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Take the QUEST Quiz to find out how much you really know about the Earth’s moon.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=mcqEy9lBlEs]\u003c/p>\n\u003cp>2.\u003cstrong> \u003ca href=\"http://ww2.kqed.org/science/2013/09/23/peeling-away-the-moons-mysteries/\">Peeling Away the Moon’s Mysteries\u003c/a>\u003c/strong>\u003cbr>\nThe moon often seems like an ancient relic of space exploration, that dusty, dry ball of rock and soil that we visited decades ago and have since left alone—possibly because we found nothing there but dust, rock and soil? Not so fast. Exploration in the past few years has revealed aspects of the moon that are building a whole new understanding of what we know.\u003c/p>\n\u003cp>3. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moon/the-origin-of-the-moon/\">T\u003cstrong>he Origin of the Moon\u003c/strong>\u003c/a>\u003cbr>\nMost planetary scientists expected that lunar samples brought to Earth at the end of each of the six Apollo missions would confirm one of three leading hypotheses of the moon’s origin. Instead, samples left all three explanations unconfirmed, requiring the development of a new hypothesis for how the moon formed. This video segment adapted from NOVA shows Apollo 15 astronauts collecting a type of rock that would help change our understanding of the moon’s — and Earth’s — earliest history.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>4. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/npls12.sci.ess.eiu.evolutionmoon/evolution-of-the-moon/\">Evolution of the Moon\u003c/a>\u003c/strong>\u003cbr>\nLearn about the evolution of Earth’s moon, from its initial formation to its current state, in this video from NASA. Real satellite imagery, as well as simulations, explore how the moon has changed over time. The video looks at how the moon likely formed–about 4.5 billion years ago, how impacts from large objects formed maria, and how additional impacts from smaller objects continue to cause cratering.\u003c/p>\n\u003cp>5. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moonsurf/explore-the-moon/\"> Explore the Moon\u003c/a>\u003c/strong>\u003cbr>\n“Exploration at its best” is how astronaut Dave Scott described his experience as he stepped onto the moon on July 30, 1971. The moon is probably not humankind’s final frontier. However, more than 30 years after the completion of the last mission to the moon, the Apollo missions still stand out as six of the most ambitious and heroic voyages in exploration history. These interactive images from NOVA provide panoramic views of each of the six Apollo landing sites and offer a hint of what astronauts faced on the surface of the moon.\u003c/p>\n\u003cp>6. \u003ca href=\"http://ca.pbslearningmedia.org/resource/npls12.sci.ess.eiu.tourmoon/tour-of-the-moon-nasa-planetary-sciences/\">\u003cstrong>Tour of the Moon | NASA Planetary Sciences\u003c/strong>\u003c/a>\u003cbr>\nTake a tour of the moon’s surface features in this video from NASA. Images and topographic maps show craters, rocks, mountains, basins and valleys, including the Orientale basin, Shackleton crater, South Pole-Aitken basin, Tycho crater, Aristarchus plateau, Mare Serenitatis, Compton-Belkovich volcano, Jackson crater and Tsiolkovsky crater. False colors indicate elevation: blue areas are lowest and red areas are highest. Satellite images and measurements from missions such as the Lunar Reconnaissance Orbiter improve scientific understanding of how Earth’s moon and other rocky planets in the solar system evolved.\u003c/p>\n\u003cp>7. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/moon-phase-night-sky-video-crashcourse-1004/moon-phases-crash-course-astronomy/\">Moon Phases | Crash Course Astronomy\u003c/a>\u003c/strong>\u003cbr>\nBecause the moon is a sphere and orbits the earth every 29.5 days, the way we see it in the night sky changes with time. Learn what the phases of the moon are, why they occur, how we see them and what they are called.\u003c/p>\n\u003cp>8. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/npls13.sci.ess.eiu.insidemoon/investigating-the-moons-interior-nasa-planetary-sciences/\"> Investigating the Moon’s Interior | NASA Planetary Sciences\u003c/a>\u003c/strong>\u003cbr>\nDiscover how scientists plan to use data from the GRAIL mission and a map of the moon’s gravitational field to learn about its internal structure. By comparing data about the moon’s gravity with information about its topography, scientists can gain a better understanding of the moon’s formation and evolution, and learn about the development of other rocky planets. 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"title": "The Writing Process Through the Eyes of Children with Special Needs (Part 4)",
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"content": "\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This is the 4th and final installment of my thinking about the writing process for students with special needs. In my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">\u003cspan style=\"font-weight: 400\">first post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I describe how I use gallery walks to establish pre-writing strategies with my students. In \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I outline how my students will read deeply into written works for more meaning, and in my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/06/23/the-writing-process-through-the-eyes-of-children-with-special-needs-part-3/\">\u003cspan style=\"font-weight: 400\">third post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I explain the drafting process and how to use programs online to write their essays. In this final post, I will discuss how to edit, revise and finally publish my student’s final work. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing for all students, and especially for students with special needs, is a process that takes time to learn. It is essential to develop student skills throughout the school year so they aren’t bombarded with a huge essay and not be sure of what to do. In doing this, my expectations build throughout the year, just as I would hope my student’s expectations of themselves would rise as they learn as well. My hope is that through training the students to write, they will be better editors of their own work and their writing will better demonstrate what they know.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of the school year, you don’t know your kids well enough to get a good grasp on how each one individually learns, and the idea is to get them to teach you how they learn. I have them do many writing assignments throughout the school year, all to train them for longer writes. Because most of my students struggle with reading or writing on some level, I find it important to access it at their level. Students love to talk about themselves, which is why I incorporate thoughtful writing tasks where they can do just that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In November, shortly into the 2nd quarter of the school year, I do a program called \u003c/span>\u003ca href=\"http://nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">National Novel Writing Month\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NaNoWriMo). This program has been around since 1999. Recently, they have developed a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">Young Writers Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which includes \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/lesson-plans\">\u003cspan style=\"font-weight: 400\">curriculum for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/workbooks\">\u003cspan style=\"font-weight: 400\">workbook version for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to access the program within the classroom. NaNoWriMo is 1-month event from November 1 to November 30 where individuals join in to commit their free time to writing a 50,000 word novel. I personally have written 9 novels in the last 9 years. As an educator, I am always looking for new ways to encourage my students to write. The Young Writers Program offers an option for students to set their own goals (which don’t have to be 50,000 – because that number can be daunting to almost anyone). And, I can create my own online classroom specifically for them to compete with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-234560\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png\" alt=\"\" width=\"800\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-400x285.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-768x548.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-1180x842.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-960x685.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1.png 1231w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The purpose of using NaNoWriMo with my kids is to encourage them to write and get their voice out there. I want my students to feel comfortable with themselves and their writing. As a teenager, this is often a difficult feat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the confidence they have gained from our NaNoWriMo project during November, and continued practice reading and writing throughout the school year, my students have many of the experiences they need to begin to edit and revise their writing. The goal is to utilize each person in the classroom, at home, and in their lives to help them take the best approach to the final stages of the writing process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a peer editing format in my classroom. With students with who have an IEP, there is often a stigma that they don’t learn as well in a special education classroom or won’t access the same learning. This is entirely wrong. If you set achievable expectations, students will make progress toward these goals. By having students interact by editing each other’s work, they will access other people’s thoughts and opinions and ideally obtain some valuable insight on their own writing and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a form similar the one below, and it can also be accessed \u003c/span>\u003ca href=\"http://jimmiescollage.com/downloads/writing/peer-editing.pdf\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-234561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/peer_edit.png\" alt=\"\" width=\"766\" height=\"900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit.png 766w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit-400x470.png 400w\" sizes=\"(max-width: 766px) 100vw, 766px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This checklist is first explained to the students. I put it up on the Smartboard and go through each section with them, explaining the different things I am looking for them to do with their partner’s work. Of course, if students don’t know what you want them to do, they will have a harder time accomplishing it. My goal is to have the students use the Reader’s Apprenticeship ideas we have discussed in \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students are encouraged to write their ideas on this sheet about their partner’s work and identify questions, comments, thoughts, concerns. By allowing them the opportunity to write their ideas here, it eliminates any unnecessary notes on the partner’s paper. \u003c/span>\u003c/p>\n\u003cp>During peer editing, I limit the time to certain segments – taking away down time as much as possible while still allowing for students who need more time. I start by explaining the worksheet, and then allow 15-20 minutes to read their partner’s essay and write their comments on the worksheet. I then have the students come back together with their partner for 10 minutes. They trade back their papers and share out 2 things they would change on their partner’s essay, as well as 3 positive take-aways from their essay (allowing positives to outweigh things they need to fix). This whole peer editing process takes approximately 30-35 minutes and gives the students time to interact on a personal level with their partner while meaningfully discussing their essays.\u003c/p>\n\u003cp>Understandably, there are times when someone’s work will be limited. I have students whose essays are written very minimally (and I have some that go overboard with writing). To make sure the students are paired up evenly, I pair them up based on their original versions – sometimes even putting them in groups of 3 to add more quality and quantity to their efforts. By doing this, the students get more than just one opinion, which means more added benefit for their own essays.