always easy, even if it makes educational sense. Both Hutchison and Phelan recommend choosing quality sources and making strong connections with the curriculum. Then, it’s time to take the plunge.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t be afraid to start discussions,” Phelan says. “Set ground rules, yes, but let students express themselves. Kids get really excited, which is so great to see. Expressing their own views in a safe environment helps students articulate their voice. It’s also a time to make sure they are using evidence to marshal an argument and listening to other views.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking beyond traditional news outlets can also help motivate students. In addition to the Lowdown and \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">\u003cspan style=\"font-weight: 400\">KQED’s Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Hutchison also recommends the \u003c/span>\u003ca href=\"http://education.blogs.nytimes.com/\">\u003cspan style=\"font-weight: 400\">New York Times Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.tolerance.org/\">\u003cspan style=\"font-weight: 400\">Teaching Tolerance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.ted.com/talks\">\u003cspan style=\"font-weight: 400\">TEDTalks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, along with media her students use daily.\u003c/span>\u003c/p>\n\u003cp>“(I recommend teachers) branch out. Bring kids a variety of media: podcasts, blogs, social media, traditional media,” Hutchison says. “Show students that they are already consumers, and that the places that they already go for entertainment can also be used to become more informed.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\"> \u003cspan style=\"font-weight: 400\">for lesson plans on the Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every Monday (and sometimes Thursdays). Engage students in an online discussion with\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\"> \u003cspan style=\"font-weight: 400\">Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, posted on Friday.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Drawing parallels between the racism in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and recent Black Lives Matter protests isn’t simply a current events lesson for veteran English teacher Kelley Hutchison, who teaches at Amador Valley High School in Pleasanton. It’s a way to help make literature vivid and relevant for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s so easy for us to read history or literature about our past societal flaws and point fingers at how terrible or ignorant we ‘once were,’” Hutchison says. “But for students to see a thread of our humanity–the good and the bad–and also to recognize how our past is forever bound up with our present is so crucial to creating the next educated generation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing the news into the classroom isn’t just for social studies and history teachers anymore. Thanks to the \u003c/span>\u003ca href=\"http://www.corestandards.org/\">\u003cspan style=\"font-weight: 400\">Common Core’s focus on nonfiction texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense for English/language arts teachers to connect current issues to the study of literature. Some teachers like Hutchison have been doing it for years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to this growing need, KQED’s news education blog\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/\"> \u003cspan style=\"font-weight: 400\">the Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has launched weekly lesson plans to help teachers connect the news to the classroom. Every Monday, lesson plans designed to be taught in one or two class periods will provide opportunities for nonfiction analysis, questions for class discussions, quick-write prompts and options for multimedia projects. All lesson plans are aligned to Common Core reading and writing standards and also draw from the \u003c/span>\u003ca href=\"http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf\">\u003cspan style=\"font-weight: 400\">C3 Framework for Social Studies State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">San Francisco teacher Julie Phelan says using the news in her classroom helps students build critical thinking skills and practice drawing conclusions based on evidence.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The drive for English teachers to cover required fiction literature can often prevent the use of real world resources,” says Phelan, an AP English Language and Comp and journalism teacher at Sacred Heart Cathedral Preparatory. “But we do a disservice to students if we don’t help them make connections between literature and what’s happening in the world.”\u003c/p>\n\u003cp>Teaching the news can be controversial and isn’t always easy, even if it makes educational sense. Both Hutchison and Phelan recommend choosing quality sources and making strong connections with the curriculum. Then, it’s time to take the plunge.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t be afraid to start discussions,” Phelan says. “Set ground rules, yes, but let students express themselves. Kids get really excited, which is so great to see. Expressing their own views in a safe environment helps students articulate their voice. It’s also a time to make sure they are using evidence to marshal an argument and listening to other views.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking beyond traditional news outlets can also help motivate students. In addition to the Lowdown and \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">\u003cspan style=\"font-weight: 400\">KQED’s Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Hutchison also recommends the \u003c/span>\u003ca href=\"http://education.blogs.nytimes.com/\">\u003cspan style=\"font-weight: 400\">New York Times Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.tolerance.org/\">\u003cspan style=\"font-weight: 400\">Teaching Tolerance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.ted.com/talks\">\u003cspan style=\"font-weight: 400\">TEDTalks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, along with media her students use daily.\u003c/span>\u003c/p>\n\u003cp>“(I recommend teachers) branch out. Bring kids a variety of media: podcasts, blogs, social media, traditional media,” Hutchison says. “Show students that they are already consumers, and that the places that they already go for entertainment can also be used to become more informed.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\"> \u003cspan style=\"font-weight: 400\">for lesson plans on the Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every Monday (and sometimes Thursdays). Engage students in an online discussion with\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\"> \u003cspan style=\"font-weight: 400\">Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, posted on Friday.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Slide Limit 25: Making Media Accessible While Maintaining High Standards",
