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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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"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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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"title": "How to Inspire a New Generation of Writers Through Blogging",
"headTitle": "How to Inspire a New Generation of Writers Through Blogging | KQED",
"content": "\u003cp>The moment has finally arrived. It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?\u003c/p>\n\u003cp>In the fall of 2011, I introduced my students to blogging for the first time. Little did I know what a game-changer it would be in my classroom. Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277075\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277075\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside1.jpg\" alt=\"Photo by Matthias Ripp\" width=\"300\" height=\"144\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/56218409@N03/15371262455/in/photolist-pqiJNt-bAd4AH-9grzfE-fUnHWJ-2FNUzm-9tQh9o-9tMj4F-9tMiYv-uUA4G-4cqfT-9PBH3p-93aPCq-aYFfb-bTQwfx-oDUmkG-qyvtPJ-56eXRT-wTgzo-6CrL7s-bTQwf4-5DeuzB-i6cpkf-nP133a-MGqW-5JE9tz-a42jmC-qD9gxe-5huQJc-dYLSDd-4rXNeM-e76R8R-5nRsb3-dYJsYc-7FgXKL-eKYBAy-kxuvjm-4Dstpc-2eVMS6-6zRjtv-bEVLmG-8vT9yB-6zRi9T-5HDioH-5erWNG-6zVhW9-rrv51P-65QC9A-3cSo2b-bEVLmS-6okjAW\">Matthias Ripp\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Nowadays, lots of great blogging websites are available for budding writers. Here are some that many educators use with their students: \u003ca href=\"http://kidblog.org/home/\">Kidblog\u003c/a>, \u003ca href=\"http://edublogs.org/\">Edublogs\u003c/a>, \u003ca href=\"https://wordpress.com/create/\">WordPress\u003c/a>, \u003ca href=\"https://www.blogger.com/about/?r=1-null_user\">Blogger\u003c/a>, \u003ca href=\"https://www.weebly.com/\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\">Wix\u003c/a>.\u003cbr>\n\u003cem>Please note: Some blogging sites are blocked by schools’ Internet filter. Be sure to check with your school first before setting your heart on one.\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>There are many approaches to incorporating blogging into the curriculum. Some teachers assign topics, and some don’t. In my class, we have a combination of teacher-directed blog posts and student-initiated pieces.\u003c/p>\n\u003cp>Throughout the year, my students respond to specific prompts as an assignment. They may be asked to reflect on their learning at the end of a unit of study or explore a topic that is directly linked to an upcoming lesson. My students’ blogs also serve as an ePortfolio showcasing the projects they have completed throughout the year.\u003c/p>\n\u003cp>However, because I also want my students to have ownership of their own blogs, I encourage them to write on topics that resonate with them personally. They are allowed to write about any topic as long as the content is appropriate for the educational space. It is through these self-directed writings that I learn wonderful details about my students. I discover that some have a passion for dancing or golfing. Others grapple with what it means to be a teenager or how to live up to their parents’ expectations. Some are quite opinionated and aren’t shy to tell you exactly what they think of the world. Others use their blogs to publish short stories that they have written. I love that some have found their own niches and that they find blogging to be a powerful form of self-expression.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are also writers who move me with their intellectualism and maturity, like my former 8th grade student Crystal. She was an extremely high-achieving student who was very shy in class. She was brilliant, but had few opportunities to share her hidden talents. Her debut came in the form of a beautiful post she wrote about teaching her immigrant grandmother to use the Internet. In her piece, she comes to an epiphany about her heritage and her relationship with her grandmother.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-277078\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg\" alt=\"Chen_body1\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1440x810.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cem>“We were so different: me, with my slang and my grandma with her traditional Korean. Our history drew a barrier between us and yet it was the very thing that drew a common thread, stringing us together. Sometimes I would wonder, where would it all go, the traditional practices, the languages, the cultural legends, and customs? With our society so muffled by the trend of modernized-speaking and entertainment-based culture, who will carry on the source of our identities, the history of our very existence?”\u003c/em>\u003c/p>\n\u003cp>Her blog post was outstanding, worthy of publication, and now, because of blogging, she had a platform for her creativity.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277076\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277076\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside2.jpg\" alt=\"Photo by Amy Gahran\" width=\"300\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/contentious/1341839873/\">Amy Gahran\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003ch4>Ready to get your students blogging?\u003c/h4>\n\u003cp>Below are some tips I share with my student bloggers to help them to increase readership to their posts.\u003c/p>\n\u003cul>\n\u003cli>Come up with a clickable title. Create a title that compels readers to click on the blog post.\u003c/li>\n\u003cli>Include a vibrant picture. Choose a header image that will generate interest.\u003c/li>\n\u003cli>Hook the audience with the first few sentences. Start with an intriguing question or draw the readers in by creating suspense.\u003c/li>\n\u003cli>Tag the post with popular keywords. Make the post easily searchable.\u003c/li>\n\u003c/ul>\n\u003cp>These tips are available as an infocard. \u003ca href=\"http://goo.gl/lDvJyq\">Click here\u003c/a> to download a copy to use in your classroom.\u003c/p>\n\u003c/aside>\n\u003cp>I am now no longer the sole reader of my students’ writings. The world has become their audience, and I have sought ways to expand their readership beyond the confines of my own classroom. I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfoOqM_jymN5szAvRRFfUYUcsI7LPsk3Y-1k3upvSmdJwIbkA/viewform?c=0&w=1\">S2S Blog Connect\u003c/a>, and signed up to form partnerships with other teachers via \u003ca href=\"http://quadblogging.net\">Quadblogging.net\u003c/a>. As a result of these connections, our blogs have readers from many parts of the world. My students regularly look forward to reading comments left for them by our visitors, and they swell with pride at all the praise they have received. As for me, I am as excited as they are. I am awed by how reflective, mature and intellectual their posts have become.\u003c/p>\n\u003cp>Blogging may not be a typical writing genre in many classrooms. But perhaps it should be, especially if it means we can inspire a generation of students to become prolific writers and talented bloggers. Our students are incredibly creative; they just need a stage where they can shine.\u003c/p>\n\u003cp>If you are interested in forming a blogging partnership with me, please let me know by connecting with me on \u003ca href=\"https://twitter.com/wondertechedu\">Twitter\u003c/a> or via \u003ca href=\"http://wondertechedu.blogspot.com\">my blog\u003c/a>.\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 how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\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": "The moment has finally arrived. It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible? In the fall of 2011, I introduced my students to blogging for the first time. Little did",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The moment has finally arrived. It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?\u003c/p>\n\u003cp>In the fall of 2011, I introduced my students to blogging for the first time. Little did I know what a game-changer it would be in my classroom. Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277075\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277075\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside1.jpg\" alt=\"Photo by Matthias Ripp\" width=\"300\" height=\"144\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/56218409@N03/15371262455/in/photolist-pqiJNt-bAd4AH-9grzfE-fUnHWJ-2FNUzm-9tQh9o-9tMj4F-9tMiYv-uUA4G-4cqfT-9PBH3p-93aPCq-aYFfb-bTQwfx-oDUmkG-qyvtPJ-56eXRT-wTgzo-6CrL7s-bTQwf4-5DeuzB-i6cpkf-nP133a-MGqW-5JE9tz-a42jmC-qD9gxe-5huQJc-dYLSDd-4rXNeM-e76R8R-5nRsb3-dYJsYc-7FgXKL-eKYBAy-kxuvjm-4Dstpc-2eVMS6-6zRjtv-bEVLmG-8vT9yB-6zRi9T-5HDioH-5erWNG-6zVhW9-rrv51P-65QC9A-3cSo2b-bEVLmS-6okjAW\">Matthias Ripp\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Nowadays, lots of great blogging websites are available for budding writers. Here are some that many educators use with their students: \u003ca href=\"http://kidblog.org/home/\">Kidblog\u003c/a>, \u003ca href=\"http://edublogs.org/\">Edublogs\u003c/a>, \u003ca href=\"https://wordpress.com/create/\">WordPress\u003c/a>, \u003ca href=\"https://www.blogger.com/about/?r=1-null_user\">Blogger\u003c/a>, \u003ca href=\"https://www.weebly.com/\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\">Wix\u003c/a>.\u003cbr>\n\u003cem>Please note: Some blogging sites are blocked by schools’ Internet filter. Be sure to check with your school first before setting your heart on one.\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>There are many approaches to incorporating blogging into the curriculum. Some teachers assign topics, and some don’t. In my class, we have a combination of teacher-directed blog posts and student-initiated pieces.\u003c/p>\n\u003cp>Throughout the year, my students respond to specific prompts as an assignment. They may be asked to reflect on their learning at the end of a unit of study or explore a topic that is directly linked to an upcoming lesson. My students’ blogs also serve as an ePortfolio showcasing the projects they have completed throughout the year.\u003c/p>\n\u003cp>However, because I also want my students to have ownership of their own blogs, I encourage them to write on topics that resonate with them personally. They are allowed to write about any topic as long as the content is appropriate for the educational space. It is through these self-directed writings that I learn wonderful details about my students. I discover that some have a passion for dancing or golfing. Others grapple with what it means to be a teenager or how to live up to their parents’ expectations. Some are quite opinionated and aren’t shy to tell you exactly what they think of the world. Others use their blogs to publish short stories that they have written. I love that some have found their own niches and that they find blogging to be a powerful form of self-expression.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are also writers who move me with their intellectualism and maturity, like my former 8th grade student Crystal. She was an extremely high-achieving student who was very shy in class. She was brilliant, but had few opportunities to share her hidden talents. Her debut came in the form of a beautiful post she wrote about teaching her immigrant grandmother to use the Internet. In her piece, she comes to an epiphany about her heritage and her relationship with her grandmother.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-277078\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg\" alt=\"Chen_body1\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1440x810.