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"content": "\u003cp>https://www.youtube.com/watch?v=IBkmJ8S9KRs\u003c/p>\n\u003cp>\u003cem>Did you know that there are FREE state-of-the-art media making facilities for teens, staffed with professional mentors, in over 30 cities around the country, including \u003ca href=\"http://themixatsfpl.org/\">The Mix\u003c/a> inside San Francisco’s Public Library? \u003c/em>\u003c/p>\n\u003cp>\u003cem>Last month, KQED visited the \u003ca href=\"http://nashvillepubliclibrary.org/studionpl/\">Nashville Public Library’s Studio NPL learning lab\u003c/a>, an exciting space designed for and by teens. We were so impressed by the creative buzz happening inside Studio NPL that we asked Niq Tognoni, the studio coordinator, to share Studio NPL’s secret sauce for engaging youth.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the story behind Studio NPL?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://community.youmedia.org/home\">The YOUmedia network\u003c/a> is a series of informal, teen-centered spaces in libraries, museums, and community centers across the country that offer 21st century technologies and mentorship to young people. The original labs were born out of a \u003ca href=\"https://www.imls.gov/issues/national-initiatives/education-labs)\">MacArthur Foundation and Institute for Museum and Library Services grant\u003c/a> and all sites continue to share best practices, program ideas, and research through the YOUmedia online network. Nashville Public Library was awarded one of these planning grants in 2012, and after careful research, pilot programs, community and teen insight, and generous funding from both the private (through the \u003ca href=\"http://nplf.org/\">Nashville Public Library Foundation\u003c/a> and the public sector, “Studio NPL” learning labs were opened in six of our branches.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What makes Studio NPL a valuable space for young people to create and learn?\u003c/strong>\u003c/p>\n\u003cp>Studio NPL is teen-interest driven and offers multiple on-ramps for engagement through our dedication to the \u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">connected learning\u003c/a> and \u003ca href=\"https://mitpress.mit.edu/books/hanging-out-messing-around-and-geeking-out\">HOMAGO\u003c/a> (Hanging out, messing around, and geeking out) principles. In practice, that means that our teens’ interests and college and career goals drive how we staff and stock the space. Even in our early conception phase teens contributed to the design and layout of the space, and worked with community organizations to create and pilot programs for their peers. To continue our commitment to the teen voice, we staff three teens (through our TOTAL program) that implement programs, survey our patrons, and build peer-mentoring experiences with the teens. Studio NPL is also very aware of the size and sprawl of our community, and we do a great deal of outreach through our mobile mentors and labs. This give teens that may have transportation challenges an opportunity to engage comfortably with our programming, and also spreads the word about Studio NPL and widens the diversity of the teens participate in our programs. We see young people coming from all corners of Davidson County, where Nashville is located. Some have never engaged with teens from other schools, neighborhoods, and backgrounds, and we find they begin to build friendships and partnerships that they may not have opportunities to build otherwise.\u003c/p>\n\u003cp>\u003cstrong>What role do mentors play in fostering youth engagement and learning?\u003c/strong>\u003c/p>\n\u003cp>Our mentors come from a variety of backgrounds and professions; we have, on our team, former (and current) schoolteachers, an events photographer, an artist, a YOUtube producer, a carpenter -the list goes on. The mentors design and lead workshops in their area of expertise and create and document. They are skilled at engaging our patrons and teaching the equipment and techniques, but also focus on introducing our participants to career opportunities and academic connections. We love giving the teens opportunities to showcase, sing, perform, and to “be the star” of the show, but we also try to demonstrate the intense work and dedication that go on “behind the scenes”- the design processes, the editing, the prototyping, event planning and the set-up of performance space and recording booths.\u003c/p>\n\u003cp>While we have our content expert mentors, this work could not exist without the dedication of our Library staff at the Studio NPL spaces. They bring innovative and relevant programming ideas, build relationships with our patrons, and connect them to social services, tutors, mentors, books, programs; all while offering hands-on programming and positive adult interactions.\u003c/p>\n\u003cp>\u003cstrong>Why do you think in-school teachers should collaborate with the YOUmedia network?\u003c/strong>\u003c/p>\n\u003cp>Here in Nashville we have worked very hard to establish a relationship with teachers and librarians that work in local middle and high schools. This is a key element of our outreach, and we find that when we go into a school, we end up seeing a lot of those students in the space the following week. We also find that our visits are valuable to the teachers/librarians at the school. We hear from a lot of school staff that express a desire to have advanced technology in their classroom but –considering the tight budget of the school system- find that it is just not possible. Studio NPL, and other YOUmedia network sites have the ability to bring those tools (and the expertise) into the classroom to assist the teachers, or offer teachers opportunities to bring their class to our sites. We’ve got a handful of former high school teachers working as mentors in our spaces, and they combed through our projects and workshops and assign state standards and learning goals to each lesson so that when we take these workshops to the schools, the staff sees that we are intentional and are there to help supplement their program, and not distract from it. 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There is a lot of discussion on the national level around badging people as they learn and develop new skills (some info on that here www.lrng.org), and I think it would be wonderful if a system like that could be adopted by schools, colleges, after school programs, and even local business owners so that we would begin to see a sort of cross sector recognition and standardization of the skills that young people are learning. Libraries and museums are already natural partners for schools, and I hope we continue to build the professional relationships needed to design and implement lifelong learning pathways for our young people.\u003c/p>\n\u003cp>[gallery type=\"slideshow\" ids=\"180849,180852,180846,180845,180842,180840,180839,180837,180835\"]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Learn more about the YOUMediaNetwork locations around the country\u003ca href=\"http://youmedia.org/locations/\"> here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cp>I was first introduced to the work of \u003ca href=\"http://www.merylpataky.com/\">Meryl Pataky\u003c/a> through KQED’s \u003ca href=\"http://ww2.kqed.org/artschool/\">Art School\u003c/a> resource with us as a way to share the work and art practices of local artists.\u003c/p>\n\u003cp>[youtube=”https://www.youtube.com/watch?v=oaVpM6y7ziw”]\u003c/p>\n\u003cp>I was preparing to introduce basic chemistry concepts to my biology students so that we could build on them to a deeper understanding of the types of bonds and how they form in living things. On the day of our first introduction to the basics of the periodic table, I told students I was going to show them a short video clip and that I wanted them to simply write down any science/chemistry related word they recognized as they watched. After the video, each group shared their words and discussed them, looking for similarities and differences. I asked each group to share out a burning question and something that stood out to them as particularly interesting as they watched the video, something that struck them.\u003c/p>\n\u003cp>And this is where it got interesting. Students asked about Pataki’s art:\u003c/p>\n\u003cul>\n\u003cli>How does she make the pegboards?\u003c/li>\n\u003cli>What is vertical gardening and what local companies do that?\u003c/li>\n\u003cli>How is it different being a neon artist versus owning a neon sign company?\u003c/li>\n\u003cli>What other art does she do? Where can I see it?\u003c/li>\n\u003cli>Was she a scientist first before doing this art?\u003c/li>\n\u003c/ul>\n\u003cp>Students also immediately began to make connections between their word lists, Meryl’s work, and the very large periodic table in the front of our room that we haven’t looked at deeply in any content related way just yet. Why is neon is called a noble gas? What does it mean to be reactive? What is a patina? Where does the color in the gas tubes come from, why do they happen? Does every element do this?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All of these questions allowed me to transition into a description of periodic table basics such as periods, groups/families, and valence electrons while students pointed at the chart, conferred with each other as they consulted their word list, and added in the knowledge they already had from their own personal previous science experiences. The engagement level was high throughout our discussion in ways I can’t say is typical when talking about the periodic table with younger students. Being able to start with such an engaging catalyst for scientific conversation made this typically dry mini-lecture into a substantive discussion with students guiding the direction of our talk with their group and individual questions. For me as the teacher, this meant I could weave in my essential terms and concepts throughout the conversation in ways that felt connected and casual.