window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"education_267589": {
"type": "attachments",
"id": "education_267589",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "267589",
"found": true
},
"parent": 267522,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/studentwriting-1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1471905329,
"modified": 1471905423,
"caption": "Photo by \u003ca href=\"https://www.flickr.com/photos/56155476@N08/6659996469\">Brad Flickinger\u003c/a> via Flickr, \u003ca href=\"https://creativecommons.org/licenses/by/2.0/\">CC BY 2.0\u003c/a>",
"description": null,
"title": null,
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_268697": {
"type": "attachments",
"id": "education_268697",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "268697",
"found": true
},
"parent": 268160,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-400x250.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 250
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-640x372.jpg",
"width": 640,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox.jpg",
"width": 640,
"height": 400
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/toolbox-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1472066773,
"modified": 1472066773,
"caption": null,
"description": null,
"title": "toolbox",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_267528": {
"type": "attachments",
"id": "education_267528",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "267528",
"found": true
},
"parent": 267465,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/EffectiveVideo-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1471900211,
"modified": 1471900406,
"caption": "Photo by \u003ca href=\"https://www.flickr.com/photos/mr_jan/4280380714/\">Jan Bengten\u003c/a> via Flickr, \u003ca href=\"https://creativecommons.org/licenses/by/2.0/\">CC BY 2.0\u003c/a>",
"description": null,
"title": "EffectiveVideo",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_265081": {
"type": "attachments",
"id": "education_265081",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "265081",
"found": true
},
"parent": 265078,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-400x258.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 258
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-630x372.jpg",
"width": 630,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost.jpg",
"width": 630,
"height": 407
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/08/announcing-l2p-ei-blogpost-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1471538291,
"modified": 1471538291,
"caption": null,
"description": null,
"title": "announcing-l2p-ei-blogpost",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_16257": {
"type": "attachments",
"id": "education_16257",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "16257",
"found": true
},
"parent": 15946,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2015/02/Indoor_air_small-400x225.png",
"width": 400,
"mimeType": "image/png",
"height": 225
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2015/02/Indoor_air_small.png",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2015/02/Indoor_air_small-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2015/02/Indoor_air_small-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2015/02/Indoor_air_small-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2015/02/Indoor_air_small-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2015/02/Indoor_air_small-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1424816599,
"modified": 1424816720,
"caption": "Women use fuel-efficient stoves to cook their meals in the Rwanda camp for internally displaced people (IDP) in Tawila, North Darfur. Courtesy of Albert Gonzalez Farran, UNAMID/Flickr",
"description": null,
"title": "Indoor_air_small",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_12345": {
"type": "attachments",
"id": "education_12345",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "12345",
"found": true
},
"parent": 12342,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209-400x242.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 242
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209-639x372.jpg",
"width": 639,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209.jpg",
"width": 639,
"height": 386
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2014/03/Tantrum-e1394037560209-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1394008376,
"modified": 1394008376,
"caption": "photo by Mindaugas Danys",
"description": null,
"title": "Tantrum",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_241781": {
"type": "attachments",
"id": "education_241781",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "241781",
"found": true
},
"parent": 241739,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-400x267.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-960x640.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 640
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h.jpg",
"width": 1600,
"height": 1067
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-1440x960.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 960
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-800x534.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 534
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/27880430650_696ea94919_h-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1468950796,
"modified": 1468970185,
"caption": null,
"description": null,
"title": "27880430650_696ea94919_h",
"credit": "jessp713 / Flickr",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_235716": {
"type": "attachments",
"id": "education_235716",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "235716",
"found": true
},
"parent": 235715,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM-400x225.png",
"width": 400,
"mimeType": "image/png",
"height": 225
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM.png",
"width": 640,
"height": 360
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM-150x150.png",
"width": 150,
"mimeType": "image/png",
"height": 150
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/07/Screen-Shot-2016-07-12-at-10.06.45-PM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1468386587,
"modified": 1468386595,
"caption": null,
"description": null,
"title": "Screen Shot 2016-07-12 at 10.06.45 PM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_education_265078": {
"type": "authors",
"id": "byline_education_265078",
"meta": {
"override": true
},
"slug": "byline_education_265078",
"name": "Educator Innovator",
"isLoading": false
},
"lfarrar": {
"type": "authors",
"id": "6544",
"meta": {
"index": "authors_1716337520",
"id": "6544",
"found": true
},
"name": "Lauren Farrar",
"firstName": "Lauren",
"lastName": "Farrar",
"slug": "lfarrar",
"email": "lfarrar@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": "KQED Contributor",
"bio": "Lauren has a background in biology, education, and filmmaking. She has had the privilege to work on a diverse array of educational endeavors and is currently a producer for KQED Learning's YouTube series \u003cem>Above the Noise\u003c/em>. Lauren's career has taken her to the deepest parts of the ocean to film deep sea hydrothermal vents for classroom webcasts, into the pool to film synchronized swimmers to teach about the pH scale, and on roller coasters to create a video about activation energy. And, she’s done it all for the sake of education. Lauren loves communicating science! Follow her on twitter @LFarrarAtWork",
"avatar": "https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": []
},
{
"site": "lowdown",
"roles": []
},
{
"site": "education",
"roles": []
},
{
"site": "quest",
"roles": []
}
],
"headData": {
"title": "Lauren Farrar | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/lfarrar"
},
"almetriavaba": {
"type": "authors",
"id": "9323",
"meta": {
"index": "authors_1716337520",
"id": "9323",
"found": true
},
"name": "Almetria Vaba",
"firstName": "Almetria",
"lastName": "Vaba",
"slug": "almetriavaba",
"email": "avaba@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": "KQED Contributor",
"bio": "Almetria Vaba is the director for education partnerships and distribution at KQED. In her role, she leads collaborative efforts with education agencies, public media stations and other non profit organizations.",
"avatar": "https://secure.gravatar.com/avatar/044c2c04aac7cbbacd77c41a4c349cef?s=600&d=mm&r=g",
"twitter": "metravaba",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "arts",
"roles": [
"author"
]
},
{
"site": "artschool",
"roles": [
"editor"
]
},
{
"site": "news",
"roles": [
"author"
]
},
{
"site": "futureofyou",
"roles": [
"author"
]
},
{
"site": "mindshift",
"roles": [
"author"
]
},
{
"site": "lowdown",
"roles": [
"author"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "spark",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"author"
]
},
{
"site": "education",
"roles": [
"editor"
]
},
{
"site": "quest",
"roles": [
"editor"
]
},
{
"site": "food",
"roles": [
"author"
]
},
{
"site": "perspectives",
"roles": [
"editor"
]
},
{
"site": "youthmedia",
"roles": [
"administrator"
]
}
],
"headData": {
"title": "Almetria Vaba | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/044c2c04aac7cbbacd77c41a4c349cef?s=600&d=mm&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/044c2c04aac7cbbacd77c41a4c349cef?s=600&d=mm&r=g"
},
"isLoading": false,
"link": "/author/almetriavaba"
},
"calacademy": {
"type": "authors",
"id": "9491",
"meta": {
"index": "authors_1716337520",
"id": "9491",
"found": true
},
"name": "California Academy of Sciences",
"firstName": "California Academy of",
"lastName": "Sciences",
"slug": "calacademy",
"email": "mwilliams@cinema.usc.edu",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "The California Academy of Sciences is a leading scientific and cultural institution based in San Francisco. It is home to an aquarium, planetarium, natural history museum and research and education programs, which engage people of all ages and backgrounds on two of the most important topics of our time: life and its sustainability. Founded in 1853, the Academy’s mission is to explore, explain and sustain life. Visit www.calacademy.org for more information.",
"avatar": "https://secure.gravatar.com/avatar/84691055922dd92b93bba2f42ff476d0?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "California Academy of Sciences | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/84691055922dd92b93bba2f42ff476d0?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/84691055922dd92b93bba2f42ff476d0?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/calacademy"
},
"asha": {
"type": "authors",
"id": "9546",
"meta": {
"index": "authors_1716337520",
"id": "9546",
"found": true
},
"name": "Youth Radio",
"firstName": "Youth",
"lastName": "Radio",
"slug": "asha",
"email": "asha@youthradio.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Youth Radio is the Peabody Award-winning youth-driven production company headquartered in Oakland, California. For more Youth Radio stories and lesson ideas, check out \u003ca href=\"https://www.youthradio.org/\"> www.youthradio.org \u003c/a>.",
"avatar": "https://secure.gravatar.com/avatar/330ce84ff8db1b18c29bcd4343e664a2?s=600&d=blank&r=g",
"twitter": "youthradio",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Youth Radio | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/330ce84ff8db1b18c29bcd4343e664a2?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/330ce84ff8db1b18c29bcd4343e664a2?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/asha"
},
"mpershay": {
"type": "authors",
"id": "11261",
"meta": {
"index": "authors_1716337520",
"id": "11261",
"found": true
},
"name": "Masha Pershay",
"firstName": "Masha",
"lastName": "Pershay",
"slug": "mpershay",
"email": "mpershay@KQED.org",
"display_author_email": false,
"staff_mastheads": [],
"title": "Digital Video Producer",
"bio": "Masha Pershay is an associate video producer for KQED Arts. Masha got her start in media production in 2009, when she joined college station KUSF as a radio host. She holds a B.A. in Broadcasting and Electronic Communication Arts from San Francisco State University and a certificate in sound recording from City College of San Francisco. In her spare time, she's an avid record collector and a DJ in San Francisco's Italo disco DJ collective Galaxy Radio.",
"avatar": "https://secure.gravatar.com/avatar/0dadfc89413a2219896bb9cfda408bf8?s=600&d=mm&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "",
"roles": [
"editor"
]
},
{
"site": "arts",
"roles": []
},
{
"site": "education",
"roles": []
},
{
"site": "food",
"roles": []
}
],
"headData": {
"title": "Masha Pershay | KQED",
"description": "Digital Video Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/0dadfc89413a2219896bb9cfda408bf8?s=600&d=mm&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/0dadfc89413a2219896bb9cfda408bf8?s=600&d=mm&r=g"
},
"isLoading": false,
"link": "/author/mpershay"
},
"robyncarter": {
"type": "authors",
"id": "11279",
"meta": {
"index": "authors_1716337520",
"id": "11279",
"found": true
},
"name": "Robyn Carter",
"firstName": "Robyn",
"lastName": "Carter",
"slug": "robyncarter",
"email": "carterr@sfusd.edu",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "\u003cp class=\"p1\">\u003cspan class=\"s1\">Robyn Carter is a faculty member in the English department at Ashford University and also serves as the San Francisco WritersCorp artist in residence at Redding Elementary School. She holds an MFA in Creative Writing from Queens University of Charlotte, and when she is not teaching or developing curriculum, she writes fiction. Her short stories have appeared in \u003ci>Conjunctions, Ninth Letter, West Branch, Colorado Review \u003c/i>and other journals. She is at work on a series of guides for middle grade teachers called \u003ci>Writers Read! Bridging the Gap between the Reading & Writing Workshop. \u003c/i>Check out \u003ca href=\"http://room2ruminations.blogspot.com/\">\u003cspan class=\"s2\">Room2Ruminations\u003c/span>\u003c/a> to see art and writing by her third, fourth and fifth graders.\u003c/span>\u003c/p>",
"avatar": "https://secure.gravatar.com/avatar/a1c9ec28bc2cb5675220aa4e184ca92c?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Robyn Carter | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/a1c9ec28bc2cb5675220aa4e184ca92c?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/a1c9ec28bc2cb5675220aa4e184ca92c?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/robyncarter"
},
"marianagarcia": {
"type": "authors",
"id": "11282",
"meta": {
"index": "authors_1716337520",
"id": "11282",
"found": true
},
"name": "Mariana Garcia Serrato",
"firstName": "Mariana",
"lastName": "Garcia Serrato",
"slug": "marianagarcia",