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"content": "\u003cp>Due to their significant emotional instabilities (I teach a special day class for middle school students who exhibit emotional dysregulations), I could anticipate my students’ reaction as I read them the project description. For this assignment, they would be tasked with picking a U.S. state, researching specific information about it and presenting the information through a Google slides presentation with a 25-slide minimum. I knew there would be some pushback with this last requirement, but you should’ve seen their faces!\u003c/p>\n\u003cp>My fight or flight response left me with two choices: duck for cover from imminent flying textbooks, or keep reading the project description. As I continued, I was interrupted by a sounding “What the **** did she just say?” Dante’s inquiry was immediately followed by a roaring consensus (there are only seven students in the class). At that moment, I knew that the next words out of my mouth would decide the fate of this project. I inhaled deeply and attempted to comfort them. “I know 25 slides sounds impossible, but you all are smart and capable of meeting this requirement. It will be hard, but we will do it together.” For most of them, it was the first time they’d felt like actual students. With this momentum, I propelled them forward; my endgame was that the work they produced would show them that they were not just students, but scholars.\u003c/p>\n\u003cp>My goal for this project was to lay the foundation of media literacy for my students. The first step was exposing them to the multiple academic computer applications available to them. In the media literacy world, this kind of introduction is known as an \u003ci>access\u003c/i> building block. In this case, I was enabling my students to access a different mode of storytelling by using the Google slide presentation application. I knew that once they became familiar enough with the slides application, the project wouldn’t seem as daunting as it did on paper. (I try to keep this in mind when creating assignments and assessments.)\u003c/p>\n\u003cp>Like anything new, there were anticipated bumps along the way. My students were to research their states according to the project guidelines, but they were not allowed to use any paper, including for note taking. They weren’t used to typing on keyboards, and often became frustrated at the length of time it would take them to type up their research notes. I predicted and understood that they’d be easily frustrated, so I intermittently implemented competition breaks to help ease the tension in the computer lab. The competitions were usually built around research. I would play a certain sound on my phone, signaling them to get into “search mode,” then I would give them clues as to what I wanted them to find online. These searches, which I made sure were culturally relevant to them, included finding lyrics to different songs and the specific dates of a championship sporting event. The only exception to the game was that they weren’t allowed to use Wikipedia as a resource. By the end of this project, the students were experts at finding random facts on the Internet (and loved to share them with me).\u003c/p>\n\u003cp>Another bump along the way was the overuse of copy and paste. My students quickly learned this handy shortcut as a way of getting information on the slide. So I set boundaries regarding academic integrity, and stressed the importance of being abiding citizens on the Web. I along with the classroom staff, used a strategy called the “no-look slide summary.” A teacher could, at any time, ask for a summary to any slide, and the student would have to immediately provide an oral summary of the slide without reading it. We would usually look for slides that had more than two paragraphs, and then ask the student to summarize. Once it was discovered that the content was a result of copy and paste, the student would work with one of the classroom teachers to summarize the content in their own words and then replace the pasted material. This process was rigorous for my otherwise media-illiterate students, but by holding them to high standards of integrity and academic excellence, they knew that we truly believed they could do it, and they rose to the challenge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The presentation day finally arrived. The students invited other teachers, the psychologist they worked with, the school therapist and the assistant principals to attend. As the guests were entering the classroom, my students’ nerves were starting to show. As I prepared to give a motivational speech to help assuage their anxiety, I was interrupted by the same student who was initially outraged with the project expectations. His words moved me: “We’re all nervous, but we gone be nervous together, and we ‘bout to knock this out because we put in all this work. I’ll go first.” As Dante stepped up to the front of the class, I quickly stepped into the back room to wipe the tears from my face. (Yes, they’d definitely make fun of me.) The rest of the class applauded Dante as he cleared his throat to begin his presentation. He chose the state closest to him, California, and he started with the Rodney King era. As Dante continued his presentation, I observed how the students gave him their undivided attention, ready to offer support if Dante needed it. This attentiveness was maintained throughout every report.\u003c/p>\n\u003cp>Reviewing my critiques of each assignment, I was in awe of how personal the reports were. Dante chronicled California history using different social eras that he could relate to, while an obsession with waterparks was colorfully represented in another student’s presentation. It was these kinds of personal connections that distinguished their reports from the traditional poster presentation.\u003c/p>\n\u003cp>Upon reflection, I can honestly say that it was transcending to watch students’ confidence in their abilities grow as they sat down in front of their computers each day. By the week before they were to give their five-minute presentations, I was observing students inserting links to into slides, making songs about their chosen states, and analyzing the states by categorizing their slides into different eras. What I found most rewarding was that their initial fear of the technology, and all the obscurities that come with working with media, had been replaced with a sense of familiarity. Before this project concluded, students were suggesting that an interactive poster be the final assessment for the novel they were reading (which they did). I realized that the students were looking forward to the chance to utilize their new skills to create and produce more work. They felt like scholars. They had become so engaged in this project that my initial 25-slide minimum ended up being a 25-slide maximum.