\u003c/p>\n\u003cp>Students left ready to hear more about bonding and how that impacts our body chemistry and the environment and the next day, they remembered more of our discussion than I have seen before even when students took notes or studied my slide presentations. The movie clip stayed with students throughout our unit, with one student referring to the artist’s comment about the resistance of her materials as a source of inspiration and connecting it to the many restraints that govern electron sharing and movement between atoms in bonding.\u003c/p>\n\u003cp>The class discussion also gave me a window into the unique personalities of each of my classes. One class focused all of their burning questions on the periodic table itself while another class asked questions related to the career paths of science and art and the training needed to transition and connect the two fields. In one class, we had a great side conversation about Pataki’s other works and focused one set she referenced in the video called \u003cem>Rorschach No. 1 and No. 2\u003c/em>. Students loved the idea of using hand made natural fiber paper and how she connected these inkblots to scientific themes. Students in this class immediately began asking when we would be doing our next project.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>When students lead this type of conversation, they help connect me to ideas and resources, too. I remembered we had gas tubes and spectroscopes in a different part of the science wing at school and I pulled them out to show students the colors of specific elements and describe the activity of electrons as they moved up and down energy levels around atom nuclei. My mind is already swirling with ideas for projects and what’s even more important, my students’ minds are, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I was first introduced to the work of \u003ca href=\"http://www.merylpataky.com/\">Meryl Pataky\u003c/a> through KQED’s \u003ca href=\"http://ww2.kqed.org/artschool/\">Art School\u003c/a> resource with us as a way to share the work and art practices of local artists.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/oaVpM6y7ziw'\n title='//www.youtube.com/embed/oaVpM6y7ziw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>I was preparing to introduce basic chemistry concepts to my biology students so that we could build on them to a deeper understanding of the types of bonds and how they form in living things. On the day of our first introduction to the basics of the periodic table, I told students I was going to show them a short video clip and that I wanted them to simply write down any science/chemistry related word they recognized as they watched. After the video, each group shared their words and discussed them, looking for similarities and differences. I asked each group to share out a burning question and something that stood out to them as particularly interesting as they watched the video, something that struck them.\u003c/p>\n\u003cp>And this is where it got interesting. Students asked about Pataki’s art:\u003c/p>\n\u003cul>\n\u003cli>How does she make the pegboards?\u003c/li>\n\u003cli>What is vertical gardening and what local companies do that?\u003c/li>\n\u003cli>How is it different being a neon artist versus owning a neon sign company?\u003c/li>\n\u003cli>What other art does she do? Where can I see it?\u003c/li>\n\u003cli>Was she a scientist first before doing this art?\u003c/li>\n\u003c/ul>\n\u003cp>Students also immediately began to make connections between their word lists, Meryl’s work, and the very large periodic table in the front of our room that we haven’t looked at deeply in any content related way just yet. Why is neon is called a noble gas? What does it mean to be reactive? What is a patina? Where does the color in the gas tubes come from, why do they happen? Does every element do this?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All of these questions allowed me to transition into a description of periodic table basics such as periods, groups/families, and valence electrons while students pointed at the chart, conferred with each other as they consulted their word list, and added in the knowledge they already had from their own personal previous science experiences. The engagement level was high throughout our discussion in ways I can’t say is typical when talking about the periodic table with younger students. Being able to start with such an engaging catalyst for scientific conversation made this typically dry mini-lecture into a substantive discussion with students guiding the direction of our talk with their group and individual questions. For me as the teacher, this meant I could weave in my essential terms and concepts throughout the conversation in ways that felt connected and casual.\u003c/p>\n\u003cp>Students left ready to hear more about bonding and how that impacts our body chemistry and the environment and the next day, they remembered more of our discussion than I have seen before even when students took notes or studied my slide presentations. The movie clip stayed with students throughout our unit, with one student referring to the artist’s comment about the resistance of her materials as a source of inspiration and connecting it to the many restraints that govern electron sharing and movement between atoms in bonding.\u003c/p>\n\u003cp>The class discussion also gave me a window into the unique personalities of each of my classes. One class focused all of their burning questions on the periodic table itself while another class asked questions related to the career paths of science and art and the training needed to transition and connect the two fields. In one class, we had a great side conversation about Pataki’s other works and focused one set she referenced in the video called \u003cem>Rorschach No. 1 and No. 2\u003c/em>. Students loved the idea of using hand made natural fiber paper and how she connected these inkblots to scientific themes. Students in this class immediately began asking when we would be doing our next project.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>When students lead this type of conversation, they help connect me to ideas and resources, too. I remembered we had gas tubes and spectroscopes in a different part of the science wing at school and I pulled them out to show students the colors of specific elements and describe the activity of electrons as they moved up and down energy levels around atom nuclei. My mind is already swirling with ideas for projects and what’s even more important, my students’ minds are, too.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Designing and deploying robust, interactive lessons that engage students with real-world problems that demand application of content to produce innovative solutions is both exciting and demanding. One of my critical challenges has been providing feedback to students about their performance. I always feel pressured for time to consistently connect with each of my students. I have learned that the 4Cs: communication, collaboration, critical thinking, and creativity can form a great frame for thinking about ways to engage students in a peer review process that teaches and reinforces these vital skills.\u003c/p>\n\u003cp>It was at a \u003ca href=\"http://www.cue.org/\">CUE Conference\u003c/a> three years ago that I had an “Ah Ha” moment:\u003c/p>\n\u003cul>\n\u003cli>Our learners will not be prepared for the 21st Century by relying on rote memory of content. They’ve got Google for that!\u003c/li>\n\u003cli>To develop the 4Cs, I must provide experiences that enhance \u003ca href=\"http://www.edutopia.org/blog/deeper-learning-in-practice-jennifer-kabaker\">deeper learning\u003c/a>.\u003c/li>\n\u003cli>If learning happens best when students experience a lesson, then engaging students in the process of providing peer feedback is part of the learning!\u003c/li>\n\u003cli>Extra bonus = each student receives timely feedback from multiple perspectives, their peers and me.\u003c/li>\n\u003c/ul>\n\u003cp>Since then, I have refocused the process of developing the skills students need to include providing meaningful feedback to their peers. During the process, students also develop their own voice as they reflect on their learning.\u003c/p>\n\u003ch3>CREATE a culture of providing feedback.\u003c/h3>\n\u003cp>Every year, I start by explaining the importance of feedback. There are endless resources like the \u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx\">Seven Keys to Effective Feedback\u003c/a>, that support the benefits and describe how to provide meaningful feedback. You will have to commit time to the process. When students are comfortable with their peers, they are more likely to appropriately give and receive feedback that matters. We play games together and get to know one another. We focus on the goal of helping each other develop and improve.\u003c/p>\n\u003cp>I’ve learned that frequency is essential to creating a culture that values feedback. For example, we begin reflecting daily on short assignments like homework or a class activity. \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/think-pair-share-facilitating-discussions-small-and-large\">Think, Pair, Share\u003c/a> can be a quick way to begin a face-to-face discussion. Students share their work with one another, giving informal, verbal feedback. The more often you practice the process, the more comfortable and confident the students become and their feedback skills improve. We build up to writing reflections on major papers, lab reports, and projects. In addition, giving students opportunities to incorporate the feedback and revise their work keeps the focus more on the process of learning instead of just the grade.\u003c/p>\n\u003ch3>Learn the language of clear COMMUNICATION.\u003c/h3>\n\u003cp>When I was in graduate school, I was introduced to the \u003ca href=\"http://www.risemodel.com/\">RISE Model\u003c/a> developed by Emily Wray. (\u003ca href=\"https://twitter.com/emilywray\">@EmilyWray\u003c/a>). This invaluable resource has been my number one tool ever since.