"email": "mgarcia@ogsd.net",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Mariana Garcia Serrato is a STEM teacher at AdVENTURE, a STEM program from the Oak Grove School District in San Jose, California. She currently teaches Science and Engineering in grades five through eight. She is a certified PBS Media Literacy Educator, Google Certified Educator, KQED Media Literacy Innovator, Edmodo Ambassador, MT for Betterlesson.com, Globaloria Teacher of the Year (2013) and SCCOE/TI STEM Teacher of the Year (2014). Her goal of making STEM relevant to her students has inspired her to create a fully gamified, PBL classroom. She enjoys sharing her ideas in her blog, \u003ca href=\"http://www.teachingabovethetest.com/\">Teaching Above the Test\u003c/a>, and connecting with other educators using the Twitter handle @MarianaGSerrato.",
"avatar": "https://secure.gravatar.com/avatar/0564c5be70034092d52d075f963804a7?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Mariana Garcia Serrato | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/0564c5be70034092d52d075f963804a7?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/0564c5be70034092d52d075f963804a7?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/marianagarcia"
}
},
"pagesReducer": {
"education_category_blog": {
"type": "terms",
"id": "education_1",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "1",
"score": 13.555691
},
"name": "Blog",
"slug": "blog",
"taxonomy": "category",
"description": "Sign up for the \u003ca href=\"https://www.kqed.org/newsletters/kqed-education\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Education newsletter\u003c/a>.",
"featImg": null,
"headData": {
"title": "Bay Area Education Insights: Stories & Resources from KQED's Blog",
"description": "Discover insightful articles, captivating stories, and practical resources for educators, parents, and learners of all ages.",
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null,
"socialTitle": "Bay Area Education Insights: Stories & Resources from KQED's Blog"
},
"ttid": 1,
"isLoading": false,
"title": "Blog",
"pageMeta": {
"site": "education",
"WpPageTemplate": "page-topic-company",
"currentPage": 57
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "Sign up for the \u003ca href=\"https://www.kqed.org/newsletters/kqed-education\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Education newsletter\u003c/a>."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardCompany2",
"query": "posts/education?category=blog",
"seeMore": false,
"paginated": true,
"page": 57
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"education_267522": {
"type": "posts",
"id": "education_267522",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "267522",
"score": null,
"sort": [
1472137249000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1472137249,
"format": "standard",
"title": "A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs",
"headTitle": "A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs | KQED",
"content": "\u003cp>I teach creative writing to transitional English students at the college level, as well as to English language learners in the upper elementary grades. Regardless of which age group I’m working with, my biggest challenge is teaching revision. I know how\u003ci> I \u003c/i>would revise a student’s draft, but simply communicating my own ideas about next steps for a piece in progress is not the same as teaching students to synthesize and implement revision strategies independently. For some students, feedback and suggestions in the margins are enough to get them on track (i.e., “Add sensory details here.”), but others need more visual graphic organizers to guide them. For these students, Google Docs tables can function as quick and sturdy — but removable — scaffolds that bring structure and focus to their writing as they sculpt and fine-tune their work.\u003c/p>\n\u003ch4>Sensory Maps\u003c/h4>\n\u003cp>Although “show, don’t tell” is the writing teacher’s mantra, sensory details are often absent from students’ early drafts where the goal is “getting it down” — the plot, gist, idea — in broad brush strokes. At this early stage, I encourage students to follow the draft wherever it leads them. When they get to a stopping place or an “I’m stuck” or “I’m done” moment, I ask them to break their piece up into chunks, moments or scenes by hitting enter a few times in between sections. In each new space, they add a table to serve as sensory map to the section beneath it where they will zoom in on details that “show.” For students who struggle getting even a first draft down, I keep a link to an empty sensory map on a Google doc, like \u003ca href=\"https://docs.google.com/document/d/1m6kViV7vwy0iU5HVu2_RGgZRr98w-ldje7B7GioU1Pw/edit?usp=sharing\">this one\u003c/a>, in the About section of my Google Classroom. Students can open this document, go to File>Make a copy then add details to their copy of the table.\u003c/p>\n\u003cp>\u003cb>Student Example: Fiction\u003c/b>\u003c/p>\n\u003cp>Below is an early draft of the opening of a superhero story by a fourth grade student writer named Daniel. This excerpt, like many early student drafts, is all “telling” about a pivotal moment the author must “show” in scene.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-267557 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft1.png\" alt=\"FictionDraft1\" width=\"581\" height=\"98\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1-400x67.png 400w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After a writing conference with me about his opening, Daniel added the table below to map out the moment where his hero first acquires his superpowers. He began with boxes for each of the five senses, then zoomed in further on the sense of touch, adding a smaller table inside the sense of touch box where he wrote about how four of his hero’s individual body parts felt or reacted.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267524\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png\" alt=\"SensoryMaps-Table1\" width=\"552\" height=\"362\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png 552w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1-400x262.png 400w\" sizes=\"(max-width: 552px) 100vw, 552px\">\u003c/p>\n\u003cp>After adding details to his sensory map, Daniel then copied and pasted key sentences from his table into a unified paragraph. The final revision of his opening looks like this:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-267556 size-full aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft2.png\" alt=\"FictionDraft2\" width=\"571\" height=\"79\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2.png 571w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2-400x55.png 400w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/p>\n\u003cp>This student writer accomplished so much of the heavy lifting that substantive revision demands right there in the cells of his sensory map. Although he began his draft in third person, with tense shifts between past and present, narration in his sensory map is in second person and consistently in present tense. Carrying that shift over into his revision resulted in a beautiful illustration of the role point of view and narrative distance play in developing character and tone, something I spotlighted when Daniel workshopped his revision with the class. The “you” brings a certain urgency and intimacy to the tone here, which, after some discussion, the class agreed was right for this piece and is especially fresh and unique in superhero genre writing. We also discussed sentence length, another feature that emerged as Daniel completed his sensory map. The short lines and repetition of “your (body part)” reflect the shock and suddenness of the protagonist’s transformative experience.\u003c/p>\n\u003cp>\u003cb>Student Example: Poetry \u003c/b>\u003c/p>\n\u003cp>As part of \u003ca href=\"https://docs.google.com/document/d/1TybXMi_YUVY4zK4QAITuTNd_AcKr4YAI66vTRADGicg/edit?usp=sharing\">this mentor text unit on the poetry of place\u003c/a>, two fifth grade student writers, Binh and Ali, wrote the following first draft of a poem about their neighborhood:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-268025 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/PoetryDraft.png\" alt=\"PoetryDraft\" width=\"577\" height=\"50\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft.png 577w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft-400x35.png 400w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Like many beginning writers, these two relied on a “telling” adjective (cool) that doesn’t give readers much of a sense of the place they described — none of its sights, smells or sounds. After they wrote these first two lines, Binh and Ali inserted the sensory map below into their draft. Like the map in the fiction example above, it includes headings for the five senses, but this one also includes a place column to help the writers organize their descriptions of a couple of individual smaller spaces (their school and a sandwich shop) within the larger one they chose to write about (their neighborhood).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png\" alt=\"SensoryMaps-Table2\" width=\"609\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png 609w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2-400x140.png 400w\" sizes=\"(max-width: 609px) 100vw, 609px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With their map as a guide, Binh and Ali wrote a second draft that they workshopped with the class, allowing other students to suggest further reworkings and approaches to achieving more precision. Below is their final draft. Not only is it so much more vivid and dynamic than their first draft, but it documents the extent to which writing is truly about finding and making meaning. Here, the famous Joan Didion quote comes to mind: “\u003c/span>\u003cspan style=\"font-weight: 400\">I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://room2ruminations.blogspot.com/2015/09/when-you-ask-her-where-shes-from-by.html\">\u003cspan style=\"font-weight: 400\">WHEN YOU ASK HER WHERE SHE’S FROM\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-267554\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg\" alt=\"WhenYouAskHerWhereShesFrom\" width=\"800\" height=\"1128\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-400x564.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-768x1083.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-960x1353.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom.jpg 1135w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>After sensory mapping a draft whose initial description relied solely on a generic catch-all of an adjective, Binh and Ali developed a nuanced and multilayered reflection that lays bare shifts and calibrations in their thinking that “cool” can’t begin to convey. In the process of revising and refining this piece, these poets’ perspectives on the world around them deepened and changed: The Tenderloin is not cool or uncool; it’s not bad or good. As the final draft of their poem shows us, it’s both, and neither, and the things in between.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1014,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1704762406,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "I teach creative writing to transitional English students at the college level, as well as to English language learners in the upper elementary grades. Regardless of which age group I’m working with, my biggest challenge is teaching revision. I know how I would revise a student’s draft, but simply communicating my own ideas about next",
"title": "A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs",
"datePublished": "2016-08-25T08:00:49-07:00",
"dateModified": "2024-01-08T17:06:46-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "a-concrete-approach-to-teaching-revision-sensory-mapping-with-google-docs",
"status": "publish",
"sticky": false,
"path": "/education/267522/a-concrete-approach-to-teaching-revision-sensory-mapping-with-google-docs",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I teach creative writing to transitional English students at the college level, as well as to English language learners in the upper elementary grades. Regardless of which age group I’m working with, my biggest challenge is teaching revision. I know how\u003ci> I \u003c/i>would revise a student’s draft, but simply communicating my own ideas about next steps for a piece in progress is not the same as teaching students to synthesize and implement revision strategies independently. For some students, feedback and suggestions in the margins are enough to get them on track (i.e., “Add sensory details here.”), but others need more visual graphic organizers to guide them. For these students, Google Docs tables can function as quick and sturdy — but removable — scaffolds that bring structure and focus to their writing as they sculpt and fine-tune their work.\u003c/p>\n\u003ch4>Sensory Maps\u003c/h4>\n\u003cp>Although “show, don’t tell” is the writing teacher’s mantra, sensory details are often absent from students’ early drafts where the goal is “getting it down” — the plot, gist, idea — in broad brush strokes. At this early stage, I encourage students to follow the draft wherever it leads them. When they get to a stopping place or an “I’m stuck” or “I’m done” moment, I ask them to break their piece up into chunks, moments or scenes by hitting enter a few times in between sections. In each new space, they add a table to serve as sensory map to the section beneath it where they will zoom in on details that “show.” For students who struggle getting even a first draft down, I keep a link to an empty sensory map on a Google doc, like \u003ca href=\"https://docs.google.com/document/d/1m6kViV7vwy0iU5HVu2_RGgZRr98w-ldje7B7GioU1Pw/edit?usp=sharing\">this one\u003c/a>, in the About section of my Google Classroom. Students can open this document, go to File>Make a copy then add details to their copy of the table.\u003c/p>\n\u003cp>\u003cb>Student Example: Fiction\u003c/b>\u003c/p>\n\u003cp>Below is an early draft of the opening of a superhero story by a fourth grade student writer named Daniel. This excerpt, like many early student drafts, is all “telling” about a pivotal moment the author must “show” in scene.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-267557 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft1.png\" alt=\"FictionDraft1\" width=\"581\" height=\"98\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1-400x67.png 400w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After a writing conference with me about his opening, Daniel added the table below to map out the moment where his hero first acquires his superpowers. He began with boxes for each of the five senses, then zoomed in further on the sense of touch, adding a smaller table inside the sense of touch box where he wrote about how four of his hero’s individual body parts felt or reacted.