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about using presentations in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/designing-presentations\" target=\"_blank\" rel=\"noopener\">Designing Presentations\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Due to their significant emotional instabilities (I teach a special day class for middle school students who exhibit emotional dysregulations), I could anticipate my students’ reaction as I read them the project description. For this assignment, they would be tasked with picking a U.S. state, researching specific information about it and presenting the information through a Google slides presentation with a 25-slide minimum. I knew there would be some pushback with this last requirement, but you should’ve seen their faces!\u003c/p>\n\u003cp>My fight or flight response left me with two choices: duck for cover from imminent flying textbooks, or keep reading the project description. As I continued, I was interrupted by a sounding “What the **** did she just say?” Dante’s inquiry was immediately followed by a roaring consensus (there are only seven students in the class). At that moment, I knew that the next words out of my mouth would decide the fate of this project. I inhaled deeply and attempted to comfort them. “I know 25 slides sounds impossible, but you all are smart and capable of meeting this requirement. It will be hard, but we will do it together.” For most of them, it was the first time they’d felt like actual students. With this momentum, I propelled them forward; my endgame was that the work they produced would show them that they were not just students, but scholars.\u003c/p>\n\u003cp>My goal for this project was to lay the foundation of media literacy for my students. The first step was exposing them to the multiple academic computer applications available to them. In the media literacy world, this kind of introduction is known as an \u003ci>access\u003c/i> building block. In this case, I was enabling my students to access a different mode of storytelling by using the Google slide presentation application. I knew that once they became familiar enough with the slides application, the project wouldn’t seem as daunting as it did on paper. (I try to keep this in mind when creating assignments and assessments.)\u003c/p>\n\u003cp>Like anything new, there were anticipated bumps along the way. My students were to research their states according to the project guidelines, but they were not allowed to use any paper, including for note taking. They weren’t used to typing on keyboards, and often became frustrated at the length of time it would take them to type up their research notes. I predicted and understood that they’d be easily frustrated, so I intermittently implemented competition breaks to help ease the tension in the computer lab. The competitions were usually built around research. I would play a certain sound on my phone, signaling them to get into “search mode,” then I would give them clues as to what I wanted them to find online. These searches, which I made sure were culturally relevant to them, included finding lyrics to different songs and the specific dates of a championship sporting event. The only exception to the game was that they weren’t allowed to use Wikipedia as a resource. By the end of this project, the students were experts at finding random facts on the Internet (and loved to share them with me).\u003c/p>\n\u003cp>Another bump along the way was the overuse of copy and paste. My students quickly learned this handy shortcut as a way of getting information on the slide. So I set boundaries regarding academic integrity, and stressed the importance of being abiding citizens on the Web. I along with the classroom staff, used a strategy called the “no-look slide summary.” A teacher could, at any time, ask for a summary to any slide, and the student would have to immediately provide an oral summary of the slide without reading it. We would usually look for slides that had more than two paragraphs, and then ask the student to summarize. Once it was discovered that the content was a result of copy and paste, the student would work with one of the classroom teachers to summarize the content in their own words and then replace the pasted material. This process was rigorous for my otherwise media-illiterate students, but by holding them to high standards of integrity and academic excellence, they knew that we truly believed they could do it, and they rose to the challenge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The presentation day finally arrived. The students invited other teachers, the psychologist they worked with, the school therapist and the assistant principals to attend. As the guests were entering the classroom, my students’ nerves were starting to show. As I prepared to give a motivational speech to help assuage their anxiety, I was interrupted by the same student who was initially outraged with the project expectations. His words moved me: “We’re all nervous, but we gone be nervous together, and we ‘bout to knock this out because we put in all this work. I’ll go first.” As Dante stepped up to the front of the class, I quickly stepped into the back room to wipe the tears from my face. (Yes, they’d definitely make fun of me.) The rest of the class applauded Dante as he cleared his throat to begin his presentation. He chose the state closest to him, California, and he started with the Rodney King era. As Dante continued his presentation, I observed how the students gave him their undivided attention, ready to offer support if Dante needed it. This attentiveness was maintained throughout every report.\u003c/p>\n\u003cp>Reviewing my critiques of each assignment, I was in awe of how personal the reports were. Dante chronicled California history using different social eras that he could relate to, while an obsession with waterparks was colorfully represented in another student’s presentation. It was these kinds of personal connections that distinguished their reports from the traditional poster presentation.\u003c/p>\n\u003cp>Upon reflection, I can honestly say that it was transcending to watch students’ confidence in their abilities grow as they sat down in front of their computers each day. By the week before they were to give their five-minute presentations, I was observing students inserting links to into slides, making songs about their chosen states, and analyzing the states by categorizing their slides into different eras. What I found most rewarding was that their initial fear of the technology, and all the obscurities that come with working with media, had been replaced with a sense of familiarity. Before this project concluded, students were suggesting that an interactive poster be the final assessment for the novel they were reading (which they did). I realized that the students were looking forward to the chance to utilize their new skills to create and produce more work. They felt like scholars. They had become so engaged in this project that my initial 25-slide minimum ended up being a 25-slide maximum.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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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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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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