\u003c/p>\n\u003cfigure id=\"attachment_175083\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-175083 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/RISE_infographic-peer-web.jpg-800x486.jpeg\" alt=\"RISE_infographic-peer-web.jpg\" width=\"800\" height=\"486\">\u003cfigcaption class=\"wp-caption-text\">RISE Model by \u003ca href=\"//elwray.squarespace.com/about/\">Emily Wray\u003c/a> is licensed under a \u003ca href=\"//creativecommons.org/licenses/by-nc-sa/4.0/deed.en_US\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License\u003c/a>.\u003c/figcaption>\u003c/figure>\n\u003cp>Emily’s infographic outlines the language of feedback. Students will frequently say “great job” or “nice work” to their peers, but what does that mean? Providing examples of specific vocabulary to use opens up a whole new level of feedback. Students move through an organized process as they design responses that are meaningful and describe specifically what was “great” and what needs improvement. Emily has also designed an infographic for \u003ca href=\"http://www.risemodel.com/\">self-reflection!\u003c/a>\u003c/p>\n\u003ch3>Develop CRITICAL THINKING skills.\u003c/h3>\n\u003cp>Meaningful feedback starts with understanding the content and expectations of an assignment. Last fall, my students competed in the \u003ca href=\"https://www.breakthroughjuniorchallenge.org/\">Khan Academy Breakthrough Junior Challenge\u003c/a>. Students created a video tutorial about a topic in science and were required to review other student entries from around the world. Many were challenged to review videos about unfamiliar topics. Most were unable to give specific, clear feedback if they did not understand the content of the tutorial.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I listened as they naturally compared their videos with those they watched. Exercising critical thinking skills, students identified how their own tutorials may not have been as clearly explained as they thought. They also discussed the reviews they received to determine if the other students had provided meaningful feedback. I could clearly see how this feedback process provided opportunities to critically think, analyze, and learn together. This experience also led me to design \u003ca href=\"https://docs.google.com/document/d/1gXTlNsIzI0gTNusvZShiSli4SaTvqDDd7ije6b1Kb_Q/edit?usp=sharing\">rubrics\u003c/a> students can use to assess peer feedback and self-reflection skills. Now students are developing metacognition during the process as well. Again, the goal is to enhance the process because the process IS the learning!\u003c/p>\n\u003ch3>Focus on feedback that relies on COLLABORATION.\u003c/h3>\n\u003cp>Rich feedback happens when students can collaborate with peers. Asking and responding to questions develops a collaborative culture that mirrors the 21st century workplace. This takes time, but every minute spent encouraging students to critique their work and their peers’ work is time spent learning! Use a variety of tools to get students collaborating and communicating about their work.\u003c/p>\n\u003cp>Digital tools allow time for processing of information and forming of clear, concise thoughts. Time and time again I have been particularly impressed by the comments shared by my more introverted students. Quieter students have an opportunity to share their voice without the pressure of speaking in front of a crowd.\u003c/p>\n\u003cul>\n\u003cli>Google Apps like Docs, Slides, and Draw allow for comments to be embedded and threaded in a document.\u003c/li>\n\u003cli>Reflect and share on a discussion board. An LMS, like \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a>, may have this function or try \u003ca href=\"https://www.graphite.org/website/collaborize-classroom\">Collaborize Classroom\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> is another go to tool that allows for group discussion using text, audio, and video. If you haven’t seen it yet, you’ve got to check it out!\u003c/li>\n\u003cli>Engage students in real world discussions using \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">KQED #DoNow\u003c/a>. The weekly topics are perfect conversation starters that help students practice the 4Cs.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Giving my students time to practice providing feedback has transformed the learning environment in my classroom. Students are more comfortable sharing their work with peers. Knowing that I am not the only one to see what they create has also improved the quality of the work produced. Students are developing the 4Cs everyday and it is these skills that will help them succeed. How do you develop student voice in your classroom? What types of opportunities do you provide that allow students to practice the 4Cs?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Designing and deploying robust, interactive lessons that engage students with real-world problems that demand application of content to produce innovative solutions is both exciting and demanding. One of my critical challenges has been providing feedback to students about their performance. I always feel pressured for time to consistently connect with each of my students. I have learned that the 4Cs: communication, collaboration, critical thinking, and creativity can form a great frame for thinking about ways to engage students in a peer review process that teaches and reinforces these vital skills.\u003c/p>\n\u003cp>It was at a \u003ca href=\"http://www.cue.org/\">CUE Conference\u003c/a> three years ago that I had an “Ah Ha” moment:\u003c/p>\n\u003cul>\n\u003cli>Our learners will not be prepared for the 21st Century by relying on rote memory of content. They’ve got Google for that!\u003c/li>\n\u003cli>To develop the 4Cs, I must provide experiences that enhance \u003ca href=\"http://www.edutopia.org/blog/deeper-learning-in-practice-jennifer-kabaker\">deeper learning\u003c/a>.\u003c/li>\n\u003cli>If learning happens best when students experience a lesson, then engaging students in the process of providing peer feedback is part of the learning!\u003c/li>\n\u003cli>Extra bonus = each student receives timely feedback from multiple perspectives, their peers and me.\u003c/li>\n\u003c/ul>\n\u003cp>Since then, I have refocused the process of developing the skills students need to include providing meaningful feedback to their peers. During the process, students also develop their own voice as they reflect on their learning.\u003c/p>\n\u003ch3>CREATE a culture of providing feedback.\u003c/h3>\n\u003cp>Every year, I start by explaining the importance of feedback. There are endless resources like the \u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx\">Seven Keys to Effective Feedback\u003c/a>, that support the benefits and describe how to provide meaningful feedback. You will have to commit time to the process. When students are comfortable with their peers, they are more likely to appropriately give and receive feedback that matters. We play games together and get to know one another. We focus on the goal of helping each other develop and improve.\u003c/p>\n\u003cp>I’ve learned that frequency is essential to creating a culture that values feedback. For example, we begin reflecting daily on short assignments like homework or a class activity. \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/think-pair-share-facilitating-discussions-small-and-large\">Think, Pair, Share\u003c/a> can be a quick way to begin a face-to-face discussion. Students share their work with one another, giving informal, verbal feedback. The more often you practice the process, the more comfortable and confident the students become and their feedback skills improve. We build up to writing reflections on major papers, lab reports, and projects. In addition, giving students opportunities to incorporate the feedback and revise their work keeps the focus more on the process of learning instead of just the grade.\u003c/p>\n\u003ch3>Learn the language of clear COMMUNICATION.\u003c/h3>\n\u003cp>When I was in graduate school, I was introduced to the \u003ca href=\"http://www.risemodel.com/\">RISE Model\u003c/a> developed by Emily Wray. (\u003ca href=\"https://twitter.com/emilywray\">@EmilyWray\u003c/a>). This invaluable resource has been my number one tool ever since.\u003c/p>\n\u003cfigure id=\"attachment_175083\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-175083 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/RISE_infographic-peer-web.jpg-800x486.jpeg\" alt=\"RISE_infographic-peer-web.jpg\" width=\"800\" height=\"486\">\u003cfigcaption class=\"wp-caption-text\">RISE Model by \u003ca href=\"//elwray.squarespace.com/about/\">Emily Wray\u003c/a> is licensed under a \u003ca href=\"//creativecommons.org/licenses/by-nc-sa/4.0/deed.en_US\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License\u003c/a>.\u003c/figcaption>\u003c/figure>\n\u003cp>Emily’s infographic outlines the language of feedback. Students will frequently say “great job” or “nice work” to their peers, but what does that mean? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I listened as they naturally compared their videos with those they watched. Exercising critical thinking skills, students identified how their own tutorials may not have been as clearly explained as they thought. They also discussed the reviews they received to determine if the other students had provided meaningful feedback. I could clearly see how this feedback process provided opportunities to critically think, analyze, and learn together. This experience also led me to design \u003ca href=\"https://docs.google.com/document/d/1gXTlNsIzI0gTNusvZShiSli4SaTvqDDd7ije6b1Kb_Q/edit?usp=sharing\">rubrics\u003c/a> students can use to assess peer feedback and self-reflection skills. Now students are developing metacognition during the process as well. Again, the goal is to enhance the process because the process IS the learning!\u003c/p>\n\u003ch3>Focus on feedback that relies on COLLABORATION.