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267524\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png\" alt=\"SensoryMaps-Table1\" width=\"552\" height=\"362\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png 552w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1-400x262.png 400w\" sizes=\"(max-width: 552px) 100vw, 552px\">\u003c/p>\n\u003cp>After adding details to his sensory map, Daniel then copied and pasted key sentences from his table into a unified paragraph. The final revision of his opening looks like this:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-267556 size-full aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft2.png\" alt=\"FictionDraft2\" width=\"571\" height=\"79\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2.png 571w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2-400x55.png 400w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/p>\n\u003cp>This student writer accomplished so much of the heavy lifting that substantive revision demands right there in the cells of his sensory map. Although he began his draft in third person, with tense shifts between past and present, narration in his sensory map is in second person and consistently in present tense. Carrying that shift over into his revision resulted in a beautiful illustration of the role point of view and narrative distance play in developing character and tone, something I spotlighted when Daniel workshopped his revision with the class. The “you” brings a certain urgency and intimacy to the tone here, which, after some discussion, the class agreed was right for this piece and is especially fresh and unique in superhero genre writing. We also discussed sentence length, another feature that emerged as Daniel completed his sensory map. The short lines and repetition of “your (body part)” reflect the shock and suddenness of the protagonist’s transformative experience.\u003c/p>\n\u003cp>\u003cb>Student Example: Poetry \u003c/b>\u003c/p>\n\u003cp>As part of \u003ca href=\"https://docs.google.com/document/d/1TybXMi_YUVY4zK4QAITuTNd_AcKr4YAI66vTRADGicg/edit?usp=sharing\">this mentor text unit on the poetry of place\u003c/a>, two fifth grade student writers, Binh and Ali, wrote the following first draft of a poem about their neighborhood:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-268025 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/PoetryDraft.png\" alt=\"PoetryDraft\" width=\"577\" height=\"50\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft.png 577w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft-400x35.png 400w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Like many beginning writers, these two relied on a “telling” adjective (cool) that doesn’t give readers much of a sense of the place they described — none of its sights, smells or sounds. After they wrote these first two lines, Binh and Ali inserted the sensory map below into their draft. Like the map in the fiction example above, it includes headings for the five senses, but this one also includes a place column to help the writers organize their descriptions of a couple of individual smaller spaces (their school and a sandwich shop) within the larger one they chose to write about (their neighborhood).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png\" alt=\"SensoryMaps-Table2\" width=\"609\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png 609w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2-400x140.png 400w\" sizes=\"(max-width: 609px) 100vw, 609px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With their map as a guide, Binh and Ali wrote a second draft that they workshopped with the class, allowing other students to suggest further reworkings and approaches to achieving more precision. Below is their final draft. Not only is it so much more vivid and dynamic than their first draft, but it documents the extent to which writing is truly about finding and making meaning. Here, the famous Joan Didion quote comes to mind: “\u003c/span>\u003cspan style=\"font-weight: 400\">I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://room2ruminations.blogspot.com/2015/09/when-you-ask-her-where-shes-from-by.html\">\u003cspan style=\"font-weight: 400\">WHEN YOU ASK HER WHERE SHE’S FROM\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-267554\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg\" alt=\"WhenYouAskHerWhereShesFrom\" width=\"800\" height=\"1128\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-400x564.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-768x1083.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-960x1353.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom.jpg 1135w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>After sensory mapping a draft whose initial description relied solely on a generic catch-all of an adjective, Binh and Ali developed a nuanced and multilayered reflection that lays bare shifts and calibrations in their thinking that “cool” can’t begin to convey. In the process of revising and refining this piece, these poets’ perspectives on the world around them deepened and changed: The Tenderloin is not cool or uncool; it’s not bad or good. As the final draft of their poem shows us, it’s both, and neither, and the things in between.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/267522/a-concrete-approach-to-teaching-revision-sensory-mapping-with-google-docs",
"authors": [
"11279"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_267589",
"label": "education_52"
},
"education_268160": {
"type": "posts",
"id": "education_268160",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "268160",
"score": null,
"sort": [
1472067255000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 2838
},
"blocks": [],
"publishDate": 1472067255,
"format": "standard",
"title": "Five Back-to-School Resources for Your Teacher Toolkit",
"headTitle": "Five Back-to-School Resources for Your Teacher Toolkit | KQED",
"content": "\u003cp style=\"text-align: left\">\u003ca href=\"http://www.pbslearningmedia.org/\"> \u003c/a>With over 100,000 videos, lesson and interactive games, \u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a> is a free digital library ideal for supporting media-rich learning. Teachers can easily find quality resources in PBS LearningMedia, making it a robust tool to add to any teaching toolbox. Integrate this sampling of PBS LearningMedia videos and lesson into teaching and learning to foster a learning environment that is innovative and fun. These instructional videos and lessons demonstrate effective use of media in the classroom.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/playlist?list=PLKdBLJFTsN_TUxPztWXwzIvRu1wCgceG3\">\u003cstrong>1. How to Use Teacher Tools in PBS LearningMedia\u003c/strong>\u003c/a>\u003cbr>\nLearn how to easily create multi-media presentations and assessments with this helpful playlist of short videos. These tools are useful for introducing new concepts and topics, as well as creating self-paced assignments for students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/teacherline/selfpacedcourses/\">\u003cstrong>2. Self-Paced Courses\u003c/strong>\u003c/a>\u003cbr>\nHere you will find a collection of short, self-paced courses with excellent tips on teaching in the “digital age”. These courses’ subjects range from instructional technology and leadership to math and science.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/nvmsi.eng.lpstratmap/strategy-mapping/\">\u003cstrong>3. Strategy Mapping \u003c/strong>\u003c/a>\u003cbr>\nThis online lesson plan is your guide for promoting innovative thinking in the classroom. Watch this \u003ca href=\"http://www.pbslearningmedia.org/asset/nvmsi_vid_stratmap/\">video\u003c/a> to see how the strategy mapping exercises are applied to students. This exercise is great for problem-solving and exploring different ways of thinking.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/0a83770f-46b7-4772-8405-fd1d0fffe204/0a83770f-46b7-4772-8405-fd1d0fffe204/\">\u003cstrong>4. PBS Teacher Line Tips\u003c/strong>\u003c/a>\u003cbr>\nUse these\u003ca href=\"https://d43fweuh3sg51.cloudfront.net/media/alfresco/u/pr/PBS%20Teachers/PBS%20TeacherLine%20Tips%20for%20Designing%20Lessons_0a83770f-46b7-4772-8405-fd1d0fffe204/1DesigningLessons.pdf\"> ten questions\u003c/a> to guide you through the lesson-planning process. The questions, taken from a book titled \u003cstrong>\u003cem>Instruction for All Students \u003c/em>\u003c/strong>by Paula Rutherford, aim at promoting better student learning outcomes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/81a89d01-4dc4-4583-a2c6-27510a2500d4/81a89d01-4dc4-4583-a2c6-27510a2500d4/\">5. How to Build a Rubric\u003c/a> \u003c/strong>\u003cbr>\nThis resource from Annenberg Learner highlights the importance of creating a rubric for a more consistent evaluation of student work. Using a rubric not only helps teachers but it also facilitates a better understanding of assignments for students. S\u003ca href=\"http://www.learner.org/workshops/hswriting/interactives/rubric/sample.html\">ample rubrics\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>PBS LearningMedia, a digital media library of over 100,000 video clips, lesson plans and interactive games has \u003ca href=\"http://www.pbslearningmedia.org/tools/\">teacher productivity tools\u003c/a> for building enhanced learning experiences. These features make it easy to create personalized learning experiences for students to explore inside or outside of the classroom.\u003cbr>\n\u003c/strong>\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 350,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 8
},
"modified": 1704762409,
"excerpt": "Get creative this school year and bring the arts into all aspects of teaching and learning with this sampling of resources from PBS LearningMedia.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Get creative this school year and bring the arts into all aspects of teaching and learning with this sampling of resources from PBS LearningMedia.",
"title": "Five Back-to-School Resources for Your Teacher Toolkit | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Five Back-to-School Resources for Your Teacher Toolkit",
"datePublished": "2016-08-24T12:34:15-07:00",
"dateModified": "2024-01-08T17:06:49-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "five-back-to-school-resources-for-the-new-school-year",
"status": "publish",
"sticky": false,
"path": "/education/268160/five-back-to-school-resources-for-the-new-school-year",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003ca href=\"http://www.pbslearningmedia.org/\"> \u003c/a>With over 100,000 videos, lesson and interactive games, \u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a> is a free digital library ideal for supporting media-rich learning. Teachers can easily find quality resources in PBS LearningMedia, making it a robust tool to add to any teaching toolbox. Integrate this sampling of PBS LearningMedia videos and lesson into teaching and learning to foster a learning environment that is innovative and fun. These instructional videos and lessons demonstrate effective use of media in the classroom.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/playlist?list=PLKdBLJFTsN_TUxPztWXwzIvRu1wCgceG3\">\u003cstrong>1. How to Use Teacher Tools in PBS LearningMedia\u003c/strong>\u003c/a>\u003cbr>\nLearn how to easily create multi-media presentations and assessments with this helpful playlist of short videos. These tools are useful for introducing new concepts and topics, as well as creating self-paced assignments for students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/teacherline/selfpacedcourses/\">\u003cstrong>2. Self-Paced Courses\u003c/strong>\u003c/a>\u003cbr>\nHere you will find a collection of short, self-paced courses with excellent tips on teaching in the “digital age”. These courses’ subjects range from instructional technology and leadership to math and science.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/nvmsi.eng.lpstratmap/strategy-mapping/\">\u003cstrong>3. Strategy Mapping \u003c/strong>\u003c/a>\u003cbr>\nThis online lesson plan is your guide for promoting innovative thinking in the classroom. Watch this \u003ca href=\"http://www.pbslearningmedia.org/asset/nvmsi_vid_stratmap/\">video\u003c/a> to see how the strategy mapping exercises are applied to students. This exercise is great for problem-solving and exploring different ways of thinking.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/0a83770f-46b7-4772-8405-fd1d0fffe204/0a83770f-46b7-4772-8405-fd1d0fffe204/\">\u003cstrong>4. PBS Teacher Line Tips\u003c/strong>\u003c/a>\u003cbr>\nUse these\u003ca href=\"https://d43fweuh3sg51.cloudfront.net/media/alfresco/u/pr/PBS%20Teachers/PBS%20TeacherLine%20Tips%20for%20Designing%20Lessons_0a83770f-46b7-4772-8405-fd1d0fffe204/1DesigningLessons.pdf\"> ten questions\u003c/a> to guide you through the lesson-planning process. The questions, taken from a book titled \u003cstrong>\u003cem>Instruction for All Students \u003c/em>\u003c/strong>by Paula Rutherford, aim at promoting better student learning outcomes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/81a89d01-4dc4-4583-a2c6-27510a2500d4/81a89d01-4dc4-4583-a2c6-27510a2500d4/\">5. How to Build a Rubric\u003c/a> \u003c/strong>\u003cbr>\nThis resource from Annenberg Learner highlights the importance of creating a rubric for a more consistent evaluation of student work. Using a rubric not only helps teachers but it also facilitates a better understanding of assignments for students. S\u003ca href=\"http://www.learner.org/workshops/hswriting/interactives/rubric/sample.html\">ample rubrics\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>PBS LearningMedia, a digital media library of over 100,000 video clips, lesson plans and interactive games has \u003ca href=\"http://www.pbslearningmedia.org/tools/\">teacher productivity tools\u003c/a> for building enhanced learning experiences. These features make it easy to create personalized learning experiences for students to explore inside or outside of the classroom.\u003cbr>\n\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/268160/five-back-to-school-resources-for-the-new-school-year",
"authors": [
"11261"
],
"series": [
"education_2838"
],
"categories": [
"education_1"
],
"tags": [
"education_5",
"education_1320"
],
"collections": [
"education_2405"
],
"featImg": "education_268697",
"label": "education_2838"
},
"education_267465": {
"type": "posts",
"id": "education_267465",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "267465",
"score": null,
"sort": [
1471969438000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1471969438,
"format": "standard",
"title": "'Watch-Think-Write' and Other Proven Strategies for Using Video in the Classroom",
"headTitle": "‘Watch-Think-Write’ and Other Proven Strategies for Using Video in the Classroom | KQED",