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 15-20 minutes of the period is usually allowed for the students to make the revisions their partner suggested for their essay, ask them more questions if they need to, or ask any needed questions of me before they leave my room. The idea is that if the students feel comfortable with the changes they discussed with their partner then they will be able to finish the rest of the essay revisions on their own. Because we have access to technology, I allow my students to access me through email or essay comments. Of course they can also talk to me before, during or after school.\u003c/span>\u003c/p>\n\u003cp>By getting comfortable with writing early in the school year, it grows their ambition to be successful writers and eliminates a lot of the fear of the writing process that plagues many of my students.\u003c/p>\n\u003cp>Thank you for taking the time to read about the writing process for the special needs child. I hope this has given you some insight on what writing looks like in the special education classroom, as well as the process I have successfully used to encourage them to produce their best work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This is the 4th and final installment of my thinking about the writing process for students with special needs. In my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">\u003cspan style=\"font-weight: 400\">first post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I describe how I use gallery walks to establish pre-writing strategies with my students. In \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I outline how my students will read deeply into written works for more meaning, and in my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/06/23/the-writing-process-through-the-eyes-of-children-with-special-needs-part-3/\">\u003cspan style=\"font-weight: 400\">third post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I explain the drafting process and how to use programs online to write their essays. In this final post, I will discuss how to edit, revise and finally publish my student’s final work. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing for all students, and especially for students with special needs, is a process that takes time to learn. It is essential to develop student skills throughout the school year so they aren’t bombarded with a huge essay and not be sure of what to do. In doing this, my expectations build throughout the year, just as I would hope my student’s expectations of themselves would rise as they learn as well. My hope is that through training the students to write, they will be better editors of their own work and their writing will better demonstrate what they know.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of the school year, you don’t know your kids well enough to get a good grasp on how each one individually learns, and the idea is to get them to teach you how they learn. I have them do many writing assignments throughout the school year, all to train them for longer writes. Because most of my students struggle with reading or writing on some level, I find it important to access it at their level. Students love to talk about themselves, which is why I incorporate thoughtful writing tasks where they can do just that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In November, shortly into the 2nd quarter of the school year, I do a program called \u003c/span>\u003ca href=\"http://nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">National Novel Writing Month\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NaNoWriMo). This program has been around since 1999. Recently, they have developed a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">Young Writers Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which includes \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/lesson-plans\">\u003cspan style=\"font-weight: 400\">curriculum for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/workbooks\">\u003cspan style=\"font-weight: 400\">workbook version for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to access the program within the classroom. NaNoWriMo is 1-month event from November 1 to November 30 where individuals join in to commit their free time to writing a 50,000 word novel. I personally have written 9 novels in the last 9 years. As an educator, I am always looking for new ways to encourage my students to write. The Young Writers Program offers an option for students to set their own goals (which don’t have to be 50,000 – because that number can be daunting to almost anyone). And, I can create my own online classroom specifically for them to compete with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-234560\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png\" alt=\"\" width=\"800\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-400x285.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-768x548.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-1180x842.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-960x685.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1.png 1231w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The purpose of using NaNoWriMo with my kids is to encourage them to write and get their voice out there. I want my students to feel comfortable with themselves and their writing. As a teenager, this is often a difficult feat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the confidence they have gained from our NaNoWriMo project during November, and continued practice reading and writing throughout the school year, my students have many of the experiences they need to begin to edit and revise their writing. The goal is to utilize each person in the classroom, at home, and in their lives to help them take the best approach to the final stages of the writing process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a peer editing format in my classroom. With students with who have an IEP, there is often a stigma that they don’t learn as well in a special education classroom or won’t access the same learning. This is entirely wrong. If you set achievable expectations, students will make progress toward these goals. By having students interact by editing each other’s work, they will access other people’s thoughts and opinions and ideally obtain some valuable insight on their own writing and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a form similar the one below, and it can also be accessed \u003c/span>\u003ca href=\"http://jimmiescollage.com/downloads/writing/peer-editing.pdf\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-234561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/peer_edit.png\" alt=\"\" width=\"766\" height=\"900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit.png 766w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit-400x470.png 400w\" sizes=\"(max-width: 766px) 100vw, 766px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This checklist is first explained to the students. I put it up on the Smartboard and go through each section with them, explaining the different things I am looking for them to do with their partner’s work. Of course, if students don’t know what you want them to do, they will have a harder time accomplishing it. My goal is to have the students use the Reader’s Apprenticeship ideas we have discussed in \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students are encouraged to write their ideas on this sheet about their partner’s work and identify questions, comments, thoughts, concerns. By allowing them the opportunity to write their ideas here, it eliminates any unnecessary notes on the partner’s paper. \u003c/span>\u003c/p>\n\u003cp>During peer editing, I limit the time to certain segments – taking away down time as much as possible while still allowing for students who need more time. I start by explaining the worksheet, and then allow 15-20 minutes to read their partner’s essay and write their comments on the worksheet. I then have the students come back together with their partner for 10 minutes. They trade back their papers and share out 2 things they would change on their partner’s essay, as well as 3 positive take-aways from their essay (allowing positives to outweigh things they need to fix). This whole peer editing process takes approximately 30-35 minutes and gives the students time to interact on a personal level with their partner while meaningfully discussing their essays.\u003c/p>\n\u003cp>Understandably, there are times when someone’s work will be limited. I have students whose essays are written very minimally (and I have some that go overboard with writing). To make sure the students are paired up evenly, I pair them up based on their original versions – sometimes even putting them in groups of 3 to add more quality and quantity to their efforts. By doing this, the students get more than just one opinion, which means more added benefit for their own essays.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 15-20 minutes of the period is usually allowed for the students to make the revisions their partner suggested for their essay, ask them more questions if they need to, or ask any needed questions of me before they leave my room. The idea is that if the students feel comfortable with the changes they discussed with their partner then they will be able to finish the rest of the essay revisions on their own. Because we have access to technology, I allow my students to access me through email or essay comments. Of course they can also talk to me before, during or after school.\u003c/span>\u003c/p>\n\u003cp>By getting comfortable with writing early in the school year, it grows their ambition to be successful writers and eliminates a lot of the fear of the writing process that plagues many of my students.\u003c/p>\n\u003cp>Thank you for taking the time to read about the writing process for the special needs child. I hope this has given you some insight on what writing looks like in the special education classroom, as well as the process I have successfully used to encourage them to produce their best work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Educators are now under more pressure than ever to integrate digital media into their instruction. Classroom sets of iPads or Chromebooks or [fill in technology here] now sit in many classrooms waiting to be used effectively for tasks beyond research and word processing (though those are important tasks, too).\u003c/p>\n\u003cp>There are certainly many educators who are diving in and integrating media literacy meaningfully in the classroom. But, for the most part, educators I work with are often worried they will fail, so they largely stay on the sidelines. If you’re one of these educators, then the standard worries will probably seem familiar: “My students know so much more than me, I’ll end up looking dumb,” “I can’t trust students to stay on task and not play games,” “I can’t fix it if it breaks,” “I don’t have time to teach with digital media – I have so much other material to cover” and “even if I could, I wouldn’t know where to start.”\u003c/p>\n\u003cp>Even though traditional literacy remains at the center of most instruction, today’s students (and educators), live in a world demanding additional new media literacy skills in addition to strong foundational skills of reading and writing. If we want our learning environments to be relevant and inspiring places where students prepare for the economic, social and cultural realities of today’s world, then developing media literacy is essential.\u003c/p>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a>, our new online learning platform, will support educators’ growing media literacy needs by helping them develop the media skills necessary to bring media production to their learning environments.\u003c/p>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses are always free and self-paced so that you can learn what you want, when you want. They are designed around a simple learning cycle:\u003c/p>\n\u003cul>\n\u003cli>Make a variety of digital media and gain confidence in the role of producer.\u003c/li>\n\u003cli>Share your projects and discuss your learning and experiences integrating new skills in your learning environment, with a community of educators learning and developing with you.\u003c/li>\n\u003cli>Then, Level up and Repeat.