\u003c/h3>\n\u003cp>Rich feedback happens when students can collaborate with peers. Asking and responding to questions develops a collaborative culture that mirrors the 21st century workplace. This takes time, but every minute spent encouraging students to critique their work and their peers’ work is time spent learning! Use a variety of tools to get students collaborating and communicating about their work.\u003c/p>\n\u003cp>Digital tools allow time for processing of information and forming of clear, concise thoughts. Time and time again I have been particularly impressed by the comments shared by my more introverted students. Quieter students have an opportunity to share their voice without the pressure of speaking in front of a crowd.\u003c/p>\n\u003cul>\n\u003cli>Google Apps like Docs, Slides, and Draw allow for comments to be embedded and threaded in a document.\u003c/li>\n\u003cli>Reflect and share on a discussion board. An LMS, like \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a>, may have this function or try \u003ca href=\"https://www.graphite.org/website/collaborize-classroom\">Collaborize Classroom\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> is another go to tool that allows for group discussion using text, audio, and video. If you haven’t seen it yet, you’ve got to check it out!\u003c/li>\n\u003cli>Engage students in real world discussions using \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">KQED #DoNow\u003c/a>. The weekly topics are perfect conversation starters that help students practice the 4Cs.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Teachers rock! In celebration of Teacher Appreciation Week (May 8-12), we have put together a bunch of reasons why we love teachers. Why do you love teachers? Is there one teacher that inspired you? What did they do that was so inspiring? Share with us on \u003ca href=\"https://twitter.com/KQEDedspace\">Twitter\u003c/a> or \u003ca href=\"https://www.instagram.com/kqedlearning/\">Instagram\u003c/a> by using #KQEDLovesTeachers.\u003c/p>\n\u003cp>\u003cem>Updated March 30, 2017.\u003c/em>\u003c/p>\n\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cstrong>1. We love teachers because \u003ca href=\"http://ww2.kqed.org/education/2016/05/17/pbswinner/\" target=\"_blank\" rel=\"noopener\">they show up. They listen. They inspire.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. We love teachers because \u003ca href=\"https://letters2president.org/\" target=\"_blank\" rel=\"noopener\">they believe students’ voices matter.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. We love teachers because t\u003ca href=\"https://ww2.kqed.org/education/2017/01/27/meet-the-2016-2017-youth-advisory-board/\">hey encourage students to make their voice heard\u003c/a>. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. We love teachers because \u003ca href=\"http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\">they provide an outlet for expression.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>5. We love teachers because \u003ca href=\"https://ww2.kqed.org/education/2016/01/04/5-effective-strategies-for-the-inclusive-classroom/\" target=\"_blank\" rel=\"noopener\">they support all types of learners.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>6. We love teachers because \u003ca href=\"http://ww2.kqed.org/quest/2015/10/01/engineering-is-exploring-space-with-shape-shifting-robots/\" target=\"_blank\" rel=\"noopener\">they expand their students’ horizons.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>7. We love teachers because \u003ca href=\"http://ww2.kqed.org/lowdown/\" target=\"_blank\" rel=\"noopener\">they connect the classroom to what’s happening in the world.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>8. We love teachers because \u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">they help students cut through the hype.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>9. We love teachers because \u003ca href=\"//ww2.kqed.org/quest/2016/03/10/simulating-earthquakes-with-a-shaking-table/\" target=\"_blank\" rel=\"noopener\">they shake things up!\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>10. We love teachers because \u003ca href=\"http://ww2.kqed.org/quest/series/career-spotlight/\" target=\"_blank\" rel=\"noopener\">they help prepare students for future careers.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>11. We love teachers because\u003ca href=\"http://ww2.kqed.org/artschool/2016/01/22/collecting-lifes-remnants-with-nigel-poor/\" target=\"_blank\" rel=\"noopener\"> they get their hands dirty.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>12. We love teachers because \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">they teach topics that matter to students.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>13. We love teachers because \u003ca href=\"https://ca.pbslearningmedia.org/collection/engineering-for-good/\" target=\"_blank\" rel=\"noopener\">they encourage their students to solve real-world problems.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>14. We love teachers because\u003ca href=\"http://ww2.kqed.org/artschool/2016/04/07/make-your-own-political-art-in-5-easy-steps/\" target=\"_blank\" rel=\"noopener\"> they inspire creativity.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>15. We love teachers because\u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/17/how-civic-engagement-helps-students-see-their-capacity-to-make-change/\" target=\"_blank\" rel=\"noopener\"> they are always looking for ways to spark civic engagement.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>16. We love teachers because \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">they are always searching for the best standards-aligned resources.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>17. We love teachers because \u003ca href=\"https://ww2.kqed.org/education/collections/in-the-classroom/\" target=\"_blank\" rel=\"noopener\">they share their knowledge with fellow teachers.\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>18. We love teachers because \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">they never stop learning.\u003c/a> \u003c/strong>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/DJdORxw2RTY\" target=\"_blank\" rel=\"noopener noreferrer\">Do You Understand the Minimum Wage Debate?\u003c/a>\u003c/span> (Citizen Tools)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">View a non-partisan explanation of the history and current status of the minimum wage debate.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think the federal minimum wage should be increased? \u003cstrong>#DoNowUWage\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUWage\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Raising the Minimum Wage\u003c/h2>\n\u003cp>The federal minimum wage is currently $7.25 per hour. Many people believe that it should be substantially higher and others believe that increasing it would harm small businesses and the economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to\u003c/span>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\"> \u003cspan style=\"font-weight: 400\">Heather Boushey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Executive Director and Chief Economist at the Washington Center for Equitable Growth, raising the minimum wage is an important anti-poverty measure. A person earning the current minimum wage and working a 40-hour week makes $15,080 per year, which is barely above the poverty line for a single adult and is well below it for someone supporting children. \u003c/span>\u003cspan style=\"font-weight: 400\">The most recent proposal to increase the federal minimum wage would have raised it to $10.10 per hour, though it didn’t pass. \u003c/span>\u003cspan style=\"font-weight: 400\">More than half of the states (including the District of Columbia) already have higher minimum wages than the federal minimum wage. The District of Columbia is currently the highest at $10.50/hour. There has been \u003c/span>\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=4\">\u003cspan style=\"font-weight: 400\">discussion lately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about increasing \u003c/span>\u003cspan style=\"font-weight: 400\">the federal minimum wage to $15 per hour, which would bring a family relying on a single wage-earner above the poverty line.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_164309\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 name=\"United States Department of Labor\" link=\"http://www.dol.gov/whd/minwage/america.htm\" align=\"aligncenter\" width=\"800\"]\u003ca href=\"http://www.dol.gov/whd/minwage/america.htm\" rel=\"attachment wp-att-164309\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-164309\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg\" alt=\"Minimum wage laws in the states as of January 1, 2016\" width=\"800\" height=\"582\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-400x291.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-768x558.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-960x698.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map.jpg 971w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Minimum wage laws in the states as of January 1, 2016\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some sources cite growing income inequality and the shrinking middle class as a reason to raise the minimum wage. The\u003c/span>\u003ca href=\"http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/\"> \u003cspan style=\"font-weight: 400\">Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> defines a household as “middle-income” if it earns between 67 and 200 percent of the state’s median income, and for many years America was a predominantly middle-class nation. But by 2015, only about half of adult Americans were living in middle-income households, with 29% below that and 21% above. Income inequality\u003c/span>\u003ca href=\"http://money.cnn.com/2013/09/25/news/economy/income-inequality/\"> \u003cspan style=\"font-weight: 400\">adversely affects life expectancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to the Department of Health and Human Services, in the 1980s, wealthy Americans lived 2.8 years longer than the poor, but by the 1990s, when the income gap had widened, the rich were living 4.5 years longer than the poor. Income also plays a\u003c/span>\u003ca href=\"http://www.huffingtonpost.com/steven-strauss/the-connection-between-ed_b_1066401.html\"> \u003cspan style=\"font-weight: 400\">significant role in a person’s education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and vice versa. Simply put, the higher the education level, the higher the income. In 2009, people with professional degrees earned, on average, more than six times as much as people who did not graduate from high school: $128,000 versus $20,000. With the cost of higher education continuing to rise, a college degree is out of reach for many people from low-income families, making the gap even worse.