"content": "\u003cp>One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could journey to places we’d never be able to go. In those early days, my planning time was often spent finding that “perfect” video that I could simply plug in, play and be done with the lesson.\u003c/p>\n\u003cp>I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling “TV mode,” and instead of focusing on the content that I was so excited to show them, they would focus on the expert’s accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching \u003ci>Spiderman\u003c/i> and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton’s Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.\u003c/p>\n\u003cp>As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.\u003c/p>\n\u003ch4>Preparing the video:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Preview the video.\u003c/b> It goes without saying, but you do have to watch the full clip that you’re interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students’ maturity level. I learned this one the hard way while showing \u003ci>National Geographic’s\u003c/i> “The Human Footprint.” As I was previewing I had my “teacher hat” on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!\u003c/li>\n\u003cli>\u003cb>Edit the video.\u003c/b> Cut the video into smaller sections, showing only what you need. \u003ca href=\"https://www.vibby.com/education/\">Vibby\u003c/a> allows you to break up a video into highlighted sections. Once you click play, the “vib” will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)\u003c/li>\n\u003cli>\u003cb>Insert pointed questions, comments and commentaries.\u003c/b> I often insert the questions I want to pose to the class, using either \u003ca href=\"https://edpuzzle.com/\">Edpuzzle\u003c/a> and \u003ca href=\"https://www.playposit.com/\">PlayPosIt\u003c/a>. Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. \u003ca href=\"https://goo.gl/ClSxWP\">Here is an example\u003c/a> I use when discussing biogeochemical cycles in my 7th grade class.\u003c/li>\n\u003cli>\u003cb>Prepare \u003c/b>\u003ca href=\"http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-\">\u003cb>guided notes\u003c/b>\u003c/a>\u003cb>. \u003c/b>As you are previewing the video, think about the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.\u003c/li>\n\u003c/ul>\n\u003cp>One thing I’ve discovered is that it is also relatively easy to create your own videos using tools like \u003ca href=\"https://screencast-o-matic.com/home\">screencast-o-matic\u003c/a> or \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. In fact, a couple of years ago, as I was working with \u003ca href=\"http://betterlesson.com/\">Better Lesson\u003c/a> (a lesson plan and curriculum resource site), I did just that. I started by creating a \u003ca href=\"https://youtu.be/DmwnvwbXObI\">screencast\u003c/a> of myself teaching the concept. Then I \u003ca href=\"https://edpuzzle.com/media/567ab78f21b083df1c3dca64\">Edpuzzled\u003c/a> it and prepared my \u003ca href=\"https://docs.google.com/document/d/1gelNGCLv1fj1om3K_Av2u4Oghva-sFjuo4UNoG203wU/edit?usp=sharing\">guided notes\u003c/a>. I invite you to see the lesson in action at \u003ca href=\"http://betterlesson.com/lesson/638611/cladistics\">Better Lesson – Cladistics\u003c/a>.\u003c/p>\n\u003ch4>Before viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Activate prior knowledge.\u003c/b> To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.\u003c/li>\n\u003cli>\u003cb>Give a purpose for watching.\u003c/b> State it clearly: “As you watch, pay attention to….” “You are looking for …” or “After watching you will ….” In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the “TV mode” I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.\u003c/li>\n\u003c/ul>\n\u003ch4>During viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Pause often.\u003c/b> Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA \u003ci>(Cracking the Code).\u003c/i> Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for “all the time wasted” that kept me from moving to my next plan, I realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered “TV mode.” The simple act of pausing had made the use of this video a more engaging and effective tool.\u003c/li>\n\u003cli>\u003cb>Watch-think-write\u003c/b>. In tandem with the pausing, I find that I have to keep in mind that the students are completing the guided notes while watching the video. Most of my students instinctively try to write down the answers to the guided notes word for word as they are watching, afraid that they will not remember or have time later to complete them. In the writing flurry, key points are missed. Once I started pausing, it was easy to see the need for a specific protocol to follow while watching a video. I dubbed it the “watch-think-write” strategy. By using this protocol, my students are able to focus on the video, knowing they will have time to process and discuss what they watched.\n\u003cul>\n\u003cli>Watch: Students watch the segment. No writing allowed.\u003c/li>\n\u003cli>Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)\u003c/li>\n\u003cli>Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003ch4>After viewing:\u003c/h4>\n\u003cp>Once I had all the previous elements more or less in place, I found there were still times that “TV mode” reared its ugly head. That’s when I understood that even with all the video preparation, I still needed to provide a way for my students to go beyond the guided notes they took. Here are some of the things that have worked for me:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Turn and talk.\u003c/b> Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.\u003c/li>\n\u003cli>\u003cb>Learning event.\u003c/b> Using a “Did you know…?” format, students can create short sound bites to share with the class or with other classes.\u003c/li>\n\u003cli>\u003cb>Concept maps.\u003c/b> Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.\u003c/li>\n\u003cli>\u003cb>Problem solvers.\u003c/b> Students use information from the video to answer a question or solve a problem.\u003c/li>\n\u003cli>\u003cb>Video curators.\u003c/b> Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.\u003c/li>\n\u003cli>\u003cb>Video creators.\u003c/b> Using the segment presented as a model, students develop their own educational videos or documentaries.\u003c/li>\n\u003c/ul>\n\u003cp>I still believe that using videos is a great way to engage students, and I continue to find myself looking for “perfect” videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.\u003c/p>\n\u003cp>[ad fullwidth]\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 how to use media effectively in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\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",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1629,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 9
},
"modified": 1704762413,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools",
"title": "'Watch-Think-Write' and Other Proven Strategies for Using Video in the Classroom | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "'Watch-Think-Write' and Other Proven Strategies for Using Video in the Classroom",
"datePublished": "2016-08-23T09:23:58-07:00",
"dateModified": "2024-01-08T17:06:53-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "watch-think-write-and-other-proven-strategies-for-using-video-in-the-classroom",
"status": "publish",
"sticky": false,
"path": "/education/267465/watch-think-write-and-other-proven-strategies-for-using-video-in-the-classroom",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could journey to places we’d never be able to go. In those early days, my planning time was often spent finding that “perfect” video that I could simply plug in, play and be done with the lesson.\u003c/p>\n\u003cp>I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling “TV mode,” and instead of focusing on the content that I was so excited to show them, they would focus on the expert’s accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching \u003ci>Spiderman\u003c/i> and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton’s Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.\u003c/p>\n\u003cp>As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.\u003c/p>\n\u003ch4>Preparing the video:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Preview the video.\u003c/b> It goes without saying, but you do have to watch the full clip that you’re interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students’ maturity level. I learned this one the hard way while showing \u003ci>National Geographic’s\u003c/i> “The Human Footprint.” As I was previewing I had my “teacher hat” on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!\u003c/li>\n\u003cli>\u003cb>Edit the video.\u003c/b> Cut the video into smaller sections, showing only what you need. \u003ca href=\"https://www.vibby.com/education/\">Vibby\u003c/a> allows you to break up a video into highlighted sections. Once you click play, the “vib” will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)\u003c/li>\n\u003cli>\u003cb>Insert pointed questions, comments and commentaries.\u003c/b> I often insert the questions I want to pose to the class, using either \u003ca href=\"https://edpuzzle.com/\">Edpuzzle\u003c/a> and \u003ca href=\"https://www.playposit.com/\">PlayPosIt\u003c/a>. Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. \u003ca href=\"https://goo.gl/ClSxWP\">Here is an example\u003c/a> I use when discussing biogeochemical cycles in my 7th grade class.\u003c/li>\n\u003cli>\u003cb>Prepare \u003c/b>\u003ca href=\"http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-\">\u003cb>guided notes\u003c/b>\u003c/a>\u003cb>. \u003c/b>As you are previewing the video, think about the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.\u003c/li>\n\u003c/ul>\n\u003cp>One thing I’ve discovered is that it is also relatively easy to create your own videos using tools like \u003ca href=\"https://screencast-o-matic.com/home\">screencast-o-matic\u003c/a> or \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. In fact, a couple of years ago, as I was working with \u003ca href=\"http://betterlesson.com/\">Better Lesson\u003c/a> (a lesson plan and curriculum resource site), I did just that. I started by creating a \u003ca href=\"https://youtu.be/DmwnvwbXObI\">screencast\u003c/a> of myself teaching the concept. Then I \u003ca href=\"https://edpuzzle.com/media/567ab78f21b083df1c3dca64\">Edpuzzled\u003c/a> it and prepared my \u003ca href=\"https://docs.google.com/document/d/1gelNGCLv1fj1om3K_Av2u4Oghva-sFjuo4UNoG203wU/edit?usp=sharing\">guided notes\u003c/a>. I invite you to see the lesson in action at \u003ca href=\"http://betterlesson.com/lesson/638611/cladistics\">Better Lesson – Cladistics\u003c/a>.\u003c/p>\n\u003ch4>Before viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Activate prior knowledge.\u003c/b> To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.\u003c/li>\n\u003cli>\u003cb>Give a purpose for watching.\u003c/b> State it clearly: “As you watch, pay attention to….” “You are looking for …” or “After watching you will ….” In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the “TV mode” I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.\u003c/li>\n\u003c/ul>\n\u003ch4>During viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Pause often.\u003c/b> Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA \u003ci>(Cracking the Code).\u003c/i> Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for “all the time wasted” that kept me from moving to my next plan, I realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered “TV mode.” The simple act of pausing had made the use of this video a more engaging and effective tool.\u003c/li>\n\u003cli>\u003cb>Watch-think-write\u003c/b>. In tandem with the pausing, I find that I have to keep in mind that the students are completing the guided notes while watching the video. Most of my students instinctively try to write down the answers to the guided notes word for word as they are watching, afraid that they will not remember or have time later to complete them. In the writing flurry, key points are missed. Once I started pausing, it was easy to see the need for a specific protocol to follow while watching a video. I dubbed it the “watch-think-write” strategy. By using this protocol, my students are able to focus on the video, knowing they will have time to process and discuss what they watched.\n\u003cul>\n\u003cli>Watch: Students watch the segment. No writing allowed.\u003c/li>\n\u003cli>Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)\u003c/li>\n\u003cli>Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003ch4>After viewing:\u003c/h4>\n\u003cp>Once I had all the previous elements more or less in place, I found there were still times that “TV mode” reared its ugly head. That’s when I understood that even with all the video preparation, I still needed to provide a way for my students to go beyond the guided notes they took. Here are some of the things that have worked for me:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Turn and talk.\u003c/b> Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.\u003c/li>\n\u003cli>\u003cb>Learning event.\u003c/b> Using a “Did you know…?” format, students can create short sound bites to share with the class or with other classes.\u003c/li>\n\u003cli>\u003cb>Concept maps.\u003c/b> Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.\u003c/li>\n\u003cli>\u003cb>Problem solvers.\u003c/b> Students use information from the video to answer a question or solve a problem.\u003c/li>\n\u003cli>\u003cb>Video curators.\u003c/b> Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.\u003c/li>\n\u003cli>\u003cb>Video creators.\u003c/b> Using the segment presented as a model, students develop their own educational videos or documentaries.\u003c/li>\n\u003c/ul>\n\u003cp>I still believe that using videos is a great way to engage students, and I continue to find myself looking for “perfect” videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use media effectively in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/267465/watch-think-write-and-other-proven-strategies-for-using-video-in-the-classroom",
"authors": [
"11282"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_267528",
"label": "education_52"
},
"education_263920": {
"type": "posts",
"id": "education_263920",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "263920",
"score": null,
"sort": [
1471624441000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 2837
},
"blocks": [],
"publishDate": 1471624441,
"format": "aside",
"title": "How Can Schools Make Lunches More Appealing to Teens?",
"headTitle": "How Can Schools Make Lunches More Appealing to Teens? | KQED",