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses focus on key digital literacies including participation in online communities, the ability to decipher and manipulate digital imagery in a variety of forms, and competence in both making original media and sharing it with audiences that matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Through these courses we believe you will gain the confidence and ability to integrate media into your curriculum in exciting ways that empower both you and your students.\u003c/p>\n\u003cp>And, we believe that educators who are fluent in digital literacies also have potential for creating positive impact well beyond their learning environment, through more powerful connections to the broader institutions they work in, as well as professional communities of practice.\u003c/p>\n\u003cp>We think that would be awesome.\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 410px\">\u003ca href=\"http://teach.kqed.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-230767\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/signupbutton1-400x98.png\" alt=\"signupbutton1\" width=\"250\" height=\"61\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/signupbutton1-400x98.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/signupbutton1.png 578w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/div>\n\u003cp>So, whether you’re a beginner or a veteran, join us at \u003ca href=\"http://teach.kqed.org/\">teach.kqed.org\u003c/a> and join a community working together to improve media literacy.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators are now under more pressure than ever to integrate digital media into their instruction. Classroom sets of iPads or Chromebooks or [fill in technology here] now sit in many classrooms waiting to be used effectively for tasks beyond research and word processing (though those are important tasks, too).\u003c/p>\n\u003cp>There are certainly many educators who are diving in and integrating media literacy meaningfully in the classroom. But, for the most part, educators I work with are often worried they will fail, so they largely stay on the sidelines. If you’re one of these educators, then the standard worries will probably seem familiar: “My students know so much more than me, I’ll end up looking dumb,” “I can’t trust students to stay on task and not play games,” “I can’t fix it if it breaks,” “I don’t have time to teach with digital media – I have so much other material to cover” and “even if I could, I wouldn’t know where to start.”\u003c/p>\n\u003cp>Even though traditional literacy remains at the center of most instruction, today’s students (and educators), live in a world demanding additional new media literacy skills in addition to strong foundational skills of reading and writing. If we want our learning environments to be relevant and inspiring places where students prepare for the economic, social and cultural realities of today’s world, then developing media literacy is essential.\u003c/p>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a>, our new online learning platform, will support educators’ growing media literacy needs by helping them develop the media skills necessary to bring media production to their learning environments.\u003c/p>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses are always free and self-paced so that you can learn what you want, when you want. They are designed around a simple learning cycle:\u003c/p>\n\u003cul>\n\u003cli>Make a variety of digital media and gain confidence in the role of producer.\u003c/li>\n\u003cli>Share your projects and discuss your learning and experiences integrating new skills in your learning environment, with a community of educators learning and developing with you.\u003c/li>\n\u003cli>Then, Level up and Repeat.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses focus on key digital literacies including participation in online communities, the ability to decipher and manipulate digital imagery in a variety of forms, and competence in both making original media and sharing it with audiences that matter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Through these courses we believe you will gain the confidence and ability to integrate media into your curriculum in exciting ways that empower both you and your students.\u003c/p>\n\u003cp>And, we believe that educators who are fluent in digital literacies also have potential for creating positive impact well beyond their learning environment, through more powerful connections to the broader institutions they work in, as well as professional communities of practice.\u003c/p>\n\u003cp>We think that would be awesome.\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 410px\">\u003ca href=\"http://teach.kqed.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-230767\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/signupbutton1-400x98.png\" alt=\"signupbutton1\" width=\"250\" height=\"61\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/signupbutton1-400x98.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/signupbutton1.png 578w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/div>\n\u003cp>So, whether you’re a beginner or a veteran, join us at \u003ca href=\"http://teach.kqed.org/\">teach.kqed.org\u003c/a> and join a community working together to improve media literacy.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>At the beginning of this now completed school year I shared my goals with students and their parents. I wanted my students to identify as artists, developing confidence and an individual style. I wanted their knowledge about art, media and visual communication to help them to become more informed creators and consumers of culture. I wanted them to grasp how art is involved and integrated with many other human pursuits throughout time. Finally, I also wanted them to develop tools to help them express their values and understandings.\u003c/p>\n\u003cp>Learning to draw and shade, apply paint, use a glue gun, carve and print from linoleum are all important artistic skills and good things to know, but what do they help learners to understand? And how can they show what’s going on in their heads to their teachers and their peers? This is where reflection and metacognition come in. Metacognition basically means thinking about and learning from how you think in order to share with others and take on challenges with tools you already have and can improve. It’s reflective, but also future-driven. A metacognitive thinker asks, now what? How can I apply this?\u003c/p>\n\u003cp>That’s where the art studio classroom provides opportunities for making thinking visible and opens pathways to real understanding:\u003c/p>\n\u003cblockquote>\u003cp>Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts. Visible Thinking also emphasizes documenting thinking for later reflection.” – \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/makingthinkingvisibleEL.pdf\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible, Ron Ritchhart and David Perkins\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The nuances of my goals may change and shift – responding to the talents, needs and curiosities and passions of my students. However, the dispositions I look to cultivate and strengthen remain. The true measure of my curriculum and their learning lies in the ability of ALL my students to articulate their learning, making it visible, and applying it to their lives.\u003c/p>\n\u003cp>Since we are artists working on and learning about art in a studio classroom it makes sense that we share our work periodically with our peers to get structured feedback.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Artists also share selections of their work as well as explain their process in a living ever-alterable body called a \u003cb>Portfolio\u003c/b>. I explain with students WHAT a Portfolio is: “a purposeful collection of work that demonstrates efforts, progress, and achievement in one or more areas over time”. And I let them know exactly WHY it’s important in our class: “You take \u003cb>\u003ci>ownership\u003c/i>\u003c/b> of your work and \u003cb>\u003ci>tell the story of your own learning \u003c/i>\u003c/b>rather than leaving that to others. It gives you a chance to \u003cb>\u003ci>reflect\u003c/i>\u003c/b> on who you are as an artist, where you came from and how you got here.”\u003c/p>\n\u003cp>Students in my class built their own portfolios in Google Slides and were instructed to choose works that show any of the following:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>\u003ci>Growth\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> (technically or conceptually over time; how does one stage compare to another)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Struggle/Challenges\u003c/i>\u003c/b> (you engaged and persisted in something that was out of your comfort zone)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Visual/Technical Excellence\u003c/i>\u003c/b> (It just looks awesome! How so? Refer to the Principles of Design or Menu of Compositional Qualities\u003ci>)\u003c/i>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ci>\u003ci>\u003cb>\u003ci>Breakthrough\u003c/i>\u003c/b> (achieved something that surprised you, even after many frustrations and “failures”)\u003c/i>\u003c/i>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>For each selected work they wrote a short reflection or statement explaining \u003cb>\u003ci>Forms\u003c/i>\u003c/b> (what you made, how you made it), \u003cb>\u003ci>Methods\u003c/i>\u003c/b> (how did you make it – steps, techniques, procedures), \u003cb>\u003ci>Purposes\u003c/i>\u003c/b> (why you made this piece the way you did and why you chose it to represent the criteria above).\u003c/p>\n\u003cp>It’s important to realize that the learning and reflecting on learning is ONGOING throughout the year. We don’t just wait until May to reflect in our process – struggles, successes, etc. If we do, it’s impossible to capture what was happening in September or October. Instead students respond to prompts given during and immediately after working on projects that require both technical and conceptual skills. That way, they can refer to them (and my feedback and comments) later, with perspective, as they choose which projects to highlight in their portfolios for specific reasons.\u003c/p>\n\u003cp>It’s also necessary for art students to look at the work of and listen to the thoughts of a wide range of artists, past and present in order to connect their ideas, struggles and tendencies to others. \u003ca href=\"http://kqedartschool.woop.ie/\">KQED’s Art School E-Book on the Elements of Art \u003c/a>helps students contextualize and expand their classroom learning. They can return to the interviews with artists as well as lessons to round out their portfolios.\u003c/p>\n\u003cp>What follows are excerpts of student reflections with links to their portfolios:\u003c/p>\n\u003cfigure id=\"attachment_229874\" class=\"wp-caption alignright\" style=\"max-width: 534px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229874\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg\" alt=\"Mosaic Value Collage by Adam B\" width=\"534\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg 534w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B-400x301.jpg 400w\" sizes=\"(max-width: 534px) 100vw, 534px\">\u003cfigcaption class=\"wp-caption-text\">Mosaic Value Collage by Adam B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I used to think in art you continuously had to follow guidelines and work at a constant pace to complete your work. Now I realize that a part of art is being your own self and while we had to follow guidelines, art was all about yourself, your passions, and your creativity. You can do what you want, when you want at your own pace and own methods. My thinking changed when we did our first semester final when we really were in charge of what we wanted to do.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/17eboaGAQMR1_557wGyWstkjhP2ejcUOXe1u_rqD44rA/edit?usp=sharing\">Adam B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229876\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-229876 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg\" alt=\"Silhouette by Jordon B\" width=\"800\" height=\"429\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-400x215.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-768x412.