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"401kcalculator.org\" link=\"http://www.401kcalculator.org/\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg\" rel=\"attachment wp-att-164312\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-164312\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg\" alt=\"Piggy Bank\" width=\"400\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those on\u003c/span>\u003ca href=\"http://object.cato.org/sites/cato.org/files/four_reasons_not_to_raise_the_minimum_wage.pdf\"> \u003cspan style=\"font-weight: 400\">the other side of this debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe that raising the minimum wage would\u003c/span>\u003ca href=\"http://www.forbes.com/sites/mikepatton/2014/11/26/the-facts-on-the-minimum-wage-increase/#65068b7952ad\"> \u003cspan style=\"font-weight: 400\">hurt small businesses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which would not be able to pay their employees. Businesses might even have to close, and employees would lose their jobs. There would be fewer job opportunities because businesses would be doing as much hiring. So, while employees who kept their jobs would be making more money, unemployment would rise.\u003c/span>\u003ca href=\"http://www.investopedia.com/ask/answers/052815/does-raising-minimum-wage-increase-inflation.asp\"> \u003cspan style=\"font-weight: 400\">Raising minimum wage could also cause inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since business owners would have to make up for increased labor costs by raising prices. Therefore, the cost of living would increase, and the value of the new minimum wage would decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you support increasing the federal minimum wage? Why or why not? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://minimum-wage.procon.org/view.resource.php?resourceID=006456\" target=\"_blank\" rel=\"noopener noreferrer\">Should the Federal Minimum Wage Be Increased?\u003c/a>\u003cbr>\nThis article provides background information on the \u003cspan style=\"font-weight: 400\">history of the minimum wage and discusses current arguments for and against increasing it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Article: Washington Center for Equitable Growth\u003cbr>\n\u003c/strong>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding How Raising the Federal Minimum Wage Affects Income Inequality and Economic Growth\u003c/a>\u003cbr>\nThis article is the testimony of the executive director and chief economist of the Washington Cto the U.S. Senate Committee on Health, Education, Labor, and Pensions in favor of a higher minimum wage.\u003c/p>\n\u003cp>\u003cstrong>Video: WSJ Video\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wsj.com/video/opinion-journal-why-wage-hikes-increase-poverty/0EF6261A-4486-4311-9F7F-51BE924F0DA9.html\" target=\"_blank\" rel=\"noopener noreferrer\">Opinion Journal: Why Wage Hikes Increase Poverty\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Video: London School of Economics and Political Science\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=3MjU7BlFYfc&nohtml5=False\" target=\"_blank\" rel=\"noopener noreferrer\">Designing a Minimum Wage to Reduce Poverty and Wage Inequality\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Article: New York Times\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=1\" target=\"_blank\" rel=\"noopener noreferrer\">How the $15 Minimum Wage Went from Laughable to Viable\u003c/a>\u003cbr>\nRead a recent history of the minimum wage debate.\u003c/p>\n\u003cp>\u003cstrong>Video: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/is-a-15-minimum-wage-a-boon-or-a-risk-for-low-paid-workers/\" target=\"_blank\" rel=\"noopener noreferrer\">Is a $15 Minimum Wage a Boon or a Risk for Low-Paid Workers?\u003c/a>\u003cbr>\nCalifornia and New York have recently approved increases in the minimum wage to $15 per hour over the next few years. Hear a discussion about the potential consequences.\u003c/p>\n\u003chr>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by \u003cspan style=\"font-weight: 400\">Samuel Baker, Annaleigh Benoit, Koran Dunbar and Elizabeth Jones-Thomas\u003c/span>, students at \u003ca href=\"http://montalto.psu.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Pennsylvania State University, Mont Alto\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/DJdORxw2RTY\" target=\"_blank\" rel=\"noopener noreferrer\">Do You Understand the Minimum Wage Debate?\u003c/a>\u003c/span> (Citizen Tools)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">View a non-partisan explanation of the history and current status of the minimum wage debate.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think the federal minimum wage should be increased? \u003cstrong>#DoNowUWage\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUWage\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Raising the Minimum Wage\u003c/h2>\n\u003cp>The federal minimum wage is currently $7.25 per hour. Many people believe that it should be substantially higher and others believe that increasing it would harm small businesses and the economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to\u003c/span>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\"> \u003cspan style=\"font-weight: 400\">Heather Boushey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Executive Director and Chief Economist at the Washington Center for Equitable Growth, raising the minimum wage is an important anti-poverty measure. A person earning the current minimum wage and working a 40-hour week makes $15,080 per year, which is barely above the poverty line for a single adult and is well below it for someone supporting children. \u003c/span>\u003cspan style=\"font-weight: 400\">The most recent proposal to increase the federal minimum wage would have raised it to $10.10 per hour, though it didn’t pass. \u003c/span>\u003cspan style=\"font-weight: 400\">More than half of the states (including the District of Columbia) already have higher minimum wages than the federal minimum wage. The District of Columbia is currently the highest at $10.50/hour. There has been \u003c/span>\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=4\">\u003cspan style=\"font-weight: 400\">discussion lately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about increasing \u003c/span>\u003cspan style=\"font-weight: 400\">the federal minimum wage to $15 per hour, which would bring a family relying on a single wage-earner above the poverty line.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_164309\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 name=\"United States Department of Labor\" link=\"http://www.dol.gov/whd/minwage/america.htm\" align=\"aligncenter\" width=\"800\"]\u003ca href=\"http://www.dol.gov/whd/minwage/america.htm\" rel=\"attachment wp-att-164309\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-164309\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg\" alt=\"Minimum wage laws in the states as of January 1, 2016\" width=\"800\" height=\"582\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-400x291.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-768x558.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-960x698.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map.jpg 971w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Minimum wage laws in the states as of January 1, 2016\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some sources cite growing income inequality and the shrinking middle class as a reason to raise the minimum wage. The\u003c/span>\u003ca href=\"http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/\"> \u003cspan style=\"font-weight: 400\">Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> defines a household as “middle-income” if it earns between 67 and 200 percent of the state’s median income, and for many years America was a predominantly middle-class nation. But by 2015, only about half of adult Americans were living in middle-income households, with 29% below that and 21% above. Income inequality\u003c/span>\u003ca href=\"http://money.cnn.com/2013/09/25/news/economy/income-inequality/\"> \u003cspan style=\"font-weight: 400\">adversely affects life expectancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to the Department of Health and Human Services, in the 1980s, wealthy Americans lived 2.8 years longer than the poor, but by the 1990s, when the income gap had widened, the rich were living 4.5 years longer than the poor. Income also plays a\u003c/span>\u003ca href=\"http://www.huffingtonpost.com/steven-strauss/the-connection-between-ed_b_1066401.html\"> \u003cspan style=\"font-weight: 400\">significant role in a person’s education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and vice versa. Simply put, the higher the education level, the higher the income. In 2009, people with professional degrees earned, on average, more than six times as much as people who did not graduate from high school: $128,000 versus $20,000. With the cost of higher education continuing to rise, a college degree is out of reach for many people from low-income families, making the gap even worse.