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cem>“We were so different: me, with my slang and my grandma with her traditional Korean. Our history drew a barrier between us and yet it was the very thing that drew a common thread, stringing us together. Sometimes I would wonder, where would it all go, the traditional practices, the languages, the cultural legends, and customs? With our society so muffled by the trend of modernized-speaking and entertainment-based culture, who will carry on the source of our identities, the history of our very existence?”\u003c/em>\u003c/p>\n\u003cp>Her blog post was outstanding, worthy of publication, and now, because of blogging, she had a platform for her creativity.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277076\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277076\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside2.jpg\" alt=\"Photo by Amy Gahran\" width=\"300\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/contentious/1341839873/\">Amy Gahran\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003ch4>Ready to get your students blogging?\u003c/h4>\n\u003cp>Below are some tips I share with my student bloggers to help them to increase readership to their posts.\u003c/p>\n\u003cul>\n\u003cli>Come up with a clickable title. Create a title that compels readers to click on the blog post.\u003c/li>\n\u003cli>Include a vibrant picture. Choose a header image that will generate interest.\u003c/li>\n\u003cli>Hook the audience with the first few sentences. Start with an intriguing question or draw the readers in by creating suspense.\u003c/li>\n\u003cli>Tag the post with popular keywords. Make the post easily searchable.\u003c/li>\n\u003c/ul>\n\u003cp>These tips are available as an infocard. \u003ca href=\"http://goo.gl/lDvJyq\">Click here\u003c/a> to download a copy to use in your classroom.\u003c/p>\n\u003c/aside>\n\u003cp>I am now no longer the sole reader of my students’ writings. The world has become their audience, and I have sought ways to expand their readership beyond the confines of my own classroom. I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfoOqM_jymN5szAvRRFfUYUcsI7LPsk3Y-1k3upvSmdJwIbkA/viewform?c=0&w=1\">S2S Blog Connect\u003c/a>, and signed up to form partnerships with other teachers via \u003ca href=\"http://quadblogging.net\">Quadblogging.net\u003c/a>. As a result of these connections, our blogs have readers from many parts of the world. My students regularly look forward to reading comments left for them by our visitors, and they swell with pride at all the praise they have received. As for me, I am as excited as they are. I am awed by how reflective, mature and intellectual their posts have become.\u003c/p>\n\u003cp>Blogging may not be a typical writing genre in many classrooms. But perhaps it should be, especially if it means we can inspire a generation of students to become prolific writers and talented bloggers. Our students are incredibly creative; they just need a stage where they can shine.\u003c/p>\n\u003cp>If you are interested in forming a blogging partnership with me, please let me know by connecting with me on \u003ca href=\"https://twitter.com/wondertechedu\">Twitter\u003c/a> or via \u003ca href=\"http://wondertechedu.blogspot.com\">my blog\u003c/a>.\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 how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\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": "Do You Think It's Still Important To Talk About the Events of 9/11?",
"headTitle": "Do You Think It’s Still Important To Talk About the Events of 9/11? | KQED",
"content": "\u003cp>https://www.youtube.com/watch?v=zS0qENVESv0\u003c/p>\n\u003ch2>Fifteen Years Later\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like most teens today, you aren’t old enough to remember Sept. 11, 2001, firsthand. You have little or no personal memory of learning about the attacks on the Twin Towers and the Pentagon as they were happening. You didn’t spend hours in front of the TV like your parents and older siblings watching images of burning buildings and twisted wreckage. You may have seen the movie Flight 93, but don’t remember the news reports of the doomed passengers who forced their plane to crash rather than allow it to hit the White House, widely reported as \u003c/span>\u003ca href=\"http://www.cbsnews.com/news/white-house-was-flight-93-target/\">\u003cspan style=\"font-weight: 400\">its intended destination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \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>\u003cstrong>\u003cspan style=\"font-weight: 400\">What is the significance of commemorating major historical events? Do you think it is still important to talk about the events of 9/11? Why or why not?\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"#\">Lasting impacts of 9/11 lesson plan (PDF)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shannon Murphy, 16, a junior at Piedmont High School near Oakland, learned about 9/11 from her mother, a firefighter, but has no personal memory of that day. “(My mother) would talk about people she knew and how that could have been scary for her to be in that situation,” Murphy says. “When I was in New York with my family, we visited the (9/11) memorial. My parents were definitely teary eyed and upset about the whole thing. My brother and I… he didn’t understand because we were so young when it happened. He wasn’t even born.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even as memories of the day recede,September 11, 2001, continues to have a major impact on American foreign and domestic policy and looms large in our collective consciousness. Even those of us not old enough to remember the day know the basic facts: On the morning of Sept. 11, 2001, 19 men affiliated with the Al-Qaeda terrorist group hijacked four commercial airplanes. Two of those airplanes were flown intentionally into the World Trade Center towers in New York City, destroying both buildings. One was crashed into the Pentagon. The passengers on the final airplane, Flight 93, overpowered the hijackers and intentionally crashed into a vacant Pennsylvania field. In all, 2,977 people died that day making it the worst terrorist attack in U.S. history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and siblings who remember the events of that day also remember the way the world was before–and what has changed. Soon after Sept. 11, 2001, the United States became involved in the War on Terror, sending troops first to Iraq, then to Afghanistan. On the domestic front, immigration regulations tightened and deportations skyrocketed. Congress passed the U.S. Patriot Act granting the government expanded power to conduct surveillance, and created the Department of Homeland Security. Attacks against Muslims and incidents of Islamophobia increased sharply. Muslims complained especially of being unfairly singled out at airports, where a security overhaul resulted in long lines and heavily regulated checkpoints. The Transportation Security Administration, founded after 9/11, now has a watch list of over 700,000 names of people who they say may pose a flight safety risk.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The events of 9/11 still have a major impact on our lives today, even as our memories of that day fade into history. What do you think? Should we continue to talk about 9/11? What do you think is the significance of commemorating historical events? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>Learn More…\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>BLOG: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/lowdown/2014/09/10/13-years-later-four-major-lasting-impacts-of-911/\">How 9/11 Changed America: Four Lasting Impacts\u003c/a> \u003c/span>(The Lowdown)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.cnn.com/2013/07/27/us/september-11-anniversary-fast-facts/\">\u003cspan style=\"font-weight: 400\">September 11, 2001: Background and Timeline of the Attacks\u003c/span>\u003c/a>(CNN)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://timeline.911memorial.org/#FrontPage\">\u003cspan style=\"font-weight: 400\">Two 9/11 interactive timelines, including embedded videos\u003c/span>\u003c/a>(The 9/11 Interactive Timeline)\u003c/strong>\u003cbr>\n\u003cem>Warning: The timeline contains graphic images and sensitive content due to the nature of events related to the September 11, 2001 attacks. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>RESOURCE:\u003c/strong> \u003ca href=\"http://education.blogs.nytimes.com/2011/09/02/resources-teaching-and-learning-about-911-with-the-new-york-times/?_php=true&_type=blogs&_r=0\">Teaching and Learning About 9/11 With The New York Times\u003c/a>\u003cbr>\n\u003cstrong>\u003cspan style=\"font-weight: 400\">An extensive list of articles, videos and other resources from the New York Times,\u003c/span>\u003cspan style=\"font-weight: 400\"> including the immediate coverage of 9/11/01 and the aftermath. Contains national and international perspectives, War on Terror coverage and 9/11 anniversary follow up. \u003c/span>\u003c/strong>\u003c/p>\n\n",
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"description": "Fifteen Years Later If you’re like most teens today, you aren’t old enough to remember Sept. 11, 2001, firsthand. You have little or no personal memory of learning about the attacks on the Twin Towers and the Pentagon as they were happening. You didn’t spend hours in front of the TV like your parents and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/zS0qENVESv0'\n title='//www.youtube.com/embed/zS0qENVESv0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>Fifteen Years Later\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like most teens today, you aren’t old enough to remember Sept. 11, 2001, firsthand. You have little or no personal memory of learning about the attacks on the Twin Towers and the Pentagon as they were happening. You didn’t spend hours in front of the TV like your parents and older siblings watching images of burning buildings and twisted wreckage. You may have seen the movie Flight 93, but don’t remember the news reports of the doomed passengers who forced their plane to crash rather than allow it to hit the White House, widely reported as \u003c/span>\u003ca href=\"http://www.cbsnews.com/news/white-house-was-flight-93-target/\">\u003cspan style=\"font-weight: 400\">its intended destination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \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>\u003cstrong>\u003cspan style=\"font-weight: 400\">What is the significance of commemorating major historical events? Do you think it is still important to talk about the events of 9/11? Why or why not?\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"#\">Lasting impacts of 9/11 lesson plan (PDF)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shannon Murphy, 16, a junior at Piedmont High School near Oakland, learned about 9/11 from her mother, a firefighter, but has no personal memory of that day. “(My mother) would talk about people she knew and how that could have been scary for her to be in that situation,” Murphy says. “When I was in New York with my family, we visited the (9/11) memorial. My parents were definitely teary eyed and upset about the whole thing. My brother and I… he didn’t understand because we were so young when it happened. He wasn’t even born.