"content": "\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/175848336″]\u003c/p>\n\u003cp>\u003cstrong>Featured media resource: \u003ca href=\"https://youthradio.org/news/article/making-lunch-local-for-california-kids/\">Making Lunch Local for California Kids\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>California public schools serve 560 million lunches a year. In a place that also grows a lot of this country’s food, it makes sense that California kids would eat California meals. That’s the idea behind a new school lunch plan that rolled out in late October called California Thursdays. Fifteen districts across the state have partnered with the program, including the biggest, like Los Angeles and San Diego. Youth Radio reporter Maya Escobar samples one of the new California Thursday recipes, and goes over the benefits and challenges involved in overhauling school lunch.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How can schools make lunches more appealing to teens? Are teens willing to eat healthier, locally-sourced school lunches? Why do you think some pushes for healthier and more environmentally sustainable school lunch have failed? Share a picture of what you like to eat for lunch and explain why. \u003cstrong>#DoNowLunch\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowLunch\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More about School Lunches\u003c/strong>\u003c/h2>\n\u003cp>School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. Given the fact that \u003ca href=\"http://www.cdc.gov/healthyyouth/obesity/facts.htm\">childhood obesity\u003c/a> has more than doubled in children and quadrupled in adolescents in the past 30 years, revamping school lunch menus sounds like a really good idea. But in practice, improving school lunch is harder than it sounds.\u003c/p>\n\u003cfigure id=\"attachment_14913\" class=\"wp-caption alignleft\" style=\"max-width: 347px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14913\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\" alt=\"U.S. Department of Agriculture\" width=\"347\" height=\"195\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch-400x225.jpg 400w\" sizes=\"(max-width: 347px) 100vw, 347px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">U.S. Department of Agriculture\u003c/figcaption>\u003c/figure>\n\u003cp>The first issue is cost. School lunch is bound by federal requirements and a strict budget. And local, sustainably grown ingredients often cost more than standard school lunch fare. Some districts have dealt with increased food prices by serving more vegetarian meals. Others have limited their special menus to just a few times a month, rather than every day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second issue is choice. In some \u003ca href=\"http://www.washingtonpost.com/politics/michelle-obamas-school-lunch-agenda-faces-backlash-from-some-school-nutrition-officials/2014/05/29/6a8e4af6-e744-11e3-afc6-a1dd9407abcf_story.html\">school districts\u003c/a>, healthier lunch options haven’t gone over so well. For example, Michelle Obama’s school lunch agenda faced backlash from many school districts, students, and some politicians who resisted the federal government’s intervention around decisions around what schools offer their students for lunch, pushing her to defend the policy to Congress.\u003c/p>\n\u003cp>In 2011, the \u003ca href=\"http://articles.latimes.com/2011/dec/17/local/la-me-food-lausd-20111218\">Los Angeles Times\u003c/a> reported that LA Unified School District, the second biggest in the country, launched a healthier food initiative. The district nixed chocolate and strawberry milk and foods high in fat and sodium, like chicken nuggets and corn dogs. Instead, they served healthier alternatives like vegetarian curries, tamales, and quinoa. While nutritionists praised the changes, local students were not so pleased. School lunch participation in the district dropped by the thousands, and school administrators said many students were simply throwing away their milk and entrees. In the end, the districts ended up cutting many of the new menu items and bringing back old student favorites, such as hamburgers and pizza (though reportedly swapping in whole wheat crusts).\u003c/p>\n\u003cp>This past month, LAUSD was one of fifteen districts across California to participate in a new initiative called “California Thursdays.” One day per week, schools in these districts will aim to serve local and, if possible, sustainable ingredients. The program is just getting started, but food service officials seem hopeful that it will be a boon — for local economies and local students alike.\u003c/p>\n\u003cp>In Oakland, one of the participating districts, 17-year-old Ayana Edgerly is a fan. “The food is way better in the cafeteria on Thursdays,” she says.\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>More Resources\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/newshour/bb/california-school-district-rewrites-menu-student-lunches/\">California School District Rewrites Menu For School Lunch\u003c/a> (PBS NewsHour)\u003c/strong>\u003cbr>\nFor children across the country, returning to school means eating mass-produced lunches. But Oakland, California, is implementing an ambitious plan to transform their lunch program to provide healthier, locally-sourced food. Jake Schoneker and his student journalists at Media Enterprise Alliance report the story as part of The PBS Student Reporting Labs Network.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-consumer-appropriation/\">Kids Create Parody Video To Protest School Lunch”\u003c/a> (Time)\u003c/strong>\u003cbr>\nWritten by an English teacher in Kansas and performed by high school students, this musical parody video protest of lower calorie school lunches went viral in 2012. The song, called “We are Hungry,” features lyrics such as: \u003cem>Give me some seconds/ I, I need to get some food today/ My friends are at the corner store/ Getting junk so they don’t waste away.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/health/archive/2014/10/beef-loving-nebraskan-kids-now-eat-veggie-burgers/381633/\">Inside The New School Lunch\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n“The School Nutrition Association, the school food vendors’ lobby, says student participation in the school lunch program has plummeted, and that schools are reporting devastating declines in lunch revenue. Perhaps most importantly, studies found that kids, though forced to take the fruit in line, were throwing them away without taking a single bite. But not, apparently, in Lincoln, Nebraska. The Lincoln public school system has gone above and beyond the legal requirements, dishing out a daily vegetable smorgasbord.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.letsmove.gov/\">Let’s Move!\u003c/a>\u003c/strong>\u003cbr>\nLet’s Move! is an initiative, launched by First Lady Michelle Obama, “aimed at solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 967,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 18
},
"modified": 1704762423,
"excerpt": "School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. How can schools make lunches more appealing to teens? ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. How can schools make lunches more appealing to teens? ",
"title": "How Can Schools Make Lunches More Appealing to Teens? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Can Schools Make Lunches More Appealing to Teens?",
"datePublished": "2016-08-19T09:34:01-07:00",
"dateModified": "2024-01-08T17:07:03-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-can-schools-make-lunches-more-appealing-to-teens",
"status": "publish",
"sticky": false,
"path": "/education/263920/how-can-schools-make-lunches-more-appealing-to-teens",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='undefined' height='undefined'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/175848336″&visual=true&undefined'\n title='”https://api.soundcloud.com/tracks/175848336″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Featured media resource: \u003ca href=\"https://youthradio.org/news/article/making-lunch-local-for-california-kids/\">Making Lunch Local for California Kids\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>California public schools serve 560 million lunches a year. In a place that also grows a lot of this country’s food, it makes sense that California kids would eat California meals. That’s the idea behind a new school lunch plan that rolled out in late October called California Thursdays. Fifteen districts across the state have partnered with the program, including the biggest, like Los Angeles and San Diego. Youth Radio reporter Maya Escobar samples one of the new California Thursday recipes, and goes over the benefits and challenges involved in overhauling school lunch.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How can schools make lunches more appealing to teens? Are teens willing to eat healthier, locally-sourced school lunches? Why do you think some pushes for healthier and more environmentally sustainable school lunch have failed? Share a picture of what you like to eat for lunch and explain why. \u003cstrong>#DoNowLunch\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowLunch\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More about School Lunches\u003c/strong>\u003c/h2>\n\u003cp>School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. Given the fact that \u003ca href=\"http://www.cdc.gov/healthyyouth/obesity/facts.htm\">childhood obesity\u003c/a> has more than doubled in children and quadrupled in adolescents in the past 30 years, revamping school lunch menus sounds like a really good idea. But in practice, improving school lunch is harder than it sounds.\u003c/p>\n\u003cfigure id=\"attachment_14913\" class=\"wp-caption alignleft\" style=\"max-width: 347px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14913\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\" alt=\"U.S. Department of Agriculture\" width=\"347\" height=\"195\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch-400x225.jpg 400w\" sizes=\"(max-width: 347px) 100vw, 347px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">U.S. Department of Agriculture\u003c/figcaption>\u003c/figure>\n\u003cp>The first issue is cost. School lunch is bound by federal requirements and a strict budget. And local, sustainably grown ingredients often cost more than standard school lunch fare. Some districts have dealt with increased food prices by serving more vegetarian meals. Others have limited their special menus to just a few times a month, rather than every day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second issue is choice. In some \u003ca href=\"http://www.washingtonpost.com/politics/michelle-obamas-school-lunch-agenda-faces-backlash-from-some-school-nutrition-officials/2014/05/29/6a8e4af6-e744-11e3-afc6-a1dd9407abcf_story.html\">school districts\u003c/a>, healthier lunch options haven’t gone over so well. For example, Michelle Obama’s school lunch agenda faced backlash from many school districts, students, and some politicians who resisted the federal government’s intervention around decisions around what schools offer their students for lunch, pushing her to defend the policy to Congress.\u003c/p>\n\u003cp>In 2011, the \u003ca href=\"http://articles.latimes.com/2011/dec/17/local/la-me-food-lausd-20111218\">Los Angeles Times\u003c/a> reported that LA Unified School District, the second biggest in the country, launched a healthier food initiative. The district nixed chocolate and strawberry milk and foods high in fat and sodium, like chicken nuggets and corn dogs. Instead, they served healthier alternatives like vegetarian curries, tamales, and quinoa. While nutritionists praised the changes, local students were not so pleased. School lunch participation in the district dropped by the thousands, and school administrators said many students were simply throwing away their milk and entrees. In the end, the districts ended up cutting many of the new menu items and bringing back old student favorites, such as hamburgers and pizza (though reportedly swapping in whole wheat crusts).\u003c/p>\n\u003cp>This past month, LAUSD was one of fifteen districts across California to participate in a new initiative called “California Thursdays.” One day per week, schools in these districts will aim to serve local and, if possible, sustainable ingredients. The program is just getting started, but food service officials seem hopeful that it will be a boon — for local economies and local students alike.\u003c/p>\n\u003cp>In Oakland, one of the participating districts, 17-year-old Ayana Edgerly is a fan. “The food is way better in the cafeteria on Thursdays,” she says.\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>More Resources\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/newshour/bb/california-school-district-rewrites-menu-student-lunches/\">California School District Rewrites Menu For School Lunch\u003c/a> (PBS NewsHour)\u003c/strong>\u003cbr>\nFor children across the country, returning to school means eating mass-produced lunches. But Oakland, California, is implementing an ambitious plan to transform their lunch program to provide healthier, locally-sourced food. Jake Schoneker and his student journalists at Media Enterprise Alliance report the story as part of The PBS Student Reporting Labs Network.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-consumer-appropriation/\">Kids Create Parody Video To Protest School Lunch”\u003c/a> (Time)\u003c/strong>\u003cbr>\nWritten by an English teacher in Kansas and performed by high school students, this musical parody video protest of lower calorie school lunches went viral in 2012. The song, called “We are Hungry,” features lyrics such as: \u003cem>Give me some seconds/ I, I need to get some food today/ My friends are at the corner store/ Getting junk so they don’t waste away.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/health/archive/2014/10/beef-loving-nebraskan-kids-now-eat-veggie-burgers/381633/\">Inside The New School Lunch\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n“The School Nutrition Association, the school food vendors’ lobby, says student participation in the school lunch program has plummeted, and that schools are reporting devastating declines in lunch revenue. Perhaps most importantly, studies found that kids, though forced to take the fruit in line, were throwing them away without taking a single bite. But not, apparently, in Lincoln, Nebraska. The Lincoln public school system has gone above and beyond the legal requirements, dishing out a daily vegetable smorgasbord.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.letsmove.gov/\">Let’s Move!\u003c/a>\u003c/strong>\u003cbr>\nLet’s Move! is an initiative, launched by First Lady Michelle Obama, “aimed at solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/263920/how-can-schools-make-lunches-more-appealing-to-teens",
"authors": [
"9546"
],
"series": [
"education_2837"
],
"categories": [
"education_1",
"education_50"
],
"tags": [
"education_1320",
"education_573"
],
"collections": [
"education_2403"
],
"label": "education_2837"
},
"education_265078": {
"type": "posts",
"id": "education_265078",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "265078",
"score": null,
"sort": [
1471619599000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 2815
},
"blocks": [],
"publishDate": 1471619599,
"format": "standard",
"title": "Youth Media Publishing Site Launches to Amplify Youth Voice",