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b.jpg 950w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Jordon B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“This year I realized that some art isn’t just creative images, they’re statements. I found out that art is just another way to express how you feel about a certain topic. Sometimes topics are very controversial to talk about so making art about it is very powering without even saying a word and letting others interpret the art however they want” –\u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1rc35n8ncIn16eR8BRLJ_b_z2vyJLS7eg9SEHTplq2xk/edit?usp=sharing\"> Jordon B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229875\" class=\"wp-caption alignright\" style=\"max-width: 368px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229875\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_rija-r.jpg\" alt=\"Silhouette by Rija R\" width=\"368\" height=\"551\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Rija R\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I feel like art can change the world through the message it portrays and as artists, we have the power to change and evolve the way others think through the works we produce Art can hold various meanings to other people whether it may be in the form of music, dance, poetry, drawing or other ways but in the end, good art should always leave the viewer with an emotional change and impression. I Used to Think that all good art just needed to be physically appealing ; Now I Think that all good art should be defined by whether it makes you feel a certain way; my thinking changed when I saw the impact of art pieces created by other people.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1ZMSuoW1T80URaRE8oYFSmK0GiESo3POVO9EL5nTQw1o/edit?usp=sharing\">Rija R\u003c/a>\u003c/p>\n\u003cp>Ultimately to learn what someone knows and understands involves a conversation, or dialogue, as my colleague, \u003ca href=\"http://www.accordionbookproject.com/the-artist-book/notes-strategies-addenda/chapter-2-exchange-as-art/\">Todd Elkin\u003c/a>, has put it. I can think of few better ways to dialogue with my art students than to hear from them in their own voices what their year in art class has meant to them.\u003c/p>\n\u003cp>I owe so much to my fellow educators who have shared their ideas and learnings with me. We do not succeed alone – as many of my students also noted in their reflections – I did not invent all the ideas I implement. I am but one of the experts in the room…\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And to all my students past and present: thanks for keeping me on my toes and excited everyday!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At the beginning of this now completed school year I shared my goals with students and their parents. I wanted my students to identify as artists, developing confidence and an individual style. I wanted their knowledge about art, media and visual communication to help them to become more informed creators and consumers of culture. I wanted them to grasp how art is involved and integrated with many other human pursuits throughout time. Finally, I also wanted them to develop tools to help them express their values and understandings.\u003c/p>\n\u003cp>Learning to draw and shade, apply paint, use a glue gun, carve and print from linoleum are all important artistic skills and good things to know, but what do they help learners to understand? And how can they show what’s going on in their heads to their teachers and their peers? This is where reflection and metacognition come in. Metacognition basically means thinking about and learning from how you think in order to share with others and take on challenges with tools you already have and can improve. It’s reflective, but also future-driven. A metacognitive thinker asks, now what? How can I apply this?\u003c/p>\n\u003cp>That’s where the art studio classroom provides opportunities for making thinking visible and opens pathways to real understanding:\u003c/p>\n\u003cblockquote>\u003cp>Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts. Visible Thinking also emphasizes documenting thinking for later reflection.” – \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/makingthinkingvisibleEL.pdf\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible, Ron Ritchhart and David Perkins\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The nuances of my goals may change and shift – responding to the talents, needs and curiosities and passions of my students. However, the dispositions I look to cultivate and strengthen remain. The true measure of my curriculum and their learning lies in the ability of ALL my students to articulate their learning, making it visible, and applying it to their lives.\u003c/p>\n\u003cp>Since we are artists working on and learning about art in a studio classroom it makes sense that we share our work periodically with our peers to get structured feedback.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Artists also share selections of their work as well as explain their process in a living ever-alterable body called a \u003cb>Portfolio\u003c/b>. I explain with students WHAT a Portfolio is: “a purposeful collection of work that demonstrates efforts, progress, and achievement in one or more areas over time”. And I let them know exactly WHY it’s important in our class: “You take \u003cb>\u003ci>ownership\u003c/i>\u003c/b> of your work and \u003cb>\u003ci>tell the story of your own learning \u003c/i>\u003c/b>rather than leaving that to others. It gives you a chance to \u003cb>\u003ci>reflect\u003c/i>\u003c/b> on who you are as an artist, where you came from and how you got here.”\u003c/p>\n\u003cp>Students in my class built their own portfolios in Google Slides and were instructed to choose works that show any of the following:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>\u003ci>Growth\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> (technically or conceptually over time; how does one stage compare to another)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Struggle/Challenges\u003c/i>\u003c/b> (you engaged and persisted in something that was out of your comfort zone)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Visual/Technical Excellence\u003c/i>\u003c/b> (It just looks awesome! How so? Refer to the Principles of Design or Menu of Compositional Qualities\u003ci>)\u003c/i>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ci>\u003ci>\u003cb>\u003ci>Breakthrough\u003c/i>\u003c/b> (achieved something that surprised you, even after many frustrations and “failures”)\u003c/i>\u003c/i>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>For each selected work they wrote a short reflection or statement explaining \u003cb>\u003ci>Forms\u003c/i>\u003c/b> (what you made, how you made it), \u003cb>\u003ci>Methods\u003c/i>\u003c/b> (how did you make it – steps, techniques, procedures), \u003cb>\u003ci>Purposes\u003c/i>\u003c/b> (why you made this piece the way you did and why you chose it to represent the criteria above).\u003c/p>\n\u003cp>It’s important to realize that the learning and reflecting on learning is ONGOING throughout the year. We don’t just wait until May to reflect in our process – struggles, successes, etc. If we do, it’s impossible to capture what was happening in September or October. Instead students respond to prompts given during and immediately after working on projects that require both technical and conceptual skills. That way, they can refer to them (and my feedback and comments) later, with perspective, as they choose which projects to highlight in their portfolios for specific reasons.\u003c/p>\n\u003cp>It’s also necessary for art students to look at the work of and listen to the thoughts of a wide range of artists, past and present in order to connect their ideas, struggles and tendencies to others. \u003ca href=\"http://kqedartschool.woop.ie/\">KQED’s Art School E-Book on the Elements of Art \u003c/a>helps students contextualize and expand their classroom learning. They can return to the interviews with artists as well as lessons to round out their portfolios.\u003c/p>\n\u003cp>What follows are excerpts of student reflections with links to their portfolios:\u003c/p>\n\u003cfigure id=\"attachment_229874\" class=\"wp-caption alignright\" style=\"max-width: 534px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229874\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg\" alt=\"Mosaic Value Collage by Adam B\" width=\"534\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg 534w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B-400x301.jpg 400w\" sizes=\"(max-width: 534px) 100vw, 534px\">\u003cfigcaption class=\"wp-caption-text\">Mosaic Value Collage by Adam B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I used to think in art you continuously had to follow guidelines and work at a constant pace to complete your work. Now I realize that a part of art is being your own self and while we had to follow guidelines, art was all about yourself, your passions, and your creativity. You can do what you want, when you want at your own pace and own methods. My thinking changed when we did our first semester final when we really were in charge of what we wanted to do.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/17eboaGAQMR1_557wGyWstkjhP2ejcUOXe1u_rqD44rA/edit?usp=sharing\">Adam B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229876\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-229876 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg\" alt=\"Silhouette by Jordon B\" width=\"800\" height=\"429\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-400x215.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-768x412.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b.jpg 950w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Jordon B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“This year I realized that some art isn’t just creative images, they’re statements. I found out that art is just another way to express how you feel about a certain topic. Sometimes topics are very controversial to talk about so making art about it is very powering without even saying a word and letting others interpret the art however they want” –\u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1rc35n8ncIn16eR8BRLJ_b_z2vyJLS7eg9SEHTplq2xk/edit?usp=sharing\"> Jordon B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229875\" class=\"wp-caption alignright\" style=\"max-width: 368px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229875\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_rija-r.jpg\" alt=\"Silhouette by Rija R\" width=\"368\" height=\"551\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Rija R\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I feel like art can change the world through the message it portrays and as artists, we have the power to change and evolve the way others think through the works we produce Art can hold various meanings to other people whether it may be in the form of music, dance, poetry, drawing or other ways but in the end, good art should always leave the viewer with an emotional change and impression. I Used to Think that all good art just needed to be physically appealing ; Now I Think that all good art should be defined by whether it makes you feel a certain way; my thinking changed when I saw the impact of art pieces created by other people.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1ZMSuoW1T80URaRE8oYFSmK0GiESo3POVO9EL5nTQw1o/edit?usp=sharing\">Rija R\u003c/a>\u003c/p>\n\u003cp>Ultimately to learn what someone knows and understands involves a conversation, or dialogue, as my colleague, \u003ca href=\"http://www.accordionbookproject.com/the-artist-book/notes-strategies-addenda/chapter-2-exchange-as-art/\">Todd Elkin\u003c/a>, has put it. I can think of few better ways to dialogue with my art students than to hear from them in their own voices what their year in art class has meant to them.\u003c/p>\n\u003cp>I owe so much to my fellow educators who have shared their ideas and learnings with me. We do not succeed alone – as many of my students also noted in their reflections – I did not invent all the ideas I implement. I am but one of the experts in the room…\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And to all my students past and present: thanks for keeping me on my toes and excited everyday!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"callout noborder\">\n\u003cp style=\"text-align: justify\">We asked you to create political art based on these nine key election issues, and you rose to the challenge! Check out \u003ca href=\"https://www.youtube.com/watch?v=QxB65TrO2nI&feature=youtu.be\">our video recap \u003c/a> above featuring some of our favorite submissions.