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even as memories of the day recede,September 11, 2001, continues to have a major impact on American foreign and domestic policy and looms large in our collective consciousness. Even those of us not old enough to remember the day know the basic facts: On the morning of Sept. 11, 2001, 19 men affiliated with the Al-Qaeda terrorist group hijacked four commercial airplanes. Two of those airplanes were flown intentionally into the World Trade Center towers in New York City, destroying both buildings. One was crashed into the Pentagon. The passengers on the final airplane, Flight 93, overpowered the hijackers and intentionally crashed into a vacant Pennsylvania field. In all, 2,977 people died that day making it the worst terrorist attack in U.S. history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and siblings who remember the events of that day also remember the way the world was before–and what has changed. Soon after Sept. 11, 2001, the United States became involved in the War on Terror, sending troops first to Iraq, then to Afghanistan. On the domestic front, immigration regulations tightened and deportations skyrocketed. Congress passed the U.S. Patriot Act granting the government expanded power to conduct surveillance, and created the Department of Homeland Security. Attacks against Muslims and incidents of Islamophobia increased sharply. Muslims complained especially of being unfairly singled out at airports, where a security overhaul resulted in long lines and heavily regulated checkpoints. The Transportation Security Administration, founded after 9/11, now has a watch list of over 700,000 names of people who they say may pose a flight safety risk.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The events of 9/11 still have a major impact on our lives today, even as our memories of that day fade into history. What do you think? Should we continue to talk about 9/11? What do you think is the significance of commemorating historical events? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>Learn More…\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>BLOG: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/lowdown/2014/09/10/13-years-later-four-major-lasting-impacts-of-911/\">How 9/11 Changed America: Four Lasting Impacts\u003c/a> \u003c/span>(The Lowdown)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.cnn.com/2013/07/27/us/september-11-anniversary-fast-facts/\">\u003cspan style=\"font-weight: 400\">September 11, 2001: Background and Timeline of the Attacks\u003c/span>\u003c/a>(CNN)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"http://timeline.911memorial.org/#FrontPage\">\u003cspan style=\"font-weight: 400\">Two 9/11 interactive timelines, including embedded videos\u003c/span>\u003c/a>(The 9/11 Interactive Timeline)\u003c/strong>\u003cbr>\n\u003cem>Warning: The timeline contains graphic images and sensitive content due to the nature of events related to the September 11, 2001 attacks. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>RESOURCE:\u003c/strong> \u003ca href=\"http://education.blogs.nytimes.com/2011/09/02/resources-teaching-and-learning-about-911-with-the-new-york-times/?_php=true&_type=blogs&_r=0\">Teaching and Learning About 9/11 With The New York Times\u003c/a>\u003cbr>\n\u003cstrong>\u003cspan style=\"font-weight: 400\">An extensive list of articles, videos and other resources from the New York Times,\u003c/span>\u003cspan style=\"font-weight: 400\"> including the immediate coverage of 9/11/01 and the aftermath. Contains national and international perspectives, War on Terror coverage and 9/11 anniversary follow up. \u003c/span>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Do you ever get lost trying to sort through the millions of educational websites coming your way? Curious about which sites are best to use with your students? Trying to figure out how to integrate technology without overwhelming your students by using \u003ci>too\u003c/i> many websites?\u003c/p>\n\u003cp>I’ve been there. I regularly use several websites with students. Some focus on receiving information where students simply go to a site to read. Others focus more on creation and interaction. I use at least five sites for student composition on a regular basis. I’m often asked, “Are you sure your students can keep track of all those websites?” The answer: Yes.\u003c/p>\n\u003cp>These five simple tips help me think about which websites to use and how to manage those spaces with my students.\u003c/p>\n\u003ch3>1. Purpose\u003c/h3>\n\u003caside class=\"alignright\">\n\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg\" alt=\"Image Credit: Connected Learning Research Network and Digital Media & Learning Research Hub\" width=\"800\" height=\"781\" class=\"size-medium wp-image-276968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-400x391.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-768x750.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-50x50.jpeg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic.jpeg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a> \n\u003cp>\u003cb>Many scholars are also thinking about purposeful technology integration for learning. Frameworks to guide reflection about educational technology use with students, include the following:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">Connected Learning\u003c/a>: Explores connections for learning in and out-of-school contexts and through use of technology, social media, peer interaction, collaborative learning spaces and shared purposes for production of content in open networks.\u003c/li>\n\u003cli>\u003ca href=\"https://www.commonsensemedia.org/videos/introduction-to-the-samr-model\">SAMR\u003c/a>: SAMR refers to Substitution, Augmentation, Modification, Redefinition. Technology use offers opportunity to enhance and transform teaching and learning.\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=FagVSQlZELY\">TPACK\u003c/a>: TPACK stands for Technological, Pedagogical, and Content Knowledge and explores the way these elements of teaching work together to support student learning with an increase in motivation and manageable learning for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.tripleeframework.com/\">Triple E\u003c/a>: Focuses on the way technology integration impacts Engagement, Enhancement and Extensions for learning that impacts student achievement.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Every website has a different function. When selecting a website to use with students, consider learning opportunities the site provides. What \u003ci>value is added \u003c/i>to student learning when using this site? What \u003ci>can learners do\u003c/i> through use of this site? What can they \u003ci>create\u003c/i>? How can \u003ci>learning objectives for students be met and exceeded\u003c/i> with use of a specific website? How can this website \u003ci>engage students and help them take ownership \u003c/i>of their learning?\u003c/p>\n\u003cp>I also think about the affordances and limitations for using this digital tool. What can students \u003ci>do in this specific space that they cannot do elsewhere\u003c/i>? What learning experiences \u003ci>are not supported \u003c/i>through use of this website? In what ways does the site support or not support \u003ci>authentic digital learning and writing\u003c/i>?\u003c/p>\n\u003ch3>2. Audience\u003c/h3>\n\u003cp>I also think carefully about audiences for student compositions. Many teachers have students publish \u003ci>only \u003c/i>final polished writing. Publishing final pieces is valuable, however, learning is also about conversation. There are other potential purposes and audiences for student composition in online spaces. Many websites have learning and audience goals focused on conversation and process. For instance, students can engage in a conversation around ideas they are researching or they could work on peer response of their writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Consider exploring websites that support different audiences and purposes, such as online discussion forums, blogs or even sites that work on refining writing ideas and quality. Using websites for conversation around ideas offers an authentic writing opportunity for students. News sources, for instance, are often a space for publication and dialogue through commenting.\u003c/p>\n\u003cp>Some spaces where I like to engage student in discussion include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>: A space for students to engage in conversation. Students can have their own discussion page and easily find others for commenting. Collaborative curriculum options are also a part of this site through work with \u003ca href=\"http://www.youthvoices.live/playlists/\">playlists\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a>: A place for conversation around current events, sciences and the arts. Students engage in discussion on big questions related to common news topics.\u003c/li>\n\u003c/ul>\n\u003ch3>3. Connections to various sites\u003c/h3>\n\u003cp>When selecting websites where students are engaging in \u003ca href=\"https://en.wikipedia.org/wiki/Participatory_culture\">participatory culture\u003c/a>, I often consider not only how the sites I use work together, but also how they work differently. I explore the complementary content, purposes and audiences of each website I share with my students. \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>, for instance, is a great venue for students to share their writing and extend conversation related to any of the \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> news discussions.\u003c/p>\n\u003cp>I also have students compose in \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> and share their work with me in \u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>. They also sometimes share work with one another before going public through \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a>. For a focused peer response opportunity, we are fortunate to use \u003ca href=\"http://elireview.com/\">Eli Review\u003c/a>. And for keeping track of research work, we use \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> which can connect to \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> to keep writing in one place.\u003c/p>\n\u003cp>Additionally, some Web tools are able to offer a \u003ca href=\"https://en.wikipedia.org/wiki/Plug-in_(computing)\">plug-in\u003c/a> to connect the features of that specific website into your browser or specifically to connect with Google apps. This option eliminates one more website and integrates features into everyday use with the browser. \u003ca href=\"https://www.scrible.com/\">Scrible\u003c/a> for research notations or \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a> for digital reading annotations are two services that compliment other learning options and use plug-ins, easily connecting to browser settings.\u003c/p>\n\u003ch3>4. Ease of Use\u003c/h3>\n\u003cp>We all know that time in the classroom is limited. Websites need to be easy for students to use with little or no instruction. I want to spend time teaching content and exploring why a website might be useful for our work. I realize that as a high school teacher, I can send my students out to explore more than teachers of younger students may feel comfortable. I believe that some play and exploration time is not only good for every learner, it helps develop self-learning skills.\u003c/p>\n\u003cp>What do I do when something doesn’t go as planned? I pause and think about the learning with my students. We discuss \u003ca href=\"http://habitsofmind.org/\">habits of mind\u003c/a> for learning as highlighted in the \u003ca href=\"http://wpacouncil.org/framework\">Framework for Success in Postsecondary Writing\u003c/a>. Being flexible and curious are skills we always use when engaging with technology and our everyday lives.\u003c/p>\n\u003cp>Easy-to-use sites that I use for content creation include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/edu/products/productivity-tools/\">Google for Education\u003c/a>: A place for collaborative writing and presentations.\u003c/li>\n\u003cli>\u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>: A space for collecting students’ work and having class discussions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikispaces.com/\">Wikispaces\u003c/a>: An easy way to develop a website for multiple purposes and audiences, including for parents/guardians and the community. Permissions for other users, including students, is an option with a wiki so that students can add to the site or a discussion thread. Check out \u003ca href=\"http://reed-okemos.wikispaces.com/\">my classroom website\u003c/a> using wikispaces.