"headTitle": "Youth Media Publishing Site Launches to Amplify Youth Voice | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Letters to the Next President 2.0 Publishing Website Launches. Student Submissions are Rolling In.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today’s teens may not yet be able to vote, but that doesn’t mean they don’t have something to say about the election. Letters to the Next President 2.0 (L2P 2.0) aims to support and amplify that youth voice, giving students an opportunity to speak out on the issues that matter to them, as well as helping the next generation of citizens develop discourse and argumentation skills crucial to their participation in civic life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">L2P 2.0 is an initiative that gives young people, ages 13-18, a highly visible platform to voice their opinions on the issues that matter to them during the 2016 Presidential election. And in true 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\">-century style, they have the opportunity to publish their letters to the next president in a variety of multimedia formats\u003c/span>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">everything from videos to audio to visuals and yes, even traditional text-based letters. Teens often have unique and profound insights on the issues they care about—the issues they think matter today and into the future. From immigration policy to the environment, education to health care, young people have remarkable points of view and now they have a new platform to share their perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Educators Play a Key Role\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 has been designed and developed by educators who understand that not only is civic engagement valuable in its own right, but also that helping students speak out on the issues they care about provides them with a powerful and authentic purpose for writing and making. The initiative also provides a wealth of resources and support for educators, in school and out, so they can integrate this program into their class projects or simply introduce youth to this unique publishing opportunity. Videos and webinars are already posted to give educators some creative catalysts for using L2P 2.0 in their lesson plans this fall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators create an account on the website and then invite their students to register and begin crafting letters in written or multimedia formats. The publishing website will stay open for student submissions through November 8 and all published letters will be available to the public through the presidential inauguration in January of 2017. Culminating activities are in the planning stages now. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Get Involved. Get Engaged. Get Registered.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 is jointly hosted by the National Writing Project (NWP) and KQED together with a growing list of public media and Educator Innovator partners. Teachers and adult mentors interested in signing up and supporting student registration can register at\u003c/span>\u003ca href=\"https://letters2president.org\"> \u003cspan style=\"font-weight: 400\">https://letters2president.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and can follow the initiative on social media on \u003c/span>\u003ca href=\"http://www.facebook.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://twitter.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and using the hashtag \u003c/span>\u003cb>#2nextprez\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 452,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 8
},
"modified": 1704762427,
"excerpt": "Today’s teens may not yet be able to vote, but that doesn’t mean they don’t have something to say about the election. Letters to the Next President 2.0 launches youth publishing site.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Today’s teens may not yet be able to vote, but that doesn’t mean they don’t have something to say about the election. Letters to the Next President 2.0 launches youth publishing site.",
"title": "Youth Media Publishing Site Launches to Amplify Youth Voice | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Youth Media Publishing Site Launches to Amplify Youth Voice",
"datePublished": "2016-08-19T08:13:19-07:00",
"dateModified": "2024-01-08T17:07:07-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "youth-media-publishing-site-launches",
"status": "publish",
"nprByline": "Educator Innovator",
"sticky": false,
"path": "/education/265078/youth-media-publishing-site-launches",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Letters to the Next President 2.0 Publishing Website Launches. Student Submissions are Rolling In.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today’s teens may not yet be able to vote, but that doesn’t mean they don’t have something to say about the election. Letters to the Next President 2.0 (L2P 2.0) aims to support and amplify that youth voice, giving students an opportunity to speak out on the issues that matter to them, as well as helping the next generation of citizens develop discourse and argumentation skills crucial to their participation in civic life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">L2P 2.0 is an initiative that gives young people, ages 13-18, a highly visible platform to voice their opinions on the issues that matter to them during the 2016 Presidential election. And in true 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\">-century style, they have the opportunity to publish their letters to the next president in a variety of multimedia formats\u003c/span>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">everything from videos to audio to visuals and yes, even traditional text-based letters. Teens often have unique and profound insights on the issues they care about—the issues they think matter today and into the future. From immigration policy to the environment, education to health care, young people have remarkable points of view and now they have a new platform to share their perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Educators Play a Key Role\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 has been designed and developed by educators who understand that not only is civic engagement valuable in its own right, but also that helping students speak out on the issues they care about provides them with a powerful and authentic purpose for writing and making. The initiative also provides a wealth of resources and support for educators, in school and out, so they can integrate this program into their class projects or simply introduce youth to this unique publishing opportunity. Videos and webinars are already posted to give educators some creative catalysts for using L2P 2.0 in their lesson plans this fall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators create an account on the website and then invite their students to register and begin crafting letters in written or multimedia formats. The publishing website will stay open for student submissions through November 8 and all published letters will be available to the public through the presidential inauguration in January of 2017. Culminating activities are in the planning stages now. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Get Involved. Get Engaged. Get Registered.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 is jointly hosted by the National Writing Project (NWP) and KQED together with a growing list of public media and Educator Innovator partners. Teachers and adult mentors interested in signing up and supporting student registration can register at\u003c/span>\u003ca href=\"https://letters2president.org\"> \u003cspan style=\"font-weight: 400\">https://letters2president.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and can follow the initiative on social media on \u003c/span>\u003ca href=\"http://www.facebook.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://twitter.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and using the hashtag \u003c/span>\u003cb>#2nextprez\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/265078/youth-media-publishing-site-launches",
"authors": [
"byline_education_265078"
],
"categories": [
"education_1",
"education_50"
],
"tags": [
"education_1320",
"education_1242"
],
"collections": [
"education_2815"
],
"featImg": "education_265081",
"label": "education_2815"
},
"education_261003": {
"type": "posts",
"id": "education_261003",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "261003",
"score": null,
"sort": [
1471019531000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 2837
},
"blocks": [],
"publishDate": 1471019531,
"format": "aside",
"title": "How Can We Address Indoor Air Pollution?",
"headTitle": "How Can We Address Indoor Air Pollution? | KQED",
"content": "\u003cp>https://www.youtube.com/watch?v=Z0XrARfLfuk\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 the research to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What are the challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003c/h2>\n\u003cp>About three billion people, particularly in developing regions of Africa, Latin America and Asia, use open fires to cook and heat their homes. The fuels used in these fires–wood, charcoal, plant matter and animal dung–create smoke and harmful air pollution (carbon monoxide, \u003ca href=\"http://www.epa.gov/blackcarbon/basic.html\" target=\"_blank\" rel=\"noopener noreferrer\">black carbon \u003c/a> and other particulates). This pollution can lead to lung cancer, stroke, and other heart and lung diseases, such as bronchitis, pneumonia, emphysema and ischaemic heart disease (reduced blood supply to the heart). In 2012, according to the \u003ca href=\"http://www.who.int/phe/health_topics/outdoorair/databases/HAP_BoD_results_March2014.pdf?ua=1\" target=\"_blank\" rel=\"noopener noreferrer\">World Health Organization\u003c/a> (WHO), 4.3 million people died from the diseases described above as a result of exposure to indoor air pollution. Some emissions from these fires, like black carbon and carbon dioxide, also contribute to global climate change.\u003c/p>\n\u003cp>Governments, humanitarian groups and other organizations, both in these regions and across the world, are trying to address this problem. One strategy is to provide cleaner burning fuels, like ethanol, propane and kerosene, to populations that rely on solid fuel fires for cooking and heating. Another strategy is to provide cookstoves that burn solid fuel more efficiently, which would reduce the amount of fuel used and, therefore, the amount of smoke produced. Both of these options are being implemented in different places throughout the world with varying degrees of success. \u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2039004\" target=\"_blank\" rel=\"noopener noreferrer\">One study \u003c/a> conducted by researchers at Harvard University and Massachusetts Institute of Technology found that in Orissa, India households with more efficient stoves often used them in conjunction with their old stoves, and use of the improved stoves deteriorated over time as households did not properly use and maintain the stoves or invest the time and money to fix them. As a result, the health and air quality benefits of the more efficient stoves lessened after the first year of use.\u003c/p>\n\u003cp>In an effort to try to address some of the challenges associated with implementing improved cookstoves and cleaner fuels, the United Nations Foundation is leading an initiative called the \u003ca href=\"http://cleancookstoves.org/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Global Alliance for Clean Cookstoves \u003c/a> with the goal to “foster the adoption of clean cookstoves and fuels in 100 million households by 2020.” The Alliance has identified \u003ca href=\"http://http://carbonfinanceforcookstoves.org/about-cookstoves/introduction/\">several issues\u003c/a> that make adoption of clean cookstoves challenging. Some of those issues include cost of a new stove, diverse needs of consumers (different cultures cook differently and need stoves that reflect those differences) and lack of knowledge from end users about the health risks associated with traditional cooking methods. The Alliance is conducting studies and supporting efforts to come up with strategies to address some of these challenges.\u003c/p>\n\u003cp>What do you think are some challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…..\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>E-BOOK: \u003ca href=\"http://kqed.woop.ie/\">Engineering Is Saving the World with Cookstoves\u003c/a> (KQED)\u003c/strong>\u003cbr>\nA team of engineers at Lawrence Berkeley National Laboratory, using a user-centered design approach, has developed a more efficient cookstove that is successfully being used in Darfur. The team is currently working on designing a new stove that will reduce particulate emissions in smoke by 90%.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=cNcbT72-WbY\">Clean Cookstoves and Fuel: A Global Perspective\u003c/a> (Global Alliance for Clean Cookstoves)\u003c/strong>\u003cbr>\nThis public service announcement, produced by the Global Alliance for Clean Cookstoves, summarizes the problem of indoor air pollution and possible solutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO:\u003ca href=\"http://www.ideo.org/projects/a-human-centered-approach-to-cookstoves/completed\"> A Human Centered Approach to Cookstoves\u003c/a> (IDEO)\u003c/strong>\u003cbr>\nThis video explains how IDEO studied the habits and needs of women in Tanzania that cook food for their families. This research can help inform how new designs for cookstoves can improve the cooking experience of the end users.\u003c/p>\n\u003chr>\n\n",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 681,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 11
},
"modified": 1704762444,
"excerpt": "Indoor air pollution from from burning solid fuels for heating and cooking is a huge health concern in many parts of the world. How can we best address this problem?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Indoor air pollution from from burning solid fuels for heating and cooking is a huge health concern in many parts of the world. How can we best address this problem?",
"title": "How Can We Address Indoor Air Pollution? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Can We Address Indoor Air Pollution?",
"datePublished": "2016-08-12T09:32:11-07:00",
"dateModified": "2024-01-08T17:07:24-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-can-we-address-indoor-air-pollution",
"status": "publish",
"sticky": false,