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"401kcalculator.org\" link=\"http://www.401kcalculator.org/\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg\" rel=\"attachment wp-att-164312\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-164312\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg\" alt=\"Piggy Bank\" width=\"400\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those on\u003c/span>\u003ca href=\"http://object.cato.org/sites/cato.org/files/four_reasons_not_to_raise_the_minimum_wage.pdf\"> \u003cspan style=\"font-weight: 400\">the other side of this debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe that raising the minimum wage would\u003c/span>\u003ca href=\"http://www.forbes.com/sites/mikepatton/2014/11/26/the-facts-on-the-minimum-wage-increase/#65068b7952ad\"> \u003cspan style=\"font-weight: 400\">hurt small businesses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which would not be able to pay their employees. Businesses might even have to close, and employees would lose their jobs. There would be fewer job opportunities because businesses would be doing as much hiring. So, while employees who kept their jobs would be making more money, unemployment would rise.\u003c/span>\u003ca href=\"http://www.investopedia.com/ask/answers/052815/does-raising-minimum-wage-increase-inflation.asp\"> \u003cspan style=\"font-weight: 400\">Raising minimum wage could also cause inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since business owners would have to make up for increased labor costs by raising prices. Therefore, the cost of living would increase, and the value of the new minimum wage would decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you support increasing the federal minimum wage? Why or why not? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://minimum-wage.procon.org/view.resource.php?resourceID=006456\" target=\"_blank\" rel=\"noopener noreferrer\">Should the Federal Minimum Wage Be Increased?\u003c/a>\u003cbr>\nThis article provides background information on the \u003cspan style=\"font-weight: 400\">history of the minimum wage and discusses current arguments for and against increasing it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Article: Washington Center for Equitable Growth\u003cbr>\n\u003c/strong>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding How Raising the Federal Minimum Wage Affects Income Inequality and Economic Growth\u003c/a>\u003cbr>\nThis article is the testimony of the executive director and chief economist of the Washington Cto the U.S. Senate Committee on Health, Education, Labor, and Pensions in favor of a higher minimum wage.\u003c/p>\n\u003cp>\u003cstrong>Video: WSJ Video\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wsj.com/video/opinion-journal-why-wage-hikes-increase-poverty/0EF6261A-4486-4311-9F7F-51BE924F0DA9.html\" target=\"_blank\" rel=\"noopener noreferrer\">Opinion Journal: Why Wage Hikes Increase Poverty\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Video: London School of Economics and Political Science\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=3MjU7BlFYfc&nohtml5=False\" target=\"_blank\" rel=\"noopener noreferrer\">Designing a Minimum Wage to Reduce Poverty and Wage Inequality\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Article: New York Times\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=1\" target=\"_blank\" rel=\"noopener noreferrer\">How the $15 Minimum Wage Went from Laughable to Viable\u003c/a>\u003cbr>\nRead a recent history of the minimum wage debate.\u003c/p>\n\u003cp>\u003cstrong>Video: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/is-a-15-minimum-wage-a-boon-or-a-risk-for-low-paid-workers/\" target=\"_blank\" rel=\"noopener noreferrer\">Is a $15 Minimum Wage a Boon or a Risk for Low-Paid Workers?\u003c/a>\u003cbr>\nCalifornia and New York have recently approved increases in the minimum wage to $15 per hour over the next few years. Hear a discussion about the potential consequences.\u003c/p>\n\u003chr>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by \u003cspan style=\"font-weight: 400\">Samuel Baker, Annaleigh Benoit, Koran Dunbar and Elizabeth Jones-Thomas\u003c/span>, students at \u003ca href=\"http://montalto.psu.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Pennsylvania State University, Mont Alto\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Maximize Learning with Digital Tools: Moving from Consumption to Creation",
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"content": "\u003cp>We are starting to see them pop up more frequently in U.S. classrooms: the iPads, the Chromebooks, and the laptops. As more schools move toward using technology in the classroom, we are faced with the question of how to use these devices effectively in our instruction.\u003c/p>\n\u003cp>Undoubtedly, it’s an exciting time to be an educator. We are no longer limited to just using textbooks or curriculum guides. The number of apps and websites available to us has exploded exponentially in the online educational space. Students are using math apps to brush up on much-needed skills. They can watch science videos that bring concepts to life. With social media, they are able to access the latest news within minutes of the occurrence of an event. However, is that all we wish our students to be able to do, to only become consumers of information?\u003c/p>\n\u003cp>I believe that students should be using technology to its fullest potential in the classroom. This means that not only should students be using it to access the wealth of information on the Internet but that they also should be using digital tools to create meaningful content.\u003c/p>\n\u003ch3>Cross-Curricular Integration\u003c/h3>\n\u003caside class=\"alignright\">\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 310px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-163421 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/pbslm_sm-2.png\" alt=\"pbslm_sm-2\" width=\"300\" height=\"229\">\u003c/div>\n\u003ch3>PBS LearningMedia\u003c/h3>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> has something for every classroom. Check out these wonderful resources.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/resource/midlit10.soc.splgovt/the-powers-of-government/\">The Powers of the Government\u003c/a> is a self-paced lesson that teaches students the three branches of the U.S. government.\u003c/li>\n\u003cli>For hands-on learning, try the\u003ca href=\"http://mass.pbslearningmedia.org/resource/nvhescichemistryelements/nova-elements/\"> Nova Elements\u003c/a> interactive which allows students to build their own atoms to reinforce their learning.\u003c/li>\n\u003cli>Students can role-play to learn about different historical events with \u003ca href=\"http://ca.pbslearningmedia.org/resource/mu10.vk8soc.7-8.newnation.flifree/mission-us-flight-to-freedom/\">Mission U.S.\u003c/a>\u003c/li>\n\u003cli>What English teacher wouldn’t appreciate having a go-to place when teaching \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=Shakespeare&order=-view_count\">Shakespeare\u003c/a>?\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Though I teach English Language Arts, I believe in integrating other academic content whenever possible. I always try to provide a scientific or historical perspective when the lesson lends itself, and \u003ca href=\"http://www.pbslearningmedia.org/\">\u003cspan style=\"font-weight: 400\">PBS LearningMedia\u003c/span>\u003c/a> is perfect for this purpose. This fantastic and free online platform has over 100,000 resources available that covers topics from all content areas and grade levels.\u003c/p>\n\u003cp>For example, my students just finished reading a wide selection of speeches for our rhetoric unit. We studied various speeches for their beauty of language, persuasive elements, and powerful message. One of my favorite speeches from this unit is Martin Luther King, Jr.’s “I Have a Dream.” I want this speech to come to life for my students and for them to also appreciate the historical significance of this time period. Below is my approach to teaching this piece by leveraging digital media resources and \u003ca href=\"https://support.google.com/docs/topic/1360903?hl=en&ref_topic=1397170\">Google Drawings\u003c/a>.\u003c/p>\n\u003ch3>Lesson Plan for “I Have a Dream”\u003c/h3>\n\u003col>\n\u003cli>Introduce the Civil Right Movement by showing students these media pieces: \u003ca href=\"http://ca.pbslearningmedia.org/resource/a324ff73-32e3-4290-8944-f3bd1f0adfcd/address-legacy/\">“The Legacy of the Gettysburg Address”\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/100415ca-dd37-4531-a2f7-ab6c361adc74/civil-rights-and-the-1950s-crash-course-us-history-39/\">“Civil Rights and the 1950s | Crash Course US History #39”\u003c/a>.\u003c/li>\n\u003cli>Students read \u003ca href=\"https://www.archives.gov/press/exhibits/dream-speech.pdf\">“I Have a Dream”\u003c/a> in groups, stopping to discuss each paragraph and the rhetorical strategies Dr. King used.\u003c/li>\n\u003cli>Divide the speech into different sections and have each group create a \u003ca href=\"https://padlet.com/\">Padlet\u003c/a> to demonstrate their understanding of this piece. Each group must include the following components: a quoted passage, an explanation of the quote, two analysis of the rhetorical strategies used, and proper attribution for any media they included. Here is an \u003ca href=\"http://padlet.com/mschen/qqmk0j6icq9q\">example\u003c/a> that my students created.\u003c/li>\n\u003cli>Students examine the following primary sources provided by \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>: the \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">original pamphlet advertising the 1963 March on Washington\u003c/a>, the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Final_Plan_Manual.pdf\">manual for march participants\u003c/a>, and the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Program.pdf\">March on Washington official program\u003c/a>\u003c/li>\n\u003cli>Based on the information from the three historical documents above, students create a flyer advertising the event. Each group needs to analyze and discern the relevancy of the information from these various resources. They must also create their own original logos for the flyer. Below is an example of one group’s work on this project.