\u003c/li>\n\u003c/ul>\n\u003ch3>5. Transferable skills\u003c/h3>\n\u003cp>Let’s face it, technology is always changing, and any given website will not be around forever. Consider how a digital tool teaches self-learning skills, and explore skills that will apply in other places. And remember, you don’t have to know every detail of how to use each website, but you need to know the reason why you are using it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When my students manage the spaces we use in class, they know to think about their \u003cb>purpose\u003c/b>, such as writing and collaborating in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>, keeping track of research sources in \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> or peer response in \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Students also think about \u003cb>audiences \u003c/b>for all of these composition spaces. They have to consider if their work will be a public post, such as when they join a conversation via \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> or share their own discussion posts in \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>. Or they might be sharing their work with a closed group, such as with classmates in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>or \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Knowing the audience and purpose of a website allows my students to more easily navigate digital spaces (whether in my classroom or not) for authentic learning and composition.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you ever get lost trying to sort through the millions of educational websites coming your way? Curious about which sites are best to use with your students? Trying to figure out how to integrate technology without overwhelming your students by using \u003ci>too\u003c/i> many websites?\u003c/p>\n\u003cp>I’ve been there. I regularly use several websites with students. Some focus on receiving information where students simply go to a site to read. Others focus more on creation and interaction. I use at least five sites for student composition on a regular basis. I’m often asked, “Are you sure your students can keep track of all those websites?” The answer: Yes.\u003c/p>\n\u003cp>These five simple tips help me think about which websites to use and how to manage those spaces with my students.\u003c/p>\n\u003ch3>1. Purpose\u003c/h3>\n\u003caside class=\"alignright\">\n\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg\" alt=\"Image Credit: Connected Learning Research Network and Digital Media & Learning Research Hub\" width=\"800\" height=\"781\" class=\"size-medium wp-image-276968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-400x391.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-768x750.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-50x50.jpeg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic.jpeg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a> \n\u003cp>\u003cb>Many scholars are also thinking about purposeful technology integration for learning. Frameworks to guide reflection about educational technology use with students, include the following:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">Connected Learning\u003c/a>: Explores connections for learning in and out-of-school contexts and through use of technology, social media, peer interaction, collaborative learning spaces and shared purposes for production of content in open networks.\u003c/li>\n\u003cli>\u003ca href=\"https://www.commonsensemedia.org/videos/introduction-to-the-samr-model\">SAMR\u003c/a>: SAMR refers to Substitution, Augmentation, Modification, Redefinition. Technology use offers opportunity to enhance and transform teaching and learning.\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=FagVSQlZELY\">TPACK\u003c/a>: TPACK stands for Technological, Pedagogical, and Content Knowledge and explores the way these elements of teaching work together to support student learning with an increase in motivation and manageable learning for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.tripleeframework.com/\">Triple E\u003c/a>: Focuses on the way technology integration impacts Engagement, Enhancement and Extensions for learning that impacts student achievement.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Every website has a different function. When selecting a website to use with students, consider learning opportunities the site provides. What \u003ci>value is added \u003c/i>to student learning when using this site? What \u003ci>can learners do\u003c/i> through use of this site? What can they \u003ci>create\u003c/i>? How can \u003ci>learning objectives for students be met and exceeded\u003c/i> with use of a specific website? How can this website \u003ci>engage students and help them take ownership \u003c/i>of their learning?\u003c/p>\n\u003cp>I also think about the affordances and limitations for using this digital tool. What can students \u003ci>do in this specific space that they cannot do elsewhere\u003c/i>? What learning experiences \u003ci>are not supported \u003c/i>through use of this website? In what ways does the site support or not support \u003ci>authentic digital learning and writing\u003c/i>?\u003c/p>\n\u003ch3>2. Audience\u003c/h3>\n\u003cp>I also think carefully about audiences for student compositions. Many teachers have students publish \u003ci>only \u003c/i>final polished writing. Publishing final pieces is valuable, however, learning is also about conversation. There are other potential purposes and audiences for student composition in online spaces. Many websites have learning and audience goals focused on conversation and process. For instance, students can engage in a conversation around ideas they are researching or they could work on peer response of their writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Consider exploring websites that support different audiences and purposes, such as online discussion forums, blogs or even sites that work on refining writing ideas and quality. Using websites for conversation around ideas offers an authentic writing opportunity for students. News sources, for instance, are often a space for publication and dialogue through commenting.\u003c/p>\n\u003cp>Some spaces where I like to engage student in discussion include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>: A space for students to engage in conversation. Students can have their own discussion page and easily find others for commenting. Collaborative curriculum options are also a part of this site through work with \u003ca href=\"http://www.youthvoices.live/playlists/\">playlists\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a>: A place for conversation around current events, sciences and the arts. Students engage in discussion on big questions related to common news topics.\u003c/li>\n\u003c/ul>\n\u003ch3>3. Connections to various sites\u003c/h3>\n\u003cp>When selecting websites where students are engaging in \u003ca href=\"https://en.wikipedia.org/wiki/Participatory_culture\">participatory culture\u003c/a>, I often consider not only how the sites I use work together, but also how they work differently. I explore the complementary content, purposes and audiences of each website I share with my students. \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>, for instance, is a great venue for students to share their writing and extend conversation related to any of the \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> news discussions.\u003c/p>\n\u003cp>I also have students compose in \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> and share their work with me in \u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>. They also sometimes share work with one another before going public through \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a>. For a focused peer response opportunity, we are fortunate to use \u003ca href=\"http://elireview.com/\">Eli Review\u003c/a>. And for keeping track of research work, we use \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> which can connect to \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> to keep writing in one place.\u003c/p>\n\u003cp>Additionally, some Web tools are able to offer a \u003ca href=\"https://en.wikipedia.org/wiki/Plug-in_(computing)\">plug-in\u003c/a> to connect the features of that specific website into your browser or specifically to connect with Google apps. This option eliminates one more website and integrates features into everyday use with the browser. \u003ca href=\"https://www.scrible.com/\">Scrible\u003c/a> for research notations or \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a> for digital reading annotations are two services that compliment other learning options and use plug-ins, easily connecting to browser settings.\u003c/p>\n\u003ch3>4. Ease of Use\u003c/h3>\n\u003cp>We all know that time in the classroom is limited. Websites need to be easy for students to use with little or no instruction. I want to spend time teaching content and exploring why a website might be useful for our work. I realize that as a high school teacher, I can send my students out to explore more than teachers of younger students may feel comfortable. I believe that some play and exploration time is not only good for every learner, it helps develop self-learning skills.\u003c/p>\n\u003cp>What do I do when something doesn’t go as planned? I pause and think about the learning with my students. We discuss \u003ca href=\"http://habitsofmind.org/\">habits of mind\u003c/a> for learning as highlighted in the \u003ca href=\"http://wpacouncil.org/framework\">Framework for Success in Postsecondary Writing\u003c/a>. Being flexible and curious are skills we always use when engaging with technology and our everyday lives.\u003c/p>\n\u003cp>Easy-to-use sites that I use for content creation include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/edu/products/productivity-tools/\">Google for Education\u003c/a>: A place for collaborative writing and presentations.\u003c/li>\n\u003cli>\u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>: A space for collecting students’ work and having class discussions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikispaces.com/\">Wikispaces\u003c/a>: An easy way to develop a website for multiple purposes and audiences, including for parents/guardians and the community. Permissions for other users, including students, is an option with a wiki so that students can add to the site or a discussion thread. Check out \u003ca href=\"http://reed-okemos.wikispaces.com/\">my classroom website\u003c/a> using wikispaces.\u003c/li>\n\u003c/ul>\n\u003ch3>5. Transferable skills\u003c/h3>\n\u003cp>Let’s face it, technology is always changing, and any given website will not be around forever. Consider how a digital tool teaches self-learning skills, and explore skills that will apply in other places. And remember, you don’t have to know every detail of how to use each website, but you need to know the reason why you are using it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When my students manage the spaces we use in class, they know to think about their \u003cb>purpose\u003c/b>, such as writing and collaborating in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>, keeping track of research sources in \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> or peer response in \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Students also think about \u003cb>audiences \u003c/b>for all of these composition spaces. They have to consider if their work will be a public post, such as when they join a conversation via \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> or share their own discussion posts in \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>. Or they might be sharing their work with a closed group, such as with classmates in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>or \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Knowing the audience and purpose of a website allows my students to more easily navigate digital spaces (whether in my classroom or not) for authentic learning and composition.