\u003c/p>\n\u003cp style=\"text-align: justify\">All of this political creativity was inspired by the video “Make Your Own Political Art in 5 Easy Steps” from \u003ca href=\"http://ww2.kqed.org/artschool/\">KQED’s Art School\u003c/a>, that featured examples of successful projects from high profile artists Banksy, Corita Kent, Emory Douglas, Ai Wei Wei, Shepard Fairey and Barbara Kruger.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=JMVd5k2a2IM\u003c/p>\n\u003cp>Did you miss the submission deadline? You can still create posters and post them on Instagram or Twitter with the hashtag #MediaMakePoliticalArt and #2NextPrez. Remember to tag @KQEDedspace. \u003cem>\u003cstrong>Stay tuned for the national call for multimedia letters to the future president which will launch in late July 2016\u003c/strong>\u003c/em>.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"callout noborder\">\n\u003cp style=\"text-align: justify\">We asked you to create political art based on these nine key election issues, and you rose to the challenge! Check out \u003ca href=\"https://www.youtube.com/watch?v=QxB65TrO2nI&feature=youtu.be\">our video recap \u003c/a> above featuring some of our favorite submissions.\u003c/p>\n\u003cp style=\"text-align: justify\">All of this political creativity was inspired by the video “Make Your Own Political Art in 5 Easy Steps” from \u003ca href=\"http://ww2.kqed.org/artschool/\">KQED’s Art School\u003c/a>, that featured examples of successful projects from high profile artists Banksy, Corita Kent, Emory Douglas, Ai Wei Wei, Shepard Fairey and Barbara Kruger.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JMVd5k2a2IM'\n title='//www.youtube.com/embed/JMVd5k2a2IM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Did you miss the submission deadline? You can still create posters and post them on Instagram or Twitter with the hashtag #MediaMakePoliticalArt and #2NextPrez. Remember to tag @KQEDedspace. \u003cem>\u003cstrong>Stay tuned for the national call for multimedia letters to the future president which will launch in late July 2016\u003c/strong>\u003c/em>.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The Writing Process Through the Eyes of Children with Special Needs (Part 3)",
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"content": "\u003cp>\u003ci>There is a process to writing that doesn’t come easily to everyone. For students with special needs, the constant struggle to observe rubrics, understand expectations, and develop formulas for writing an essay can be a really tough ordeal. This is the third in a four part series following my steps toward teaching writing to students with special needs in this technologically advancing world.\u003c/i>\u003c/p>\n\u003cp>In \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">part one\u003c/a>, I detailed how to use gallery walks in the classroom to develop pre-writing strategies with my students. In \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">part two\u003c/a>, I tell how to do in depth readings – working with teams to read for meaning. In this post, I will discuss using outlines to write a rough draft and the different programs we use in my classroom to draft the student’s essays.\u003c/p>\n\u003cp>In high school, students have a higher expectation than ever before when it comes to earning credits. This is a critical problem for special education students, who \u003ca href=\"http://www.edweek.org/ew/articles/2015/06/04/graduation-rates-vary-for-students-with-disabilities.html\">graduate as a much lower rate nationally than the general student population\u003c/a>. Thus, with students who have an IEP, it is important that we provide them with specific rubrics so they have the clearest understanding of what it is that teachers expect of them.\u003c/p>\n\u003cfigure id=\"attachment_218910\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-218910\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png\" alt=\"An example rubric my students would receive before they begin writing\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-400x272.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1440x979.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1180x803.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-960x653.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric.png 1532w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An example rubric my students would receive before they begin writing\u003c/figcaption>\u003c/figure>\n\u003cp>Coming up with the perfect thesis can seem daunting. A clearly defined position is an important starting point for developing arguments in an essay. To simplify this process in my classes, I usually give them two options for their thesis – for or against a specific idea. The above rubric is an example of what my students might get before they begin writing.\u003c/p>\n\u003cp>During the group readings, I coach my students to define their position and begin to make predictions about the arguments for or against their position that they will see. In my \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">previous article\u003c/a>, I discuss how I often ask my students to highlight or pinpoint specific evidence that they feel strongly about in the text(s).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I often task my students with coming up with a plan for their writing that involves writing a title last. They are usually so excited about writing a title, that they often get sidetracked. Instead, I begin by asking my students to think about their audience. We discuss who will be reading the essay – Will it be another student? Will it be another teacher? Will it be their parent? All of these questions are important for the student to determine how their write to a specific point of view. Since writing to a specific audience requires thinking in terms of that recipient, we have done activities all year that teach students to look at things from different perspectives.\u003c/p>\n\u003cp>For example, one assignment had students writing a letter to their best friend about a particularly juicy event that happened to them recently. Then, I had them write a second letter about the same topic to a grandparent who they haven’t seen in awhile. We review the ideas in the letters and how they are (probably) very different. We discuss why they are different and plan our future writing in class based on this idea of choosing a specific audience.\u003c/p>\n\u003cp>Now that my students have defined an audience, the next step is to utilize an outline to prepare my students for their draft. Since evidence is vital to supporting an argument, I have my students first decide the topic of each individual paragraph, so they can hone in on the specific evidence they want to use that supports their thesis.\u003c/p>\n\u003cp>In a recent assignment, we worked on a Great Gatsby unit. The students read the novel, and watched the Leonardo Di Caprio version of the film. We then identified the big ideas together as a class – parties, money, social class, alcohol, fate. Students chose specific ideas to relate to each paragraph of their essay. The students really liked this book because it gave them a viewpoint of the 1920s and the students were really excited to see the ‘20’s’ coming back and see what was different 100 years later. I asked several of them to include this idea into their essays.\u003c/p>\n\u003cp>To support my students with their IEP accommodations, I put the main details on the board. Some students feel more confident with choosing their own evidence, and some require support to boost their confidence in their writing of their own ideas. With respect to this, I put several key ideas on the board to identify specific paragraphs and include 3-4 quotes from each passage on the board with who said it so they can quote it easily.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-218912\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png\" alt=\"\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-400x217.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-768x417.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1440x782.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1180x641.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-960x522.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs.png 1734w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Each student then takes the pre-filled outline out and uses this, along with the quotes they have found to write a rough draft out on a Google Classroom document I have attached for them to access during their designated writing time. Students can access this anytime, as it’s connected through Google – through their specific designated student account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I also have access to each of their documents. I can then go ahead and make comments on their essay through the comment bar of the Google Doc. Stay tuned for part 4 when I discuss the revision, editing and publishing phase of student work.\u003c/p>\n\n",
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"description": "There is a process to writing that doesn’t come easily to everyone. For students with special needs, the constant struggle to observe rubrics, understand expectations, and develop formulas for writing an essay can be a really tough ordeal. This is the third in a four part series following my steps toward teaching writing to students",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>There is a process to writing that doesn’t come easily to everyone. For students with special needs, the constant struggle to observe rubrics, understand expectations, and develop formulas for writing an essay can be a really tough ordeal. This is the third in a four part series following my steps toward teaching writing to students with special needs in this technologically advancing world.\u003c/i>\u003c/p>\n\u003cp>In \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">part one\u003c/a>, I detailed how to use gallery walks in the classroom to develop pre-writing strategies with my students. In \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">part two\u003c/a>, I tell how to do in depth readings – working with teams to read for meaning. In this post, I will discuss using outlines to write a rough draft and the different programs we use in my classroom to draft the student’s essays.\u003c/p>\n\u003cp>In high school, students have a higher expectation than ever before when it comes to earning credits. This is a critical problem for special education students, who \u003ca href=\"http://www.edweek.org/ew/articles/2015/06/04/graduation-rates-vary-for-students-with-disabilities.html\">graduate as a much lower rate nationally than the general student population\u003c/a>. Thus, with students who have an IEP, it is important that we provide them with specific rubrics so they have the clearest understanding of what it is that teachers expect of them.\u003c/p>\n\u003cfigure id=\"attachment_218910\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-218910\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png\" alt=\"An example rubric my students would receive before they begin writing\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-400x272.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1440x979.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1180x803.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-960x653.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric.png 1532w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An example rubric my students would receive before they begin writing\u003c/figcaption>\u003c/figure>\n\u003cp>Coming up with the perfect thesis can seem daunting. A clearly defined position is an important starting point for developing arguments in an essay. To simplify this process in my classes, I usually give them two options for their thesis – for or against a specific idea. The above rubric is an example of what my students might get before they begin writing.\u003c/p>\n\u003cp>During the group readings, I coach my students to define their position and begin to make predictions about the arguments for or against their position that they will see. In my \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">previous article\u003c/a>, I discuss how I often ask my students to highlight or pinpoint specific evidence that they feel strongly about in the text(s).