\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-163423\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png\" alt=\"March on Washington Digital Flyer\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-400x224.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-768x430.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-960x538.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png 966w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003ch3>Using Digital Tools for Authentic Assessment\u003c/h3>\n\u003cp>Instead of giving my students a traditional test to assess their comprehension of the significance of the speech and the historical documents they examined, I prefer to have my students express their understanding by creating an authentic product. Because I’m constantly trying to cultivate my students’ creativity and critical thinking skills by emulating the “real world” as much as possible, I also emphasize the importance of artistic design when creating a project. I find that this last step is often overlooked in our instruction. However, in life, how an idea is presented is just as important as the idea itself, and I want my students to realize this.\u003c/p>\n\u003ch3>Let’s Get Them Creating\u003c/h3>\n\u003cp>My students used \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> and Google Drawings for this particular lesson, but there are also a plethora of other digital tools that students can use to foster their creativity. Below is a list of digital creation tools that are great for the classroom. It is no means an exhaustive list, but many students find them fun and easy-to-use.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a> makes images and videos interactive\u003c/li>\n\u003cli>\u003ca href=\"https://www.canva.com/\">Canva\u003c/a> is easy to use design software with templates for infographics, posters, and more\u003c/li>\n\u003cli>\u003ca href=\"https://storybird.com/\">Storybird\u003c/a> is a beautiful app that inspires writing with art\u003c/li>\n\u003cli>\u003ca href=\"http://www.powtoon.com/\">Powtoon\u003c/a> makes creating animated presentations full of awesome\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/zoodle-comics/id520954201?mt=8\">Zoodle Comics\u003c/a> a comic strip app for the iPad\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/sock-puppets/id394504903?mt=8\">Sock Puppets\u003c/a> if you love sock puppets…\u003c/li>\n\u003cli>Video editing tools (i.e. \u003ca href=\"https://support.google.com/youtube/answer/183851?hl=en\">YouTube Editor\u003c/a>, \u003ca href=\"https://www.wevideo.com/\">WeVideo\u003c/a>)\u003c/li>\n\u003cli>Screencasting tools (i.e. \u003ca href=\"http://www.techsmith.com/snagit-google-chrome.html\">Snagit\u003c/a>, \u003ca href=\"https://screencast-o-matic.com/\">Screencast-O-Matic\u003c/a>, \u003ca href=\"https://www.screencastify.com/\">Screencastify\u003c/a>, \u003ca href=\"https://www.movenote.com/\">Movenote\u003c/a>, \u003ca href=\"http://explaineverything.com/\">Explain Everything\u003c/a>)\u003c/li>\n\u003c/ol>\n\u003cp>Which digital tools do your students like to use to show what they know? Please share in the comments below.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We are starting to see them pop up more frequently in U.S. classrooms: the iPads, the Chromebooks, and the laptops. As more schools move toward using technology in the classroom, we are faced with the question of how to use these devices effectively in our instruction.\u003c/p>\n\u003cp>Undoubtedly, it’s an exciting time to be an educator. We are no longer limited to just using textbooks or curriculum guides. The number of apps and websites available to us has exploded exponentially in the online educational space. Students are using math apps to brush up on much-needed skills. They can watch science videos that bring concepts to life. With social media, they are able to access the latest news within minutes of the occurrence of an event. However, is that all we wish our students to be able to do, to only become consumers of information?\u003c/p>\n\u003cp>I believe that students should be using technology to its fullest potential in the classroom. This means that not only should students be using it to access the wealth of information on the Internet but that they also should be using digital tools to create meaningful content.\u003c/p>\n\u003ch3>Cross-Curricular Integration\u003c/h3>\n\u003caside class=\"alignright\">\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 310px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-163421 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/pbslm_sm-2.png\" alt=\"pbslm_sm-2\" width=\"300\" height=\"229\">\u003c/div>\n\u003ch3>PBS LearningMedia\u003c/h3>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> has something for every classroom. Check out these wonderful resources.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/resource/midlit10.soc.splgovt/the-powers-of-government/\">The Powers of the Government\u003c/a> is a self-paced lesson that teaches students the three branches of the U.S. government.\u003c/li>\n\u003cli>For hands-on learning, try the\u003ca href=\"http://mass.pbslearningmedia.org/resource/nvhescichemistryelements/nova-elements/\"> Nova Elements\u003c/a> interactive which allows students to build their own atoms to reinforce their learning.\u003c/li>\n\u003cli>Students can role-play to learn about different historical events with \u003ca href=\"http://ca.pbslearningmedia.org/resource/mu10.vk8soc.7-8.newnation.flifree/mission-us-flight-to-freedom/\">Mission U.S.\u003c/a>\u003c/li>\n\u003cli>What English teacher wouldn’t appreciate having a go-to place when teaching \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=Shakespeare&order=-view_count\">Shakespeare\u003c/a>?\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Though I teach English Language Arts, I believe in integrating other academic content whenever possible. I always try to provide a scientific or historical perspective when the lesson lends itself, and \u003ca href=\"http://www.pbslearningmedia.org/\">\u003cspan style=\"font-weight: 400\">PBS LearningMedia\u003c/span>\u003c/a> is perfect for this purpose. This fantastic and free online platform has over 100,000 resources available that covers topics from all content areas and grade levels.\u003c/p>\n\u003cp>For example, my students just finished reading a wide selection of speeches for our rhetoric unit. We studied various speeches for their beauty of language, persuasive elements, and powerful message. One of my favorite speeches from this unit is Martin Luther King, Jr.’s “I Have a Dream.” I want this speech to come to life for my students and for them to also appreciate the historical significance of this time period. Below is my approach to teaching this piece by leveraging digital media resources and \u003ca href=\"https://support.google.com/docs/topic/1360903?hl=en&ref_topic=1397170\">Google Drawings\u003c/a>.\u003c/p>\n\u003ch3>Lesson Plan for “I Have a Dream”\u003c/h3>\n\u003col>\n\u003cli>Introduce the Civil Right Movement by showing students these media pieces: \u003ca href=\"http://ca.pbslearningmedia.org/resource/a324ff73-32e3-4290-8944-f3bd1f0adfcd/address-legacy/\">“The Legacy of the Gettysburg Address”\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/100415ca-dd37-4531-a2f7-ab6c361adc74/civil-rights-and-the-1950s-crash-course-us-history-39/\">“Civil Rights and the 1950s | Crash Course US History #39”\u003c/a>.\u003c/li>\n\u003cli>Students read \u003ca href=\"https://www.archives.gov/press/exhibits/dream-speech.pdf\">“I Have a Dream”\u003c/a> in groups, stopping to discuss each paragraph and the rhetorical strategies Dr. King used.\u003c/li>\n\u003cli>Divide the speech into different sections and have each group create a \u003ca href=\"https://padlet.com/\">Padlet\u003c/a> to demonstrate their understanding of this piece. Each group must include the following components: a quoted passage, an explanation of the quote, two analysis of the rhetorical strategies used, and proper attribution for any media they included. Here is an \u003ca href=\"http://padlet.com/mschen/qqmk0j6icq9q\">example\u003c/a> that my students created.\u003c/li>\n\u003cli>Students examine the following primary sources provided by \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>: the \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">original pamphlet advertising the 1963 March on Washington\u003c/a>, the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Final_Plan_Manual.pdf\">manual for march participants\u003c/a>, and the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Program.pdf\">March on Washington official program\u003c/a>\u003c/li>\n\u003cli>Based on the information from the three historical documents above, students create a flyer advertising the event. Each group needs to analyze and discern the relevancy of the information from these various resources. They must also create their own original logos for the flyer. Below is an example of one group’s work on this project.\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-163423\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png\" alt=\"March on Washington Digital Flyer\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-400x224.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-768x430.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-960x538.