"path": "/education/261003/how-can-we-address-indoor-air-pollution",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"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/Z0XrARfLfuk'\n title='//www.youtube.com/embed/Z0XrARfLfuk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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 the research to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What are the challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003c/h2>\n\u003cp>About three billion people, particularly in developing regions of Africa, Latin America and Asia, use open fires to cook and heat their homes. The fuels used in these fires–wood, charcoal, plant matter and animal dung–create smoke and harmful air pollution (carbon monoxide, \u003ca href=\"http://www.epa.gov/blackcarbon/basic.html\" target=\"_blank\" rel=\"noopener noreferrer\">black carbon \u003c/a> and other particulates). This pollution can lead to lung cancer, stroke, and other heart and lung diseases, such as bronchitis, pneumonia, emphysema and ischaemic heart disease (reduced blood supply to the heart). In 2012, according to the \u003ca href=\"http://www.who.int/phe/health_topics/outdoorair/databases/HAP_BoD_results_March2014.pdf?ua=1\" target=\"_blank\" rel=\"noopener noreferrer\">World Health Organization\u003c/a> (WHO), 4.3 million people died from the diseases described above as a result of exposure to indoor air pollution. Some emissions from these fires, like black carbon and carbon dioxide, also contribute to global climate change.\u003c/p>\n\u003cp>Governments, humanitarian groups and other organizations, both in these regions and across the world, are trying to address this problem. One strategy is to provide cleaner burning fuels, like ethanol, propane and kerosene, to populations that rely on solid fuel fires for cooking and heating. Another strategy is to provide cookstoves that burn solid fuel more efficiently, which would reduce the amount of fuel used and, therefore, the amount of smoke produced. Both of these options are being implemented in different places throughout the world with varying degrees of success. \u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2039004\" target=\"_blank\" rel=\"noopener noreferrer\">One study \u003c/a> conducted by researchers at Harvard University and Massachusetts Institute of Technology found that in Orissa, India households with more efficient stoves often used them in conjunction with their old stoves, and use of the improved stoves deteriorated over time as households did not properly use and maintain the stoves or invest the time and money to fix them. As a result, the health and air quality benefits of the more efficient stoves lessened after the first year of use.\u003c/p>\n\u003cp>In an effort to try to address some of the challenges associated with implementing improved cookstoves and cleaner fuels, the United Nations Foundation is leading an initiative called the \u003ca href=\"http://cleancookstoves.org/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Global Alliance for Clean Cookstoves \u003c/a> with the goal to “foster the adoption of clean cookstoves and fuels in 100 million households by 2020.” The Alliance has identified \u003ca href=\"http://http://carbonfinanceforcookstoves.org/about-cookstoves/introduction/\">several issues\u003c/a> that make adoption of clean cookstoves challenging. Some of those issues include cost of a new stove, diverse needs of consumers (different cultures cook differently and need stoves that reflect those differences) and lack of knowledge from end users about the health risks associated with traditional cooking methods. The Alliance is conducting studies and supporting efforts to come up with strategies to address some of these challenges.\u003c/p>\n\u003cp>What do you think are some challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…..\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>E-BOOK: \u003ca href=\"http://kqed.woop.ie/\">Engineering Is Saving the World with Cookstoves\u003c/a> (KQED)\u003c/strong>\u003cbr>\nA team of engineers at Lawrence Berkeley National Laboratory, using a user-centered design approach, has developed a more efficient cookstove that is successfully being used in Darfur. The team is currently working on designing a new stove that will reduce particulate emissions in smoke by 90%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=cNcbT72-WbY\">Clean Cookstoves and Fuel: A Global Perspective\u003c/a> (Global Alliance for Clean Cookstoves)\u003c/strong>\u003cbr>\nThis public service announcement, produced by the Global Alliance for Clean Cookstoves, summarizes the problem of indoor air pollution and possible solutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO:\u003ca href=\"http://www.ideo.org/projects/a-human-centered-approach-to-cookstoves/completed\"> A Human Centered Approach to Cookstoves\u003c/a> (IDEO)\u003c/strong>\u003cbr>\nThis video explains how IDEO studied the habits and needs of women in Tanzania that cook food for their families. This research can help inform how new designs for cookstoves can improve the cooking experience of the end users.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/261003/how-can-we-address-indoor-air-pollution",
"authors": [
"6544"
],
"series": [
"education_2837"
],
"categories": [
"education_1",
"education_49"
],
"collections": [
"education_2403"
],
"featImg": "education_16257",
"label": "education_2837"
},
"education_247922": {
"type": "posts",
"id": "education_247922",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "247922",
"score": null,
"sort": [
1469811832000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 2837
},
"blocks": [],
"publishDate": 1469811832,
"format": "standard",
"title": "How Much is Behavior Based on Nature Versus Nurture?",
"headTitle": "How Much is Behavior Based on Nature Versus Nurture? | KQED",
"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Do Now Science is a monthly activity in collaboration with \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. The Science Do Now is posted every second Tuesday of the month.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was contributed by youth from the Spotlight team within \u003ca href=\"http://www.calacademy.org/youthprograms/careers-in-science/\">The California Academy of Sciences’ Careers in Science Intern Program\u003c/a>. CiS is a multi-year, year-round work-based youth development program for young people from groups typically under-represented in the sciences.\u003c/p>\n\u003chr>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 766,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html"
],
"paragraphCount": 16
},
"modified": 1704762478,
"excerpt": "Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves?",
"title": "How Much is Behavior Based on Nature Versus Nurture? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Much is Behavior Based on Nature Versus Nurture?",
"datePublished": "2016-07-29T10:03:52-07:00",
"dateModified": "2024-01-08T17:07:58-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-much-is-behavior-based-on-nature-versus-nurture-2",
"status": "publish",
"sticky": false,
"path": "/education/247922/how-much-is-behavior-based-on-nature-versus-nurture-2",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Do Now Science is a monthly activity in collaboration with \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. The Science Do Now is posted every second Tuesday of the month.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was contributed by youth from the Spotlight team within \u003ca href=\"http://www.calacademy.org/youthprograms/careers-in-science/\">The California Academy of Sciences’ Careers in Science Intern Program\u003c/a>. CiS is a multi-year, year-round work-based youth development program for young people from groups typically under-represented in the sciences.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/247922/how-much-is-behavior-based-on-nature-versus-nurture-2",
"authors": [
"9491"
],
"series": [
"education_2837"
],
"categories": [
"education_1",
"education_49"
],
"tags": [
"education_186",
"education_1320"
],
"collections": [
"education_2403"
],
"featImg": "education_12345",
"label": "education_2837"
},
"education_241739": {
"type": "posts",
"id": "education_241739",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "241739",
"score": null,
"sort": [
1469033254000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 2838
},
"blocks": [],
"publishDate": 1469033254,
"format": "standard",
"title": "Three Resources to Make You Scream for Ice Cream",
"headTitle": "Three Resources to Make You Scream for Ice Cream | KQED",
"content": "\u003cp>In 1984, July was designated as National Ice Cream Month, and the third Sunday in July as National Ice Cream Day. To celebrate the sweetest month of the year, learn about the science and methods of making ice cream with the following resources. Additional videos and interactive games can be found in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.sciencefriday.com/segments/food-failures-i-scream-you-scream-when-we-ruin-our-ice-cream/\">The Physics and Chemistry Behind Ice Cream Production\u003c/a>\u003c/strong>\u003cbr>\nDid you know that ice cream is neither a liquid nor a solid but a complex colloid? In this informative podcast from \u003ca href=\"http://www.sciencefriday.com/\">Science Friday\u003c/a>, a cookbook author and an artisan ice cream maker discuss the elements of making ice cream and the science behind it. Become an expert on the physics of freezing and learn how to create the correct ratio of fats, sugars and emulsifiers for that perfect, smooth ice cream texture.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/physical-science/Freezing-in-Physical-Science/rwa/We-All-Scream-for-Ice-Cream/\">\u003cstrong>The Science of Homemade Ice Cream \u003c/strong>\u003c/a>\u003cbr>\nAnyone can make ice cream at home with just a plastic bag and some simple ingredients. This instructional video from \u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a> will guide you through this fun activity. Discover scientific facts of the ice cream production and learn why salt plays an important role in the process.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dscream/ice-cream-pete-gosselin/\">Behind the Scenes at Ben & Jerry’s Factory\u003c/a>\u003c/b>\u003cbr>\nLearn about the challenges of being a mechanical engineer at a large ice cream factory. In this video from \u003ca href=\"http://pbskids.org/designsquad/projects/\">Design Squad Nation\u003c/a>, Ben & Jerry’s engineer Pete Gosselin talks about production machinery and shares tips for making smooth ice cream.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 248,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1704762500,
"excerpt": "Every year since 1984, July has been declared the National Ice Cream Month, with 3rd Sunday in July as the National Ice Cream Day. To celebrate the sweetest month of the year, learn about the science and the methods of ice cream making by exploring the following resources from PBS LearningMedia.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Every year since 1984, July has been declared the National Ice Cream Month, with 3rd Sunday in July as the National Ice Cream Day. To celebrate the sweetest month of the year, learn about the science and the methods of ice cream making by exploring the following resources from PBS LearningMedia.",
"title": "Three Resources to Make You Scream for Ice Cream | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Three Resources to Make You Scream for Ice Cream",
"datePublished": "2016-07-20T09:47:34-07:00",
"dateModified": "2024-01-08T17:08:20-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "three-resources-to-make-you-scream-for-ice-cream",
"status": "publish",
"sticky": false,
"path": "/education/241739/three-resources-to-make-you-scream-for-ice-cream",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In 1984, July was designated as National Ice Cream Month, and the third Sunday in July as National Ice Cream Day. To celebrate the sweetest month of the year, learn about the science and methods of making ice cream with the following resources. Additional videos and interactive games can be found in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.sciencefriday.com/segments/food-failures-i-scream-you-scream-when-we-ruin-our-ice-cream/\">The Physics and Chemistry Behind Ice Cream Production\u003c/a>\u003c/strong>\u003cbr>\nDid you know that ice cream is neither a liquid nor a solid but a complex colloid? In this informative podcast from \u003ca href=\"http://www.sciencefriday.com/\">Science Friday\u003c/a>, a cookbook author and an artisan ice cream maker discuss the elements of making ice cream and the science behind it. Become an expert on the physics of freezing and learn how to create the correct ratio of fats, sugars and emulsifiers for that perfect, smooth ice cream texture.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/physical-science/Freezing-in-Physical-Science/rwa/We-All-Scream-for-Ice-Cream/\">\u003cstrong>The Science of Homemade Ice Cream \u003c/strong>\u003c/a>\u003cbr>\nAnyone can make ice cream at home with just a plastic bag and some simple ingredients. This instructional video from \u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a> will guide you through this fun activity. Discover scientific facts of the ice cream production and learn why salt plays an important role in the process.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dscream/ice-cream-pete-gosselin/\">Behind the Scenes at Ben & Jerry’s Factory\u003c/a>\u003c/b>\u003cbr>\nLearn about the challenges of being a mechanical engineer at a large ice cream factory. In this video from \u003ca href=\"http://pbskids.org/designsquad/projects/\">Design Squad Nation\u003c/a>, Ben & Jerry’s engineer Pete Gosselin talks about production machinery and shares tips for making smooth ice cream.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/241739/three-resources-to-make-you-scream-for-ice-cream",
"authors": [
"11261"
],
"series": [
"education_2838"
],
"categories": [
"education_1",
"education_49"
],
"tags": [
"education_501",
"education_1320"
],
"collections": [
"education_2405"
],
"featImg": "education_241781",
"label": "education_2838"
},
"education_235715": {
"type": "posts",
"id": "education_235715",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "235715",
"score": null,
"sort": [
1468387196000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 2838
},
"blocks": [],
"publishDate": 1468387196,
"format": "standard",
"title": "Four Videos for Rocketing to the Moon",
"headTitle": "Four Videos for Rocketing to the Moon | KQED",