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I often task my students with coming up with a plan for their writing that involves writing a title last. They are usually so excited about writing a title, that they often get sidetracked. Instead, I begin by asking my students to think about their audience. We discuss who will be reading the essay – Will it be another student? Will it be another teacher? Will it be their parent? All of these questions are important for the student to determine how their write to a specific point of view. Since writing to a specific audience requires thinking in terms of that recipient, we have done activities all year that teach students to look at things from different perspectives.\u003c/p>\n\u003cp>For example, one assignment had students writing a letter to their best friend about a particularly juicy event that happened to them recently. Then, I had them write a second letter about the same topic to a grandparent who they haven’t seen in awhile. We review the ideas in the letters and how they are (probably) very different. We discuss why they are different and plan our future writing in class based on this idea of choosing a specific audience.\u003c/p>\n\u003cp>Now that my students have defined an audience, the next step is to utilize an outline to prepare my students for their draft. Since evidence is vital to supporting an argument, I have my students first decide the topic of each individual paragraph, so they can hone in on the specific evidence they want to use that supports their thesis.\u003c/p>\n\u003cp>In a recent assignment, we worked on a Great Gatsby unit. The students read the novel, and watched the Leonardo Di Caprio version of the film. We then identified the big ideas together as a class – parties, money, social class, alcohol, fate. Students chose specific ideas to relate to each paragraph of their essay. The students really liked this book because it gave them a viewpoint of the 1920s and the students were really excited to see the ‘20’s’ coming back and see what was different 100 years later. I asked several of them to include this idea into their essays.\u003c/p>\n\u003cp>To support my students with their IEP accommodations, I put the main details on the board. Some students feel more confident with choosing their own evidence, and some require support to boost their confidence in their writing of their own ideas. With respect to this, I put several key ideas on the board to identify specific paragraphs and include 3-4 quotes from each passage on the board with who said it so they can quote it easily.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-218912\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png\" alt=\"\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-400x217.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-768x417.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1440x782.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1180x641.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-960x522.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs.png 1734w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Each student then takes the pre-filled outline out and uses this, along with the quotes they have found to write a rough draft out on a Google Classroom document I have attached for them to access during their designated writing time. Students can access this anytime, as it’s connected through Google – through their specific designated student account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I also have access to each of their documents. I can then go ahead and make comments on their essay through the comment bar of the Google Doc. Stay tuned for part 4 when I discuss the revision, editing and publishing phase of student work.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Summer is upon us and the 2016 political conventions are not far behind. While we have one eye on the campaign trail, we’ve got the other fixed on the impressive list of curricula resources being collected for \u003ca href=\"http://bit.ly/2nextprez\" target=\"_blank\" rel=\"noopener\">Letters to the Next President 2.0\u003c/a> (L2P 2.0). Partners of this initiative have submitted their best articles, tutorials, and interactive tools to help educators engage learners age 13-18 in election issues that matter to their lives. Here are ten resources that you can use to incorporate L2P 2.0 into your summer learning programs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://pbseduelectioncentral.com/\" target=\"_blank\" rel=\"noopener\">Election Central 2016 from PBS LearningMedia\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">At Election Central 2016, teachers will find tools, resources and creative solutions to educate students on the various facets of the political process. With content about the process and history of elections, these tools help turn news coverage into learning opportunities. \u003c/span>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://education.blogs.nytimes.com/2016/06/09/election-2016-10-ways-to-stay-engaged-this-summer/?_r=1\" target=\"_blank\" rel=\"noopener\">Election Collection from NYTimes Learning Network\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Election news will dominate the headlines all summer long. Here are a few ways students can keep up with the candidates, campaigns, conventions and controversies — and make their own opinions heard. \u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://letters2president.org/resource/letters-to-the-next-president-2-0-kick-off-educator-innovator/\" target=\"_blank\" rel=\"noopener\">Letters to the Next President 2.0 Kick-off Webinar\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">In this hangout educators described the power of participating in the previous iteration of L2P and highlighted the growing set of opportunities and resources available to educators supporting youth engagement for the 2016 Presidential Election.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.edutopia.org/blog/letters-to-next-president-2point0-ellen-shelton\" target=\"_blank\" rel=\"noopener\">A Teacher’s Perspective from Edutopia\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Ellen Shelton, Site Director at the University of Mississippi Writing Project and former high school teacher in Tupelo, Mississippi, explains why she believes supporting this kind of political discussion in the classroom can have a deep impact on students now and in the future.\u003c/span>\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2015/11/13/teaching-the-art-of-civil-dialogue/\" target=\"_blank\" rel=\"noopener\">\u003cb>Teaching the Art of Civil Dialogue\u003cbr>\n\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">Educator Chris Sloan reflects on using resources from \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">\u003cspan style=\"font-weight: 400\">Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a weekly activity for students to engage and respond to current issues using social media tools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\" target=\"_blank\" rel=\"noopener\">Developing and Discussing Political Views In the Classroom\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Educator \u003c/span>\u003cspan style=\"font-weight: 400\">Janelle Bence discusses some of her strategies for supporting students in discussing a wide range of political opinions in the classroom. \u003c/span>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://letters2president.org/resource/growing-l2p-2-0-into-a-project-that-can-have-impact-beyond-the-classroom/\" target=\"_blank\" rel=\"noopener\">Election Activities Outside the Classroom\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This blog post provides educators with a guide for developing L2P 2.0 letter-writing into a focused, whole-class civic action effort. \u003c/span>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://letters2president.org/resource/l2p-2-0-finding-a-topic-mini-unit-from-nwps-college-ready-writers-program/\" target=\"_blank\" rel=\"noopener\">NWP’s College-Ready Writers Program\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">The goal of this mini-unit is to support students as they explore the purpose and format of Letters to the Next President 2.0, choose an issue worth writing about, gather information from multiple sources, develop a claim and write a complete argument draft. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://letters2president.org/opportunity/dear-next-president-submit-your-videos-for-letters-to-the-next-president-2-0/\" target=\"_blank\" rel=\"noopener\"> \u003cb>Dear Next President \u003c/b>\u003cb>from PBS NewsHour Extra\u003cbr>\n\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">Encourage youth to talk about election issues that matter to them by producing a video letter to our next president. Find key steps to creating a video for Letters to the Next President along with examples and tutorials to help young media makers get started.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://letters2president.org/resource/letters-to-the-president-students-voices/\" target=\"_blank\" rel=\"noopener\">\u003cb>Students’ Stories from Letters to the President 2008\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">If you’d like to read some of the student letters from the first iteration of Letters to the Next President in 2008, this report from the \u003c/span>\u003cspan style=\"font-weight: 400\">National Commission on Writing is a great place to start. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2nextprez\" target=\"_blank\" rel=\"noopener\">Sign up\u003c/a> to receive bulletins from Letters to the Next President 2.0 with more great resources and opportunities coming this fall.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Summer is upon us and the 2016 political conventions are not far behind. While we have one eye on the campaign trail, we’ve got the other fixed on the impressive list of curricula resources being collected for \u003ca href=\"http://bit.ly/2nextprez\" target=\"_blank\" rel=\"noopener\">Letters to the Next President 2.0\u003c/a> (L2P 2.0). Partners of this initiative have submitted their best articles, tutorials, and interactive tools to help educators engage learners age 13-18 in election issues that matter to their lives. Here are ten resources that you can use to incorporate L2P 2.0 into your summer learning programs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://pbseduelectioncentral.com/\" target=\"_blank\" rel=\"noopener\">Election Central 2016 from PBS LearningMedia\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">At Election Central 2016, teachers will find tools, resources and creative solutions to educate students on the various facets of the political process. With content about the process and history of elections, these tools help turn news coverage into learning opportunities. \u003c/span>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://education.blogs.nytimes.com/2016/06/09/election-2016-10-ways-to-stay-engaged-this-summer/?_r=1\" target=\"_blank\" rel=\"noopener\">Election Collection from NYTimes Learning Network\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Election news will dominate the headlines all summer long. Here are a few ways students can keep up with the candidates, campaigns, conventions and controversies — and make their own opinions heard. \u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://letters2president.org/resource/letters-to-the-next-president-2-0-kick-off-educator-innovator/\" target=\"_blank\" rel=\"noopener\">Letters to the Next President 2.0 Kick-off Webinar\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">In this hangout educators described the power of participating in the previous iteration of L2P and highlighted the growing set of opportunities and resources available to educators supporting youth engagement for the 2016 Presidential Election.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.edutopia.org/blog/letters-to-next-president-2point0-ellen-shelton\" target=\"_blank\" rel=\"noopener\">A Teacher’s Perspective from Edutopia\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Ellen Shelton, Site Director at the University of Mississippi Writing Project and former high school teacher in Tupelo, Mississippi, explains why she believes supporting this kind of political discussion in the classroom can have a deep impact on students now and in the future.