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Students love snacks, bite sized ones in particular, and as everyone knows, that usually means cookies.\u003c/p>\n\u003cp>But if you’re a teacher and opposed to putting the sweet and sugary before your kids, then what are you to do? Carrots and cauliflower?\u003c/p>\n\u003cp>Perhaps, but you can do even better. There is, in fact, a truly delicious, healthy, bite-sized snack that you can not only put before your students, but that your students are sure to like.\u003c/p>\n\u003cp>That snack goes by the name of the \u003ca href=\"http://ed.ted.com/lessons\">TED-Ed Lesson\u003c/a>.\u003c/p>\n\u003cp>And what is a TED-Ed Lesson? At its core, it’s a 3-5 minute animated video that focuses on topics ranging from \u003ca href=\"http://ed.ted.com/lessons/under-the-hood-the-chemistry-of-cars-cynthia-chubbuck\">chemistry\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/shakespearean-dating-tips-anthony-john-peters\">Shakespeare\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/the-pangaea-pop-up-michael-molina\">origami\u003c/a>. Each animation is created by TED-Ed in collaboration with an educator, an insanely talented scriptwriter and an equally talented animator.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A typical TED-Ed video looks like this one I authored with the TED-Ed team entitled “Why is the U.S. Constitution so Hard to Amend?”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=FwREAW4SlVY\u003c/p>\n\u003cp>However, TED-Ed Lessons are way more than just a video.\u003c/p>\n\u003cp>The “Think” section that accompanies a TED-ED Lesson provides the opportunity for students to answer important questions related to the video. In addition, the “Dig Deeper” section provides access to relevant supplemental resources that support deeper engagement with the lesson subject. Finally, the “Discuss” section provides a space for students to talk about the issues raised in the lesson. Some lessons have guided discussions created by the lesson creator, but all have the opportunity for viewers to start and engage on their own.\u003c/p>\n\u003cp>In my classroom, I use TED-Ed lessons whenever I find a place for them in my world history, US history, and US government curricula. Generally, this means my students see one every three-to-four weeks.\u003c/p>\n\u003caside class=\"alignright\">Here are samples of some of the better TED-Ed Lessons that I have shared with my U.S. History, World History and U.S. Government students.\u003cbr>\n\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/Paccone_aside.png\">\n\u003cul>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=3NXC4Q_4JVg\">The Atlantic Slave Trade\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=jFICRFKtAc4\">How did Hitler Rise to Power?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=23oHqNEqRyo\">China’s Great Wall\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=mP5p4QbvPtc\">The Terracotta Warriors\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=W9H3gvnN468\">The Electoral College\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When introducing a TED-Ed lesson I provide a brief introduction and then show the video. The whole class then works together to answer the “Think” questions. I then employ Twitter to have students tweet a well-crafted question to friends and family. The question appears in the Discuss section of the lesson. My Discuss section question provided students with a chance to tweet, “Do you think that millennials and those who follow will be more inclined than previous generations to amend the Constitution?” We use the responses they receive to continue the discussion the next day with many more perspectives added to the conversation.\u003c/p>\n\u003cp>Additionally, TED-Ed lessons provide an opportunity for flipped learning with students doing the lesson as homework and arriving in class armed and ready for digging deeper. And, of course, the videos are excellent resources for students to review before exams.\u003c/p>\n\u003cp>Given all this, you can imagine the extent to which my students have enjoyed and otherwise devoured all of the TED-Ed Lessons that I have put before them.\u003c/p>\n\u003cp>Finally, while I teach social studies, TED-Ed lessons contain equally great content for teachers and students in the areas of science and technology, literature, language, mathematics, psychology, business, economics, and more. \u003ca href=\"http://ed.ted.com/\">Check them out!\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I am looking forward to hearing, in the comment section located at the end of this article, about the extent to which your students have gobbled up the delicious, healthy, bite-sized snacks of knowledge found at\u003ca href=\"http://ed.ted.com\"> ed.ted.com\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students love snacks, bite sized ones in particular, and as everyone knows, that usually means cookies.\u003c/p>\n\u003cp>But if you’re a teacher and opposed to putting the sweet and sugary before your kids, then what are you to do? Carrots and cauliflower?\u003c/p>\n\u003cp>Perhaps, but you can do even better. There is, in fact, a truly delicious, healthy, bite-sized snack that you can not only put before your students, but that your students are sure to like.\u003c/p>\n\u003cp>That snack goes by the name of the \u003ca href=\"http://ed.ted.com/lessons\">TED-Ed Lesson\u003c/a>.\u003c/p>\n\u003cp>And what is a TED-Ed Lesson? At its core, it’s a 3-5 minute animated video that focuses on topics ranging from \u003ca href=\"http://ed.ted.com/lessons/under-the-hood-the-chemistry-of-cars-cynthia-chubbuck\">chemistry\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/shakespearean-dating-tips-anthony-john-peters\">Shakespeare\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/the-pangaea-pop-up-michael-molina\">origami\u003c/a>. Each animation is created by TED-Ed in collaboration with an educator, an insanely talented scriptwriter and an equally talented animator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A typical TED-Ed video looks like this one I authored with the TED-Ed team entitled “Why is the U.S. Constitution so Hard to Amend?”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/FwREAW4SlVY'\n title='//www.youtube.com/embed/FwREAW4SlVY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>However, TED-Ed Lessons are way more than just a video.\u003c/p>\n\u003cp>The “Think” section that accompanies a TED-ED Lesson provides the opportunity for students to answer important questions related to the video. In addition, the “Dig Deeper” section provides access to relevant supplemental resources that support deeper engagement with the lesson subject. Finally, the “Discuss” section provides a space for students to talk about the issues raised in the lesson. Some lessons have guided discussions created by the lesson creator, but all have the opportunity for viewers to start and engage on their own.\u003c/p>\n\u003cp>In my classroom, I use TED-Ed lessons whenever I find a place for them in my world history, US history, and US government curricula. Generally, this means my students see one every three-to-four weeks.\u003c/p>\n\u003caside class=\"alignright\">Here are samples of some of the better TED-Ed Lessons that I have shared with my U.S. History, World History and U.S. Government students.\u003cbr>\n\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/Paccone_aside.png\">\n\u003cul>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=3NXC4Q_4JVg\">The Atlantic Slave Trade\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=jFICRFKtAc4\">How did Hitler Rise to Power?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=23oHqNEqRyo\">China’s Great Wall\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=mP5p4QbvPtc\">The Terracotta Warriors\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=W9H3gvnN468\">The Electoral College\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When introducing a TED-Ed lesson I provide a brief introduction and then show the video. The whole class then works together to answer the “Think” questions. I then employ Twitter to have students tweet a well-crafted question to friends and family. The question appears in the Discuss section of the lesson. My Discuss section question provided students with a chance to tweet, “Do you think that millennials and those who follow will be more inclined than previous generations to amend the Constitution?” We use the responses they receive to continue the discussion the next day with many more perspectives added to the conversation.\u003c/p>\n\u003cp>Additionally, TED-Ed lessons provide an opportunity for flipped learning with students doing the lesson as homework and arriving in class armed and ready for digging deeper. And, of course, the videos are excellent resources for students to review before exams.\u003c/p>\n\u003cp>Given all this, you can imagine the extent to which my students have enjoyed and otherwise devoured all of the TED-Ed Lessons that I have put before them.\u003c/p>\n\u003cp>Finally, while I teach social studies, TED-Ed lessons contain equally great content for teachers and students in the areas of science and technology, literature, language, mathematics, psychology, business, economics, and more. \u003ca href=\"http://ed.ted.com/\">Check them out!\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I am looking forward to hearing, in the comment section located at the end of this article, about the extent to which your students have gobbled up the delicious, healthy, bite-sized snacks of knowledge found at\u003ca href=\"http://ed.ted.com\"> ed.ted.com\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Should Schools Start Later to Improve Academic Performance? | KQED",
"content": "\u003ch2>Should school start later?\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\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>Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54670 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn more…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[AUDIO] \u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> \u003c/strong>\u003cbr>\nThis report describes new findings from health researchers about the consequences of schools having early start times.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by the following youth from the Science News Team within the California Academy of Sciences: \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alex, Alvin, Avi, Darrah, Mathew, Maggie, Ori, and Sophie \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>Should school start later?\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\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>Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54670 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn more…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[AUDIO] \u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> \u003c/strong>\u003cbr>\nThis report describes new findings from health researchers about the consequences of schools having early start times.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by the following youth from the Science News Team within the California Academy of Sciences: \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "5 Tips for Making Media that Matters to Students",
"headTitle": "5 Tips for Making Media that Matters to Students | KQED",