"content": "\u003cp>How do you get to the moon? From building a rover to crashing landing on the moon, these four videos will help you do your own moon walking. Find hundreds more videos illuminating moon expeditions in \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.nasaames/nasa-ames-rocket-to-the-moon/\">\u003cbr>\nNASA Ames Rocket to the Moon\u003c/a>\u003cbr>\nNASA scientists in Mountain View built a spaceship that they deliberately crashed into the moon in 2009, sending up a 40-mile high cloud of debris.\u003cbr>\n[youtube https://www.youtube.com/watch?v=gsMAyeByKKk&w=560&h=315]\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/74528e28-66ff-4abc-bec3-801c22c1ef50/neil-armstrong-pbs-world-explorers/\">\u003cstrong> Neil Armstrong | PBS World Explorers\u003c/strong> \u003c/a>\u003cbr>\nNeil Armstrong was the leader of mankind’s first mission to the moon, and the first to set foot on its surface. His words, “That’s one small step for man, one giant leap for mankind,” are now world famous.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.eor/how-do-you-get-to-the-moon/\"> NOVA: To The Moon | How Do You Get to the Moon?\u003c/a>\u003c/strong>\u003cbr>\nThis video, adapted from NOVA, details the three competing Apollo 11 mission plans considered for landing a manned spacecraft on the lunar surface and focuses on how the moon’s low-gravity conditions and lack of atmosphere influenced the design and manufacture of the landing craft.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dsrove/roving-on-the-moon-challenge/\"> Roving on the Moon Challenge\u003c/a>\u003c/strong>\u003cbr>\nBuild a rubber band-powered rover that can scramble across the room in this activity from Design Squad Nation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 217,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1704762507,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "How do you get to the moon? From building a rover to crashing landing on the moon, these four videos will help you do your own moon walking. Find hundreds more videos illuminating moon expeditions in PBS LearningMedia. NASA Ames Rocket to the Moon NASA scientists in Mountain View built a spaceship that they deliberately",
"title": "Four Videos for Rocketing to the Moon | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Four Videos for Rocketing to the Moon",
"datePublished": "2016-07-12T22:19:56-07:00",
"dateModified": "2024-01-08T17:08:27-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "four-videos-for-rocketing-to-the-moon",
"status": "publish",
"sticky": false,
"path": "/education/235715/four-videos-for-rocketing-to-the-moon",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How do you get to the moon? From building a rover to crashing landing on the moon, these four videos will help you do your own moon walking. Find hundreds more videos illuminating moon expeditions in \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.nasaames/nasa-ames-rocket-to-the-moon/\">\u003cbr>\nNASA Ames Rocket to the Moon\u003c/a>\u003cbr>\nNASA scientists in Mountain View built a spaceship that they deliberately crashed into the moon in 2009, sending up a 40-mile high cloud of debris.\u003cbr>\n\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/gsMAyeByKKk'\n title='//www.youtube.com/embed/gsMAyeByKKk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/74528e28-66ff-4abc-bec3-801c22c1ef50/neil-armstrong-pbs-world-explorers/\">\u003cstrong> Neil Armstrong | PBS World Explorers\u003c/strong> \u003c/a>\u003cbr>\nNeil Armstrong was the leader of mankind’s first mission to the moon, and the first to set foot on its surface. His words, “That’s one small step for man, one giant leap for mankind,” are now world famous.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.eor/how-do-you-get-to-the-moon/\"> NOVA: To The Moon | How Do You Get to the Moon?\u003c/a>\u003c/strong>\u003cbr>\nThis video, adapted from NOVA, details the three competing Apollo 11 mission plans considered for landing a manned spacecraft on the lunar surface and focuses on how the moon’s low-gravity conditions and lack of atmosphere influenced the design and manufacture of the landing craft.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dsrove/roving-on-the-moon-challenge/\"> Roving on the Moon Challenge\u003c/a>\u003c/strong>\u003cbr>\nBuild a rubber band-powered rover that can scramble across the room in this activity from Design Squad Nation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/235715/four-videos-for-rocketing-to-the-moon",
"authors": [
"9323"
],
"series": [
"education_2838"
],
"categories": [
"education_1",
"education_49"
],
"collections": [
"education_2405"
],
"featImg": "education_235716",
"label": "education_2838"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"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.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/education?category=blog": {
"isFetching": false,
"latestQuery": {
"from": 504,
"size": 9
},
"vitalsOnly": false,
"totalRequested": 9,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 816,
"relation": "eq"
},
"items": [
"education_267522",
"education_268160",
"education_267465",
"education_263920",
"education_265078",
"education_261003",
"education_247922",
"education_241739",
"education_235715"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"education_category_blog": {
"isLoading": true
},
"education_1": {
"type": "terms",
"id": "education_1",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "1",
"found": true
},
"relationships": {},
"name": "Blog",
"slug": "blog",
"taxonomy": "category",
"description": "Sign up for the \u003ca href=\"https://www.kqed.org/newsletters/kqed-education\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Education newsletter\u003c/a>.",
"featImg": null,
"headData": {
"title": "Bay Area Education Insights: Stories & Resources from KQED's Blog",
"description": "Discover insightful articles, captivating stories, and practical resources for educators, parents, and learners of all ages.",
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null,
"socialTitle": "Bay Area Education Insights: Stories & Resources from KQED's Blog"
},
"ttid": 1,
"isLoading": false,
"link": "/education/category/blog"
},
"education_52": {
"type": "terms",
"id": "education_52",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "52",
"found": true
},
"relationships": {},
"name": "Professional Learning",
"slug": "professional-learning",
"taxonomy": "series",
"description": "Learn more about our free courses and workshops and how to earn graduate units at \u003ca href=\"https://teach.kqed.org/\">TEACH.kqed.org\u003c/a>.",
"featImg": null,
"headData": {
"title": "Professional Learning | KQED Education",
"description": "Free courses and workshops on media making, media literacy, GenAI, and civic engagement--and earn graduate units for professional advancement.",
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null
},
"ttid": 60,
"isLoading": false,
"link": "/education/series/professional-learning"
},
"education_77": {
"type": "terms",
"id": "education_77",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "77",
"found": true
},
"relationships": {},
"featImg": "https://ww2.kqed.org/app/uploads/sites/38/2018/11/intheclassroom_colorgrid.jpg",
"name": "In the Classroom",
"description": "\u003cimg src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/intheclassroom_colorgrid-800x274.jpg\" alt=\"\" width=\"100%\" style=\"max-width: 800px\" />\r\nWritten by teachers, for teachers, KQED’s \u003ci>In the Classroom\u003c/i> shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.",
"taxonomy": "collection",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.",
"title": "In the Classroom | KQED Education",
"ogDescription": null
},
"ttid": 85,
"slug": "in-the-classroom",
"isLoading": false,
"link": "/education/collection/in-the-classroom"
},
"education_2838": {
"type": "terms",
"id": "education_2838",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "2838",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Videos & Interactives",
"description": null,
"taxonomy": "series",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Videos & Interactives | KQED Education",
"ogDescription": null
},
"ttid": 2827,
"slug": "videos-and-interactives",
"isLoading": false,
"link": "/education/series/videos-and-interactives"
},
"education_5": {
"type": "terms",
"id": "education_5",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "5",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured | KQED Education",
"ogDescription": null
},
"ttid": 6,
"slug": "featured",
"isLoading": false,
"link": "/education/tag/featured"
},
"education_1320": {
"type": "terms",
"id": "education_1320",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "1320",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image | KQED Education",
"ogDescription": null
},
"ttid": 1334,
"slug": "full-image",
"isLoading": false,
"link": "/education/tag/full-image"
},
"education_2405": {
"type": "terms",
"id": "education_2405",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "2405",
"found": true
},
"relationships": {},
"featImg": "https://ww2.kqed.org/app/uploads/sites/38/2013/08/pbs-learningmedia-150x150-150x150.jpg",
"name": "PBS LearningMedia",
"description": null,
"taxonomy": "collection",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "PBS LearningMedia | KQED Education",
"ogDescription": null
},
"ttid": 2405,
"slug": "pbs-learning-media",
"isLoading": false,
"link": "/education/collection/pbs-learning-media"
},
"education_2837": {
"type": "terms",
"id": "education_2837",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "2837",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Lesson Plans",
"description": "Find lesson plans for high school and middle school that encourage critical thinking and are relevant to current events in social studies, science, and arts.",
"taxonomy": "series",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Find lesson plans for high school and middle school that encourage critical thinking and are relevant to current events in social studies, science, and arts.",
"title": "Lesson Plans | KQED Education",
"ogDescription": null
},
"ttid": 2826,
"slug": "lesson-plans",
"isLoading": false,
"link": "/education/series/lesson-plans"
},
"education_50": {
"type": "terms",
"id": "education_50",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "50",
"found": true
},
"relationships": {},
"featImg": null,
"name": "News & Civics",
"description": "Find civics lesson plans and teaching resources for high school and middle school, including lesson plan ideas on the latest news topics.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Find civics lesson plans and teaching resources for high school and middle school, including lesson plan ideas on the latest news topics.",
"title": "News & Civics | KQED Education",
"ogDescription": null
},
"ttid": 58,
"slug": "news-and-civics",
"isLoading": false,
"link": "/education/category/news-and-civics"
},
"education_573": {
"type": "terms",
"id": "education_573",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "573",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Health",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Health | KQED Education",
"ogDescription": null
},
"ttid": 583,
"slug": "health",
"isLoading": false,
"link": "/education/tag/health"
},
"education_2403": {
"type": "terms",
"id": "education_2403",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "2403",
"found": true
},
"relationships": {},
"featImg": "https://ww2.kqed.org/app/uploads/sites/38/2015/11/DoNow.png",
"name": "Do Now",
"description": "As of summer 2017, we are no longer publishing new content for Do Now. If you enjoyed Do Now but want fresh, timely topics, please join us on our new student discussion platform \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a>, where you'll find bi-weekly prompts and multimedia responses from students across the country.\r\n\r\nIf you need access to a specific Do Now post from our archive, please contact our Youth Media team at \u003ca href=\"mailto:donow@kqed.org\">donow@kqed.org\u003c/a>.\r\n\r\nFor more updates about our resources, sign up for our weekly newsletter using the form in the right column of this page.",
"taxonomy": "collection",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "As of summer 2017, we are no longer publishing new content for Do Now. If you enjoyed Do Now but want fresh, timely topics, please join us on our new student discussion platform KQED Learn, where you'll find bi-weekly prompts and multimedia responses from students across the country. If you need access to a specific Do Now post from our archive, please contact our Youth Media team at donow@kqed.org. For more updates about our resources, sign up for our weekly newsletter using the form in the right column of this page.",
"title": "Do Now | KQED Education",
"ogDescription": null
},
"ttid": 2403,
"slug": "do-now",
"isLoading": false,
"link": "/education/collection/do-now"
},
"education_1242": {
"type": "terms",
"id": "education_1242",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "1242",
"found": true
},
"relationships": {},
"featImg": null,
"name": "youth media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "youth media | KQED Education",
"ogDescription": null
},
"ttid": 1256,
"slug": "youth-media",
"isLoading": false,
"link": "/education/tag/youth-media"
},
"education_2815": {
"type": "terms",
"id": "education_2815",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "2815",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Letters to the Next President",
"description": "Join teachers and mentors to power civic participation for a new generation of youth.",
"taxonomy": "collection",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Join teachers and mentors to power civic participation for a new generation of youth.",
"title": "Letters to the Next President | KQED Education",
"ogDescription": null
},
"ttid": 2804,
"slug": "letters-to-the-next-president",
"isLoading": false,
"link": "/education/collection/letters-to-the-next-president"
},
"education_49": {
"type": "terms",
"id": "education_49",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "49",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Science",
"description": "Find science lesson plans and teaching resources for high school and middle school on topics like engineering, climate change, pollution, and more.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Find science lesson plans and teaching resources for high school and middle school on topics like engineering, climate change, pollution, and more.",
"title": "Science | KQED Education",
"ogDescription": null
},
"ttid": 57,
"slug": "science-education",
"isLoading": false,
"link": "/education/category/science-education"
},
"education_186": {
"type": "terms",
"id": "education_186",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "186",
"found": true
},
"relationships": {},
"featImg": null,
"name": "behavior",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"metaRobotsNoIndex": "noindex",
"title": "behavior | KQED Education",
"ogDescription": null
},
"ttid": 195,
"slug": "behavior",
"isLoading": false,
"link": "/education/tag/behavior"
},
"education_501": {
"type": "terms",
"id": "education_501",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "501",
"found": true
},
"relationships": {},
"featImg": null,
"name": "food",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "food | KQED Education",
"ogDescription": null
},
"ttid": 511,
"slug": "food",
"isLoading": false,
"link": "/education/tag/food"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