\u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2015/11/13/teaching-the-art-of-civil-dialogue/\" target=\"_blank\" rel=\"noopener\">\u003cb>Teaching the Art of Civil Dialogue\u003cbr>\n\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">Educator Chris Sloan reflects on using resources from \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">\u003cspan style=\"font-weight: 400\">Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a weekly activity for students to engage and respond to current issues using social media tools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\" target=\"_blank\" rel=\"noopener\">Developing and Discussing Political Views In the Classroom\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Educator \u003c/span>\u003cspan style=\"font-weight: 400\">Janelle Bence discusses some of her strategies for supporting students in discussing a wide range of political opinions in the classroom. \u003c/span>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://letters2president.org/resource/growing-l2p-2-0-into-a-project-that-can-have-impact-beyond-the-classroom/\" target=\"_blank\" rel=\"noopener\">Election Activities Outside the Classroom\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This blog post provides educators with a guide for developing L2P 2.0 letter-writing into a focused, whole-class civic action effort. \u003c/span>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://letters2president.org/resource/l2p-2-0-finding-a-topic-mini-unit-from-nwps-college-ready-writers-program/\" target=\"_blank\" rel=\"noopener\">NWP’s College-Ready Writers Program\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">The goal of this mini-unit is to support students as they explore the purpose and format of Letters to the Next President 2.0, choose an issue worth writing about, gather information from multiple sources, develop a claim and write a complete argument draft. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://letters2president.org/opportunity/dear-next-president-submit-your-videos-for-letters-to-the-next-president-2-0/\" target=\"_blank\" rel=\"noopener\"> \u003cb>Dear Next President \u003c/b>\u003cb>from PBS NewsHour Extra\u003cbr>\n\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">Encourage youth to talk about election issues that matter to them by producing a video letter to our next president. Find key steps to creating a video for Letters to the Next President along with examples and tutorials to help young media makers get started.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://letters2president.org/resource/letters-to-the-president-students-voices/\" target=\"_blank\" rel=\"noopener\">\u003cb>Students’ Stories from Letters to the President 2008\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">If you’d like to read some of the student letters from the first iteration of Letters to the Next President in 2008, this report from the \u003c/span>\u003cspan style=\"font-weight: 400\">National Commission on Writing is a great place to start. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2nextprez\" target=\"_blank\" rel=\"noopener\">Sign up\u003c/a> to receive bulletins from Letters to the Next President 2.0 with more great resources and opportunities coming this fall.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Did I get it right? I don’t know. I’m still thinking about that.\u003c/p>\n\n",
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"description": "Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "4 Exciting and Engaging Summer Learning Activities for All Students",
"headTitle": "4 Exciting and Engaging Summer Learning Activities for All Students | KQED",
"content": "\u003cp>As students, teachers, and families are beginning their summer vacation, it’s important to remember that the learning process doesn’t take a break during the months of June, July, and (some of) August. While most students don’t see the inside of a traditional classroom in summer, there are many opportunities to continue to improve Math fluency and Reading Comprehension, as well as develop skills that may lead to discovering new career paths. Adventures await around the Bay Area! Here are 4 free or low cost activities that will keep your learner motivated and engaged this summer.\u003c/p>\n\u003ch3>\u003ca href=\"http://www.discoverandgo.org\">\u003cb>Discover and Go\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Discover and Go is a partnership between public libraries in Northern California and local museums and community centers that offer free and discounted tickets for students and their families. It’s absolutely free to sign up; all you need is a public library card from one of the fifteen participating Northern California counties. Members enter the Discover and Go portal through their library site, and can select tickets by date availability. Participating museums and attractions include: Bay Area Discovery Museum, California Academy of Sciences, Children’s Creativity Museum, CuriOdyssey, Exploratorium, and the Pacific Pinball Museum. Each member may have up to two outstanding reservations at a time.\u003c/p>\n\u003cp>This is a fantastic way to expose children to the wonderful cultural institutions the Bay Area has to offer. It’s difficult to budget for multiple family outings during the summer without breaking the bank. Discover and Go offers this to all members, regardless of income. I have already used two Discover and Go passes to play pinball and visit the Museum of the African Diaspora.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204278\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png\" alt=\"\" width=\"800\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-400x200.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-768x384.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1440x720.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1180x590.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-960x480.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent.png 1801w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Dig up your library card (or register for one!), sign up at \u003c/i>\u003ca href=\"http://discoverandgo.org/\">\u003ci>www.discoverandgo.org\u003c/i>\u003c/a>\u003ci>, and plan an outing for the first week of summer vacation! See how many new and exciting places you can visit this summer, and have your children journal about what they saw and experienced! Discover and Go memberships are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"https://studio.code.org/\">\u003cb>Code.org’s Code Studio\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Learning how to code may be one of the most enjoyable activities your students or children can do during their summer break. I engage my students in a coding activity in my Math class on a monthly basis. During this session, we put the prescribed curriculum on the back burner for a day, and I give them the opportunity to go to Code.org’s Code Studio and work on their course. As 6th graders, they were able to complete Course 2 of the Computer Science Fundamentals series, and are now equipped with the tools necessary to create their own games, mostly on \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> site. Coding can expose students to new job possibilities, and new skills that they can use to be successful in school and beyond.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students who have struggled in traditional Math classrooms have taken to coding very quickly. There are no prerequisites to learn how to Code. At our annual Hour of Code event, we had kindergarteners working with their parents and completing strings of code on their own. As MIT Professor \u003ca href=\"http://www.media.mit.edu/people/mres\">Mitchel Resnick\u003c/a> says: “Learn to Code, Code to Learn”.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204364\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png\" alt=\"\" width=\"800\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-400x213.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-960x512.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio.png 978w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Browse the \u003c/i>\u003ca href=\"https://studio.code.org/\">\u003ci>Code.org\u003c/i>\u003c/a> \u003ci>Course Studio and choose the best starter course. Determine how long you will take to complete the 20 hour course. Set a timeline. If you finish faster, start the next level course! All courses are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.ixl.com\">\u003cb>IXL\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>IXL is a site and app based program that provides support, learning, and practice in Math for all grades K-12 with problems based on the Common Core Standards. The math problems have a wide variety of question types, from word problems to interactive graphing. IXL explains the process for solving a question correctly if a student answers it wrong, and keeps track of how long you spend on each section. I use IXL in my classroom for basic multiplication and division practice, as well as a supplement to the Math curriculum. It’s an engaging program for students; they get to pick their avatar and work towards earning prizes on each grade level game board. It’s also easy to differentiate instruction with IXL. While students work on grade level problems, they also have the opportunity to work above and below their particular grade.\u003c/p>\n\u003cp>One word of caution for teachers and parents: while the program awards anywhere from 3 to 5 points for each correct answer, incorrect answers are docked 7 to 10 points. This is a teachable moment for students; if they get an answer wrong it’s important to work through the process of correcting it so they don’t repeat the error. I encourage my students to stop their assignment if they get stuck or answer a few incorrectly in a row. For students who have anxiety, or are easily frustrated, taking a break is an important lesson in self-management.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204365\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/IXL-800x392.png\" alt=\"IXL\" width=\"800\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-800x392.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-400x196.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-768x376.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL.png 869w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: The IXL app is available for free in the \u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/ixl-math-and-english/id693689912?mt=8\">\u003ci>Apple App Store\u003c/i>\u003c/a>\u003cb>, \u003c/b>\u003ci>as well as \u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=com.ixl.ixlmath\">\u003ci>Google Play for Android\u003c/i>\u003c/a>\u003cb>. \u003c/b>\u003ci>Memberships are $9.95 per month, or $79 per year. IXL also offers programs in Language Arts, Science, and Social Studies, for an additional membership price.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.nitrotype.com\">\u003cb>Nitro Type\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Technology is an part of everyday life for our students. Many can text faster with than the average adult can type with a full blown keyboard. This usually doesn’t cross over into having effective typing skills. Upon entering the 6th grade, many of my students still use the “pecking” technique when it comes to typing, as opposed to using the home row. Teaching typing by itself can be a painful and arduous task (believe me, I have tried). There are some sites out there that focus primarily on typing skills, but my favorite of the bunch is Nitro Type.\u003c/p>\n\u003cp>MMOGs (Massively Multiplayer Online Games) are one of the popular trends as of late, with the majority of my students playing such games as \u003ca href=\"http://slither.io/\">slither.io\u003c/a> and \u003ca href=\"http://agar.io/\">agar.io\u003c/a> whenever they have the chance. Nitro Type builds on this desire to play with (and against) strangers on the Internet, but without the chat boxes (and possible inappropriate language). Your typing speed and accuracy will determine how fast your car goes in a race against four other players. You can create an account by logging into Facebook, Google+, Clever, or you can choose to play as a guest.\u003c/p>\n\u003cp>Before you begin to race you’ll go through a “test run” to get an idea of your typing baseline. This will help determine your placement in the first series of games. You can earn money by placing high in a race, and use that money to customize your car. A confession: this educator also plays Nitro Type every now and then to brush up on her skills.