"content": "\u003cp>If you ask me what social studies, social art and social media have in common, it’s people. People communicating, making connections with one another and affecting change. So why not let students express themselves in the classroom the way they often do outside of school — on their phones? It took months for me to finally commit, but once I did, it was like a renaissance of creativity, ideas and critical thinking had overtaken our classroom (\u003ci>in a good way!)\u003c/i>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/\">Letters to the Next President 2.0\u003c/a> (L2NP 2.0), the\u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\"> Media Makes\u003c/a> series, hosted by the \u003ca href=\"http://www.nwp.org\">National Writing Project\u003c/a> and KQED, is an amazing resource for involving students in the civic process. It inspired me to delve further into the world of student self-expression and using social media as a tool in the classroom. The Media Make projects encourage students to identify what matters to them, instructs them on how to conduct research on the issues, and empowers them to make their voices heard online.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Integrating social media into the learning landscape of middle school history proved to be a huge success, albeit a semi nerve-racking journey. Below are my five dos and don’ts for using social media to help students spread awareness and start a dialogue about their values and concerns.\u003c/span>\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272357,272334,272358\"]\u003c/p>\n\u003ch3>1. Set the Stage\u003c/h3>\n\u003cp>Help students formulate an opinion and take a stance by exposing them to current election issues. L2NP 2.0 curriculum creates instant student engagement! A class favorite that is certain to pique student interest in current events and election issues is the \u003ca href=\"http://goo.gl/p9kNIM\">Media Make: Make Your Own Political Art\u003c/a> activity. I was thrilled by the excitement this project stirred up in my own classroom, and can say with absolute confidence that EVERY single learner was tuned in. How often does a middle school teacher get to say that!?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Get your students ready for this creative project by brainstorming social and political issues in America, using resources like \u003ca href=\"http://goo.gl/Y9Fon4\">\u003ci>The Lowdown\u003c/i>\u003c/a> and \u003ca href=\"http://2016election.procon.org/\">ProCon.org\u003c/a>. Once learners have identified a slew of controversies and concerns, they’ll naturally start to align with topics that are relevant to them. To hook students and get them excited about developing their own art, present a variety of different images, and ask students to identify the message, symbols, techniques and topics highlighted by the artists. (Tip: street art, especially works by Banksy were most appealing to students.) Once learners get a taste for how powerful and evocative art can be, they’ll be inspired to make social and political art of their own.\u003c/p>\n\u003cp>The article entitled \u003ca href=\"https://goo.gl/Z6BJyK\">“How to Make Political Art,”\u003c/a> as well as the embedded video, are immensely helpful in preparing students to create their own work. This \u003ca href=\"https://goo.gl/vchXDI\">modified rubric/instruction sheet\u003c/a> has been adapted from the site above, and sets project expectations without stifling student ingenuity. Once you go over the requirements for the project (of which there were few), it’s time to take your hands off the wheel and let students compose their own masterpieces.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272348,272347,272356\"]\u003c/p>\n\u003ch3>2. Stand Back\u003c/h3>\n\u003cp>Set the stage, then step aside. Apart from frontloading useful vocabulary and providing examples of symbols and the power of text and color, your students will take to this project pretty intuitively. While it does require learners to conceptualize, reflect and call on a variety of other high level thinking skills, you’ll find that all students will have access to this assignment. There is \u003ci>something\u003c/i> that every child in your classroom would like to see addressed and potentially solved, whether it be in their community, country or worldwide.\u003c/p>\n\u003cp>Once students have chosen their issue and medium, there’s little left for you to do besides field student questions and provide direction as needed. You’ll most likely find that you need to remind students to keep it simple. For example, many learners will attempt to explain their art, so remind them that their work should speak for itself. Their perspective should be clear, and the art approachable. There is power in this simplicity.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272359,272341,272352\"]\u003c/p>\n\u003ch3>3. Encourage Risks\u003c/h3>\n\u003cp>It’s OK for student work to push the envelope, and even make the viewer uncomfortable — isn’t that the point of social and political art?! This project empowers students to explore their own thinking and values. We’re asking our students to bring an issue to the forefront of our mind’s eye, forcing us to question why things are they way they are, and why they should change.\u003c/p>\n\u003cp>Student choice is vital to the success of this project. When students have the autonomy to advocate for something \u003ci>they\u003c/i> see as a problem, and display their stance in a way \u003ci>they \u003c/i>think will resonate with viewers, it is extraordinarily more impactful.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272336,272339,272342\"]\u003c/p>\n\u003ch3>4. Pick a Platform\u003c/h3>\n\u003cp>When I told students the final step was to post their artwork on social media, the response was resounding disbelief and eagerness. Students who were interested in this sort of civic participation via social media turned to Instagram or Snapchat.\u003c/p>\n\u003cp>For students who aren’t interested in or don’t have access to social media at school or at home, encourage them to share their point of view by posting hard copies of their artwork around town (local library, shop windows with permission, bus stops, etc.) While this alternative means they’ll reach a potentially smaller audience, it still enables students to showcase their pieces in a public forum.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272343,272355,272350\"]\u003c/p>\n\u003ch3>5. Be Safe, Not Sorry\u003c/h3>\n\u003cp>Whatever you do, do not create a class Instagram account with a shared username and login (\u003ci>believe me, I made that mistake!\u003c/i>) If you do, you’ll end up with an inappropriate post that one of your 8th graders thinks is hilarious. Instead, streamline your process by either encouraging students to take ownership of their posts and stand proudly behind them on their personal accounts, or upload student work yourself, no matter how cumbersome it feels to deal with all the uploads, airdrops, emails and screenshots.\u003c/p>\n\u003cp>Determine whether a private or public account best suits your classroom needs. In my case, I found having a private Instagram account felt futile. Why encourage online activism among an audience of 35 students who were already sitting in a classroom together face-to-face? A private account wasn’t going to get student work the kind of exposure I was looking for, but a public account made me nervous. I didn’t want parents feeling like their child’s stance on some contentious issue was just floating around out there without their permission (remember, I’m teaching 13 year olds).\u003c/p>\n\u003cp>For those grappling with privacy and permission concerns, the unveiling of the L2NP 2.0 \u003ca href=\"https://letters2president.org/register\">youth publishing platform\u003c/a> is very exciting! The site promotes a safe, academic pulpit from which students can share their thoughts and opinions on current political, social and economic issues. I’ve just launched my own teacher page on their site (all teachers/school sites can do the same), and am ready to get started on other compelling \u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\">Media Make\u003c/a> activities. Hopefully this will quell some of the fears we have as teachers, parents and administrators over what’s being posted online and who has access.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272346,272354,272353\"]\u003c/p>\n\u003cp>I imagine most middle school teachers understand the difficulty of gleaning total engagement and enthusiasm in the classroom, even when opportunities for multimodal learning are provided and lessons have been differentiated. Yet this Media Make project defied the norm, and culminated in the production of incredible artwork that held powerful messages.\u003c/p>\n\u003cp>I \u003ci>highly\u003c/i> encourage those of you who are reticent to incorporate social media into your curriculum, to give Media Makes a try and help your students amplify their voices. Students are studying history and making history when they start a dialogue about the world around them. Social media and platforms like L2NP 2.0 offer opportunities for learners to share their opinions with a larger audience, beyond family, friends and classmates. All of a sudden there’s this relatively anonymous, virtual platform of self expression where students can be honest about their sentiments, without fear of criticism.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As I look toward our next project, I’m eager for students to take on a solution-based approach. I want learners to shift their thinking and begin generating ideas on how to actually fix the critical problems they see. Through L2NP’s youth publishing platform, my students-turned-artists will soon become authors, directors and producers focused on connecting their worlds and their ideas to the problems we collectively face.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you ask me what social studies, social art and social media have in common, it’s people. People communicating, making connections with one another and affecting change. So why not let students express themselves in the classroom the way they often do outside of school — on their phones? It took months for me to finally commit, but once I did, it was like a renaissance of creativity, ideas and critical thinking had overtaken our classroom (\u003ci>in a good way!)\u003c/i>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/\">Letters to the Next President 2.0\u003c/a> (L2NP 2.0), the\u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\"> Media Makes\u003c/a> series, hosted by the \u003ca href=\"http://www.nwp.org\">National Writing Project\u003c/a> and KQED, is an amazing resource for involving students in the civic process. It inspired me to delve further into the world of student self-expression and using social media as a tool in the classroom. The Media Make projects encourage students to identify what matters to them, instructs them on how to conduct research on the issues, and empowers them to make their voices heard online.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Integrating social media into the learning landscape of middle school history proved to be a huge success, albeit a semi nerve-racking journey. Below are my five dos and don’ts for using social media to help students spread awareness and start a dialogue about their values and concerns.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>1. Set the Stage\u003c/h3>\n\u003cp>Help students formulate an opinion and take a stance by exposing them to current election issues. L2NP 2.0 curriculum creates instant student engagement! A class favorite that is certain to pique student interest in current events and election issues is the \u003ca href=\"http://goo.gl/p9kNIM\">Media Make: Make Your Own Political Art\u003c/a> activity. I was thrilled by the excitement this project stirred up in my own classroom, and can say with absolute confidence that EVERY single learner was tuned in. How often does a middle school teacher get to say that!?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Get your students ready for this creative project by brainstorming social and political issues in America, using resources like \u003ca href=\"http://goo.gl/Y9Fon4\">\u003ci>The Lowdown\u003c/i>\u003c/a> and \u003ca href=\"http://2016election.procon.org/\">ProCon.org\u003c/a>. Once learners have identified a slew of controversies and concerns, they’ll naturally start to align with topics that are relevant to them. To hook students and get them excited about developing their own art, present a variety of different images, and ask students to identify the message, symbols, techniques and topics highlighted by the artists. (Tip: street art, especially works by Banksy were most appealing to students.) Once learners get a taste for how powerful and evocative art can be, they’ll be inspired to make social and political art of their own.\u003c/p>\n\u003cp>The article entitled \u003ca href=\"https://goo.gl/Z6BJyK\">“How to Make Political Art,”\u003c/a> as well as the embedded video, are immensely helpful in preparing students to create their own work. This \u003ca href=\"https://goo.gl/vchXDI\">modified rubric/instruction sheet\u003c/a> has been adapted from the site above, and sets project expectations without stifling student ingenuity. Once you go over the requirements for the project (of which there were few), it’s time to take your hands off the wheel and let students compose their own masterpieces.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>2. Stand Back\u003c/h3>\n\u003cp>Set the stage, then step aside. Apart from frontloading useful vocabulary and providing examples of symbols and the power of text and color, your students will take to this project pretty intuitively. While it does require learners to conceptualize, reflect and call on a variety of other high level thinking skills, you’ll find that all students will have access to this assignment. There is \u003ci>something\u003c/i> that every child in your classroom would like to see addressed and potentially solved, whether it be in their community, country or worldwide.\u003c/p>\n\u003cp>Once students have chosen their issue and medium, there’s little left for you to do besides field student questions and provide direction as needed. You’ll most likely find that you need to remind students to keep it simple. For example, many learners will attempt to explain their art, so remind them that their work should speak for itself. Their perspective should be clear, and the art approachable. There is power in this simplicity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>3. Encourage Risks\u003c/h3>\n\u003cp>It’s OK for student work to push the envelope, and even make the viewer uncomfortable — isn’t that the point of social and political art?! This project empowers students to explore their own thinking and values. We’re asking our students to bring an issue to the forefront of our mind’s eye, forcing us to question why things are they way they are, and why they should change.\u003c/p>\n\u003cp>Student choice is vital to the success of this project. When students have the autonomy to advocate for something \u003ci>they\u003c/i> see as a problem, and display their stance in a way \u003ci>they \u003c/i>think will resonate with viewers, it is extraordinarily more impactful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>4. Pick a Platform\u003c/h3>\n\u003cp>When I told students the final step was to post their artwork on social media, the response was resounding disbelief and eagerness. Students who were interested in this sort of civic participation via social media turned to Instagram or Snapchat.\u003c/p>\n\u003cp>For students who aren’t interested in or don’t have access to social media at school or at home, encourage them to share their point of view by posting hard copies of their artwork around town (local library, shop windows with permission, bus stops, etc.) While this alternative means they’ll reach a potentially smaller audience, it still enables students to showcase their pieces in a public forum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>5. Be Safe, Not Sorry\u003c/h3>\n\u003cp>Whatever you do, do not create a class Instagram account with a shared username and login (\u003ci>believe me, I made that mistake!\u003c/i>) If you do, you’ll end up with an inappropriate post that one of your 8th graders thinks is hilarious. Instead, streamline your process by either encouraging students to take ownership of their posts and stand proudly behind them on their personal accounts, or upload student work yourself, no matter how cumbersome it feels to deal with all the uploads, airdrops, emails and screenshots.\u003c/p>\n\u003cp>Determine whether a private or public account best suits your classroom needs. In my case, I found having a private Instagram account felt futile. Why encourage online activism among an audience of 35 students who were already sitting in a classroom together face-to-face? A private account wasn’t going to get student work the kind of exposure I was looking for, but a public account made me nervous. I didn’t want parents feeling like their child’s stance on some contentious issue was just floating around out there without their permission (remember, I’m teaching 13 year olds).\u003c/p>\n\u003cp>For those grappling with privacy and permission concerns, the unveiling of the L2NP 2.0 \u003ca href=\"https://letters2president.org/register\">youth publishing platform\u003c/a> is very exciting! The site promotes a safe, academic pulpit from which students can share their thoughts and opinions on current political, social and economic issues. I’ve just launched my own teacher page on their site (all teachers/school sites can do the same), and am ready to get started on other compelling \u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\">Media Make\u003c/a> activities. Hopefully this will quell some of the fears we have as teachers, parents and administrators over what’s being posted online and who has access.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I imagine most middle school teachers understand the difficulty of gleaning total engagement and enthusiasm in the classroom, even when opportunities for multimodal learning are provided and lessons have been differentiated. Yet this Media Make project defied the norm, and culminated in the production of incredible artwork that held powerful messages.\u003c/p>\n\u003cp>I \u003ci>highly\u003c/i> encourage those of you who are reticent to incorporate social media into your curriculum, to give Media Makes a try and help your students amplify their voices. Students are studying history and making history when they start a dialogue about the world around them. Social media and platforms like L2NP 2.0 offer opportunities for learners to share their opinions with a larger audience, beyond family, friends and classmates. All of a sudden there’s this relatively anonymous, virtual platform of self expression where students can be honest about their sentiments, without fear of criticism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As I look toward our next project, I’m eager for students to take on a solution-based approach. I want learners to shift their thinking and begin generating ideas on how to actually fix the critical problems they see. Through L2NP’s youth publishing platform, my students-turned-artists will soon become authors, directors and producers focused on connecting their worlds and their ideas to the problems we collectively face.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Employing the 'Serial' Podcast as a Primary Text",
"headTitle": "Employing the ‘Serial’ Podcast as a Primary Text | KQED",
"content": "\u003cp>I finally found time to listen to the first season of the acclaimed podcast\u003cem> \u003ca href=\"https://serialpodcast.org/\">Serial\u003c/a>\u003c/em>. Like millions worldwide, I found myself captivated and couldn’t stop listening. When I reached the final episode, however, I couldn’t keep myself from being an educator. I knew I had to find a way to incorporate this unique form of storytelling into my classes.\u003c/p>\n\u003cp>Thankfully, others in the profession also saw the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">educational value of the podcast\u003c/a>. I connected with \u003ca href=\"https://twitter.com/themrgodsey\">Michael Godsey\u003c/a>, an English teacher who opted to teach\u003cem> Serial\u003c/em> in place of Shakespeare and, building on his experience, I utilized\u003cem> Serial\u003c/em> as a case study of the reporting process and effective storytelling in my 21st Century Journalism class.\u003c/p>\n\u003cp>Using \u003cem>Serial\u003c/em> as a case study was particularly effective for several reasons.\u003c/p>\n\u003ch4>Student Engagement\u003c/h4>\n\u003cp>From the first episode, my high school students were enthralled by \u003cem>Serial’s\u003c/em> dynamic tale of real-world characters caught in a murky story of love and murder. And because they were the same age as the central figures in the investigation, it was extremely relatable. They were dealing with many of the same issues: relationships, parental expectations, and school work.\u003c/p>\n\u003cp>With each episode of \u003cem>Serial\u003c/em> advancing the investigation, students could listen to the chapters in easily digestible episodes that offered multiple points of view with rapid transitions between characters. This encouraged attentive listening skills in students without being prompted. They were simply engaged with the story.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the investigation unfolded over multiple episodes, several students were so engaged that they binge-listened to the podcast, much like they would their favorite series on Netflix. Essentially these students were working ahead and engaging in classwork because they wanted to, not because they were asked to.\u003c/p>\n\u003ch4>Common Core State Standards\u003c/h4>\n\u003cp>In the world of \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> (CCSS), using podcasts as a primary text is a great way to incorporate multiple 21st-century skills.\u003cem> Serial\u003c/em> is a content-rich nonfiction piece of narrative digital media, which is one of the major shifts in CCSS for English Language Arts and Literacy.\u003c/p>\n\u003cp>After each episode, my class had productive discussions that addressed the CCSS Anchor Standards for Reading. We were able to “read” the text closely to determine the central ideas surrounding the case and the multiple perspectives offered in various episodes. We constantly examined the craft and structure of the podcast by evaluating the various points of view as well as the credibility and bias of the narrator and central figures.\u003c/p>\n\u003cp>Because very few of the students were familiar with podcasts before we started listening to \u003cem>Serial\u003c/em>, we were also able to specifically evaluate how podcasts differ from traditional media. How is listening to a podcast different from reading an article or watching a video on the same topic? What makes this type of media unique? What hinders this type of storytelling?\u003c/p>\n\u003cp>Additionally, students started to independently research the case featured in \u003cem>Serial\u003c/em>, which exposed them to new texts with various levels of complexity, and many are still following recent developments related to the central character.\u003c/p>\n\u003ch4>Media Production\u003c/h4>\n\u003cp>The CCSS helped define our summative project at the end of the series. As a journalism teacher who focuses on digital media and technology integration, I was interested in moving beyond the typical paper to see if we could produce a podcast. Having zero experience with podcasting, we went with the most direct route. Students recorded their podcasts using the built-in microphone on their headphones. They saved the recorded the audio in a voice-memo app or directly into \u003ca href=\"https://soundcloud.com/\">Soundcloud\u003c/a>.