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204367\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png\" alt=\"Nitrotype\" width=\"800\" height=\"255\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-400x127.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-768x245.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-960x306.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype.png 982w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Register for an account and take your test run to see your current WPM accuracy. Chart your progress over the summer. Accounts for Nitro Type are FREE.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>These are only four of the free and low cost resources to keep our students engaged and learning throughout the summer! Do you have any suggestions to share with others? Please share them in the comments below!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As students, teachers, and families are beginning their summer vacation, it’s important to remember that the learning process doesn’t take a break during the months of June, July, and (some of) August. While most students don’t see the inside of a traditional classroom in summer, there are many opportunities to continue to improve Math fluency and Reading Comprehension, as well as develop skills that may lead to discovering new career paths. Adventures await around the Bay Area! Here are 4 free or low cost activities that will keep your learner motivated and engaged this summer.\u003c/p>\n\u003ch3>\u003ca href=\"http://www.discoverandgo.org\">\u003cb>Discover and Go\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Discover and Go is a partnership between public libraries in Northern California and local museums and community centers that offer free and discounted tickets for students and their families. It’s absolutely free to sign up; all you need is a public library card from one of the fifteen participating Northern California counties. Members enter the Discover and Go portal through their library site, and can select tickets by date availability. Participating museums and attractions include: Bay Area Discovery Museum, California Academy of Sciences, Children’s Creativity Museum, CuriOdyssey, Exploratorium, and the Pacific Pinball Museum. Each member may have up to two outstanding reservations at a time.\u003c/p>\n\u003cp>This is a fantastic way to expose children to the wonderful cultural institutions the Bay Area has to offer. It’s difficult to budget for multiple family outings during the summer without breaking the bank. Discover and Go offers this to all members, regardless of income. I have already used two Discover and Go passes to play pinball and visit the Museum of the African Diaspora.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204278\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png\" alt=\"\" width=\"800\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-400x200.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-768x384.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1440x720.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1180x590.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-960x480.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent.png 1801w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Dig up your library card (or register for one!), sign up at \u003c/i>\u003ca href=\"http://discoverandgo.org/\">\u003ci>www.discoverandgo.org\u003c/i>\u003c/a>\u003ci>, and plan an outing for the first week of summer vacation! See how many new and exciting places you can visit this summer, and have your children journal about what they saw and experienced! Discover and Go memberships are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"https://studio.code.org/\">\u003cb>Code.org’s Code Studio\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Learning how to code may be one of the most enjoyable activities your students or children can do during their summer break. I engage my students in a coding activity in my Math class on a monthly basis. During this session, we put the prescribed curriculum on the back burner for a day, and I give them the opportunity to go to Code.org’s Code Studio and work on their course. As 6th graders, they were able to complete Course 2 of the Computer Science Fundamentals series, and are now equipped with the tools necessary to create their own games, mostly on \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> site. Coding can expose students to new job possibilities, and new skills that they can use to be successful in school and beyond.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students who have struggled in traditional Math classrooms have taken to coding very quickly. There are no prerequisites to learn how to Code. At our annual Hour of Code event, we had kindergarteners working with their parents and completing strings of code on their own. As MIT Professor \u003ca href=\"http://www.media.mit.edu/people/mres\">Mitchel Resnick\u003c/a> says: “Learn to Code, Code to Learn”.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204364\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png\" alt=\"\" width=\"800\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-400x213.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-960x512.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio.png 978w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Browse the \u003c/i>\u003ca href=\"https://studio.code.org/\">\u003ci>Code.org\u003c/i>\u003c/a> \u003ci>Course Studio and choose the best starter course. Determine how long you will take to complete the 20 hour course. Set a timeline. If you finish faster, start the next level course! All courses are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.ixl.com\">\u003cb>IXL\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>IXL is a site and app based program that provides support, learning, and practice in Math for all grades K-12 with problems based on the Common Core Standards. The math problems have a wide variety of question types, from word problems to interactive graphing. IXL explains the process for solving a question correctly if a student answers it wrong, and keeps track of how long you spend on each section. I use IXL in my classroom for basic multiplication and division practice, as well as a supplement to the Math curriculum. It’s an engaging program for students; they get to pick their avatar and work towards earning prizes on each grade level game board. It’s also easy to differentiate instruction with IXL. While students work on grade level problems, they also have the opportunity to work above and below their particular grade.\u003c/p>\n\u003cp>One word of caution for teachers and parents: while the program awards anywhere from 3 to 5 points for each correct answer, incorrect answers are docked 7 to 10 points. This is a teachable moment for students; if they get an answer wrong it’s important to work through the process of correcting it so they don’t repeat the error. I encourage my students to stop their assignment if they get stuck or answer a few incorrectly in a row. For students who have anxiety, or are easily frustrated, taking a break is an important lesson in self-management.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204365\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/IXL-800x392.png\" alt=\"IXL\" width=\"800\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-800x392.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-400x196.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-768x376.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL.png 869w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: The IXL app is available for free in the \u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/ixl-math-and-english/id693689912?mt=8\">\u003ci>Apple App Store\u003c/i>\u003c/a>\u003cb>, \u003c/b>\u003ci>as well as \u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=com.ixl.ixlmath\">\u003ci>Google Play for Android\u003c/i>\u003c/a>\u003cb>. \u003c/b>\u003ci>Memberships are $9.95 per month, or $79 per year. IXL also offers programs in Language Arts, Science, and Social Studies, for an additional membership price.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.nitrotype.com\">\u003cb>Nitro Type\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Technology is an part of everyday life for our students. Many can text faster with than the average adult can type with a full blown keyboard. This usually doesn’t cross over into having effective typing skills. Upon entering the 6th grade, many of my students still use the “pecking” technique when it comes to typing, as opposed to using the home row. Teaching typing by itself can be a painful and arduous task (believe me, I have tried). There are some sites out there that focus primarily on typing skills, but my favorite of the bunch is Nitro Type.\u003c/p>\n\u003cp>MMOGs (Massively Multiplayer Online Games) are one of the popular trends as of late, with the majority of my students playing such games as \u003ca href=\"http://slither.io/\">slither.io\u003c/a> and \u003ca href=\"http://agar.io/\">agar.io\u003c/a> whenever they have the chance. Nitro Type builds on this desire to play with (and against) strangers on the Internet, but without the chat boxes (and possible inappropriate language). Your typing speed and accuracy will determine how fast your car goes in a race against four other players. You can create an account by logging into Facebook, Google+, Clever, or you can choose to play as a guest.\u003c/p>\n\u003cp>Before you begin to race you’ll go through a “test run” to get an idea of your typing baseline. This will help determine your placement in the first series of games. You can earn money by placing high in a race, and use that money to customize your car. A confession: this educator also plays Nitro Type every now and then to brush up on her skills.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204367\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png\" alt=\"Nitrotype\" width=\"800\" height=\"255\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-400x127.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-768x245.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-960x306.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype.png 982w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Register for an account and take your test run to see your current WPM accuracy. Chart your progress over the summer. Accounts for Nitro Type are FREE.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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},
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"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.",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
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},
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"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",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"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 />",
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"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.",
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"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",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"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.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"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.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"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",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"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",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"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/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"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",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"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)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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/",
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"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",
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"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",
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},
"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": {
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"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",
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