\u003c/p>\n\u003cp>Before recording, students were first required to draft an outline of talking points that they would discuss. They would have to take a position on \u003cem>Serial\u003c/em>, whether they believed the central character to be innocent or guilty, and support their claims by citing specific pieces of evidence from the podcast. Additionally, they would have to script an introduction that mimicked \u003cem>Serial’s\u003c/em> narrative style. Then we moved to the production piece of the project.\u003c/p>\n\u003cp>https://soundcloud.com/john-walter-505818009/sets/conflicting-viewpoints-a\u003c/p>\n\u003cp>Many of the students were more comfortable expressing their opinions and citing evidence in their podcasts than in a group discussion or a written paper because they could record multiple drafts before submission and engage with their partner’s ideas and opinions. What resulted were content-rich discussions that included engaging dialogue and debate between students and continually referenced the text.\u003c/p>\n\u003ch4>Changes for Next Time\u003c/h4>\n\u003cp>While I found this classroom experiment successful, I am going to make several changes when I teach \u003cem>Serial\u003c/em> again this year.\u003c/p>\n\u003cp>First, listening to each episode of Serial in class was time-consuming and took up a significant portion of the semester that I usually devote to other areas of my curriculum. This year I plan to introduce the first episode in class and then assign listening to one episode each week outside class, which will give students ample time to respond to the prompts. At the end of the week we will have a discussion based on that week’s episode.\u003c/p>\n\u003cp>Additionally, I’m going to place greater emphasis on the technical aspect of production. We were able to acquire several microphones over the summer, which should increase the quality of our audio. I will also attempt to use \u003ca href=\"https://sourceforge.net/projects/audacity/\">Audacity\u003c/a>, a free audio-editing software so that students can clip pieces of their audio together and delete awkward pauses, rather than record their conversation straight through into Soundcloud.\u003c/p>\n\u003ch4>Ideas for Other Educators\u003c/h4>\n\u003cp>If \u003cem>Serial\u003c/em> doesn’t fit the needs of your content there are still multiple ways you can incorporate podcasts into your classroom.\u003c/p>\n\u003cp>Instead of articles, find current events or a podcast related to your specific content to share with students.\u003ca href=\"https://listenwise.com/\"> Listenwise\u003c/a>, which can help you bring compelling nonfiction to the classroom, offers curated public radio podcasts and lessons for ELA, Science, and Social Studies, as well as current events and graphic organizers. The service is free to teachers and integrates with Google Classroom.\u003c/p>\n\u003cp>Other resources include\u003cem>\u003ca href=\"http://www.npr.org/podcasts/510311/embedded\"> Embedded\u003c/a>\u003c/em>, an NPR podcast that takes an in-depth look at current events and issues, and the public radio program \u003cem>\u003ca href=\"http://www.thisamericanlife.org/\">This American Life\u003c/a>\u003c/em>, which features compelling stories on a specific theme each episode.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Incorporating podcasts into your lessons and daily content can yield some interesting results. Try it for yourself and see how your students react. You might find that simply listening is an effective tool to engage your class. If you have advice, ideas, or thoughts please leave a comment or connect with me to continue the discussion.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I finally found time to listen to the first season of the acclaimed podcast\u003cem> \u003ca href=\"https://serialpodcast.org/\">Serial\u003c/a>\u003c/em>. Like millions worldwide, I found myself captivated and couldn’t stop listening. When I reached the final episode, however, I couldn’t keep myself from being an educator. I knew I had to find a way to incorporate this unique form of storytelling into my classes.\u003c/p>\n\u003cp>Thankfully, others in the profession also saw the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">educational value of the podcast\u003c/a>. I connected with \u003ca href=\"https://twitter.com/themrgodsey\">Michael Godsey\u003c/a>, an English teacher who opted to teach\u003cem> Serial\u003c/em> in place of Shakespeare and, building on his experience, I utilized\u003cem> Serial\u003c/em> as a case study of the reporting process and effective storytelling in my 21st Century Journalism class.\u003c/p>\n\u003cp>Using \u003cem>Serial\u003c/em> as a case study was particularly effective for several reasons.\u003c/p>\n\u003ch4>Student Engagement\u003c/h4>\n\u003cp>From the first episode, my high school students were enthralled by \u003cem>Serial’s\u003c/em> dynamic tale of real-world characters caught in a murky story of love and murder. And because they were the same age as the central figures in the investigation, it was extremely relatable. They were dealing with many of the same issues: relationships, parental expectations, and school work.\u003c/p>\n\u003cp>With each episode of \u003cem>Serial\u003c/em> advancing the investigation, students could listen to the chapters in easily digestible episodes that offered multiple points of view with rapid transitions between characters. This encouraged attentive listening skills in students without being prompted. They were simply engaged with the story.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the investigation unfolded over multiple episodes, several students were so engaged that they binge-listened to the podcast, much like they would their favorite series on Netflix. Essentially these students were working ahead and engaging in classwork because they wanted to, not because they were asked to.\u003c/p>\n\u003ch4>Common Core State Standards\u003c/h4>\n\u003cp>In the world of \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> (CCSS), using podcasts as a primary text is a great way to incorporate multiple 21st-century skills.\u003cem> Serial\u003c/em> is a content-rich nonfiction piece of narrative digital media, which is one of the major shifts in CCSS for English Language Arts and Literacy.\u003c/p>\n\u003cp>After each episode, my class had productive discussions that addressed the CCSS Anchor Standards for Reading. We were able to “read” the text closely to determine the central ideas surrounding the case and the multiple perspectives offered in various episodes. We constantly examined the craft and structure of the podcast by evaluating the various points of view as well as the credibility and bias of the narrator and central figures.\u003c/p>\n\u003cp>Because very few of the students were familiar with podcasts before we started listening to \u003cem>Serial\u003c/em>, we were also able to specifically evaluate how podcasts differ from traditional media. How is listening to a podcast different from reading an article or watching a video on the same topic? What makes this type of media unique? What hinders this type of storytelling?\u003c/p>\n\u003cp>Additionally, students started to independently research the case featured in \u003cem>Serial\u003c/em>, which exposed them to new texts with various levels of complexity, and many are still following recent developments related to the central character.\u003c/p>\n\u003ch4>Media Production\u003c/h4>\n\u003cp>The CCSS helped define our summative project at the end of the series. As a journalism teacher who focuses on digital media and technology integration, I was interested in moving beyond the typical paper to see if we could produce a podcast. Having zero experience with podcasting, we went with the most direct route. Students recorded their podcasts using the built-in microphone on their headphones. They saved the recorded the audio in a voice-memo app or directly into \u003ca href=\"https://soundcloud.com/\">Soundcloud\u003c/a>.\u003c/p>\n\u003cp>Before recording, students were first required to draft an outline of talking points that they would discuss. They would have to take a position on \u003cem>Serial\u003c/em>, whether they believed the central character to be innocent or guilty, and support their claims by citing specific pieces of evidence from the podcast. Additionally, they would have to script an introduction that mimicked \u003cem>Serial’s\u003c/em> narrative style. Then we moved to the production piece of the project.\u003c/p>\n\u003cp>https://soundcloud.com/john-walter-505818009/sets/conflicting-viewpoints-a\u003c/p>\n\u003cp>Many of the students were more comfortable expressing their opinions and citing evidence in their podcasts than in a group discussion or a written paper because they could record multiple drafts before submission and engage with their partner’s ideas and opinions. What resulted were content-rich discussions that included engaging dialogue and debate between students and continually referenced the text.\u003c/p>\n\u003ch4>Changes for Next Time\u003c/h4>\n\u003cp>While I found this classroom experiment successful, I am going to make several changes when I teach \u003cem>Serial\u003c/em> again this year.\u003c/p>\n\u003cp>First, listening to each episode of Serial in class was time-consuming and took up a significant portion of the semester that I usually devote to other areas of my curriculum. This year I plan to introduce the first episode in class and then assign listening to one episode each week outside class, which will give students ample time to respond to the prompts. At the end of the week we will have a discussion based on that week’s episode.\u003c/p>\n\u003cp>Additionally, I’m going to place greater emphasis on the technical aspect of production. We were able to acquire several microphones over the summer, which should increase the quality of our audio. I will also attempt to use \u003ca href=\"https://sourceforge.net/projects/audacity/\">Audacity\u003c/a>, a free audio-editing software so that students can clip pieces of their audio together and delete awkward pauses, rather than record their conversation straight through into Soundcloud.\u003c/p>\n\u003ch4>Ideas for Other Educators\u003c/h4>\n\u003cp>If \u003cem>Serial\u003c/em> doesn’t fit the needs of your content there are still multiple ways you can incorporate podcasts into your classroom.\u003c/p>\n\u003cp>Instead of articles, find current events or a podcast related to your specific content to share with students.\u003ca href=\"https://listenwise.com/\"> Listenwise\u003c/a>, which can help you bring compelling nonfiction to the classroom, offers curated public radio podcasts and lessons for ELA, Science, and Social Studies, as well as current events and graphic organizers. The service is free to teachers and integrates with Google Classroom.\u003c/p>\n\u003cp>Other resources include\u003cem>\u003ca href=\"http://www.npr.org/podcasts/510311/embedded\"> Embedded\u003c/a>\u003c/em>, an NPR podcast that takes an in-depth look at current events and issues, and the public radio program \u003cem>\u003ca href=\"http://www.thisamericanlife.org/\">This American Life\u003c/a>\u003c/em>, which features compelling stories on a specific theme each episode.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Incorporating podcasts into your lessons and daily content can yield some interesting results. Try it for yourself and see how your students react. You might find that simply listening is an effective tool to engage your class. If you have advice, ideas, or thoughts please leave a comment or connect with me to continue the discussion.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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