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png 966w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003ch3>Using Digital Tools for Authentic Assessment\u003c/h3>\n\u003cp>Instead of giving my students a traditional test to assess their comprehension of the significance of the speech and the historical documents they examined, I prefer to have my students express their understanding by creating an authentic product. Because I’m constantly trying to cultivate my students’ creativity and critical thinking skills by emulating the “real world” as much as possible, I also emphasize the importance of artistic design when creating a project. I find that this last step is often overlooked in our instruction. However, in life, how an idea is presented is just as important as the idea itself, and I want my students to realize this.\u003c/p>\n\u003ch3>Let’s Get Them Creating\u003c/h3>\n\u003cp>My students used \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> and Google Drawings for this particular lesson, but there are also a plethora of other digital tools that students can use to foster their creativity. Below is a list of digital creation tools that are great for the classroom. It is no means an exhaustive list, but many students find them fun and easy-to-use.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a> makes images and videos interactive\u003c/li>\n\u003cli>\u003ca href=\"https://www.canva.com/\">Canva\u003c/a> is easy to use design software with templates for infographics, posters, and more\u003c/li>\n\u003cli>\u003ca href=\"https://storybird.com/\">Storybird\u003c/a> is a beautiful app that inspires writing with art\u003c/li>\n\u003cli>\u003ca href=\"http://www.powtoon.com/\">Powtoon\u003c/a> makes creating animated presentations full of awesome\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/zoodle-comics/id520954201?mt=8\">Zoodle Comics\u003c/a> a comic strip app for the iPad\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/sock-puppets/id394504903?mt=8\">Sock Puppets\u003c/a> if you love sock puppets…\u003c/li>\n\u003cli>Video editing tools (i.e. \u003ca href=\"https://support.google.com/youtube/answer/183851?hl=en\">YouTube Editor\u003c/a>, \u003ca href=\"https://www.wevideo.com/\">WeVideo\u003c/a>)\u003c/li>\n\u003cli>Screencasting tools (i.e. \u003ca href=\"http://www.techsmith.com/snagit-google-chrome.html\">Snagit\u003c/a>, \u003ca href=\"https://screencast-o-matic.com/\">Screencast-O-Matic\u003c/a>, \u003ca href=\"https://www.screencastify.com/\">Screencastify\u003c/a>, \u003ca href=\"https://www.movenote.com/\">Movenote\u003c/a>, \u003ca href=\"http://explaineverything.com/\">Explain Everything\u003c/a>)\u003c/li>\n\u003c/ol>\n\u003cp>Which digital tools do your students like to use to show what they know? Please share in the comments below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>I am seeking to expand my Art 1 students’ capacities to collaborate and problem-solve as teams. In addition, I am determined to more deeply implement the practice of \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view\">Art Integration\u003c/a>, as a way of “Teaching in which students construct and demonstrate understanding through an artform (while) students engage in a creative process which connects an art form and another subject area.” (\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\">Kennedy Center’s Art Edge\u003c/a>). My projects involve a great deal of student choice, student voice (Gallery Walks as forms of Peer Feedback), and mutual respect (collaborative teaming). Students also look to science, history and their own cultural experiences for inspiration.\u003c/p>\n\u003ch3>Box Art About Systems\u003c/h3>\n\u003cp>In the project: Box Art About Systems, students work in teams to create a diorama or tableaux in a box that represents a system with which they are familiar. They look at the work of artists like \u003ca href=\"http://www.guggenheim.org/new-york/collections/collection-online/artists/bios/1068\" target=\"_blank\" rel=\"noopener\">Joseph Cornell\u003c/a> and \u003ca href=\"https://www.artsy.net/artist/betye-saar\" target=\"_blank\" rel=\"noopener\">Betye Saar\u003c/a> and learned about the scientific definition of a system \u003cb>\u003ci>: \u003c/i>\u003c/b>\u003cb>\u003ci> \u003c/i>\u003c/b>\u003ci>“an organized group of related objects or components that form a whole.\u003c/i> \u003ci>Systems can consist … of organisms, machines, fundamental particles,\u003c/i> \u003ci>galaxies, ideas, and numbers. Systems have boundaries, components, resources,\u003c/i> \u003ci>flow, and feedback” (\u003c/i>\u003ca href=\"http://www.nextgenscience.org/sites/default/files/Appendix%20I%20-%20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf\">\u003ci>National Academy of Sciences\u003c/i>\u003c/a>\u003ci>)\u003c/i>\u003c/p>\n\u003cp>Their System Boxes were to emphasize Harmony/Unity as well as Movement/Visual Flow. Their Understanding Goals include:\u003c/p>\n\u003cul>\n\u003cli>How can I represent and model a system so that it’s both understood and artistically compelling?\u003c/li>\n\u003cli>What are the elements of my system and how can I use found object assemblage to describe it?\u003c/li>\n\u003cli>How does teamwork affect the outcome of an artistic project?\u003c/li>\n\u003c/ul>\n\u003cp>Based on this mutual understanding, the whole class brainstorms examples of familiar systems. Teams of 2-4 people are formed that have to come to an agreement on a system to investigate and represent in their own box art. The piece was to include features of that system (boundaries between what’s inside and outside, component parts, how things work together, etc.).\u003c/p>\n\u003cp>Once finished, they give their boxes titles and participate in a Gallery Walk in which they comment on each others’ projects, citing specific Principles of Design from a \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrYjJSaFYtelMxQW8/view?usp=sharing\">Menu of Compositional Qualities\u003c/a> – which students were expected to incorporate in their groups’ System Boxes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003c/i>In the end, the systems they chose were more diverse than I could have imagined – a crime scene investigation, cafe culture, a teenager’s bedroom, the city of Paris, the Civil War, as well as a coral reef and the Sonora desert (to name just a few…)\u003c/p>\n\u003cp>[gallery type=\"slideshow\" link=\"file\" size=\"large\" ids=\"155578,155583,155585,155577,155584,155579,155580,155576,155581,155582\"]\u003c/p>\n\u003ch3>The Natural World as Cultural Metaphor\u003c/h3>\n\u003cp>As we entered March, our next unit on print-making began by looking at the work of Oakland-based artist, Favianna Rodriquez. During and after viewing the KQED Art School video, \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>, students responded to the following questions in their accordion journals:\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Printmaking with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>[youtube=https://www.youtube.com/watch?v=m23otH5cFsY&w=320&h=160]\u003c/p>\n\u003ch4>Linocuts + Monotypes with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>[youtube=https://www.youtube.com/watch?v=O_ct3iBCH-Y&w=320&h=160]\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>What does this artist do?\u003c/li>\n\u003cli>What does she care about?\u003c/li>\n\u003cli>What do YOU connect with?\u003c/li>\n\u003c/ul>\n\u003cp>In her video, Rodriguez explains how she is inspired and influenced by Chicano art movement and by features of the natural world. In particular, we focus on how she discovered and landed on the metaphor of the monarch butterfly in her series\u003ca href=\"http://www.culturestrike.org/project/migration-is-beautiful\" target=\"_blank\" rel=\"noopener\"> “Migration is Beautiful”\u003c/a>.\u003c/p>\n\u003cp>In this project (as in much of my pedagogy and curriculum), I encourage students to examine how the natural world and human culture aren’t as separate as many initially believe. Indeed, many cultural traditions have grown out of humans’ observations and curiosity about nature. Using Linoleum Prints and symbolic color, students incorporate features of the natural world as metaphors for their own culture and cultural values. Students are expected to:\u003c/p>\n\u003cul>\n\u003cli>Become proficient at relief printing using linocut\u003c/li>\n\u003cli>Incorporate texture, pattern and color to design a compelling image\u003c/li>\n\u003cli>Communicate symbolically and metaphorically your cultural values\u003c/li>\n\u003cli>Explore and learn about an aspect of the natural world\u003c/li>\n\u003c/ul>\n\u003cp>After a discussion and whole class brainstorm, individual students are asked to choose a subject from nature (animal, forces, plants, etc.) that symbolizes or stands as a metaphor for their own culture and values. Students are provided with resources to help them research that subject – its history, characteristics, etc. They take notes and make sketches about it, and eventually make a finished 6”x6” drawing of that natural symbol, based on photos and/or sketches. Several Elements of Art are at work here: \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/16/elements-of-art-shape/\">Shape\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2014/08/18/elements-of-art-line/\">Line\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/05/elements-of-art-value/\">Value\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/16/elements-of-art-color/\">Color\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/artschool/2014/11/20/elements-of-art-texture/\">Texture\u003c/a> . As a goal, the drawing should have clear lines and contrasts in values from light to dark (2-3 areas of distinct tones).\u003c/p>\n\u003cp>[gallery type=\"slideshow\" ids=\"155630,155628,155631,155629,155621,155622,155623,155624,155625,155626,155627\"]\u003c/p>\n\u003cp>Our Criteria for excellent Nature-Culture Prints include:\u003c/p>\n\u003cul>\n\u003cli>Content\n\u003cul>\n\u003cli>The animal, plant, element must actually exist in nature (sorry, no unicorns!)\u003c/li>\n\u003cli>You should turn in at least three (3) numbered prints\u003c/li>\n\u003cli>Color(s) must have visual power and connection to your natural element & culture.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>Craftsmanship\n\u003cul>\n\u003cli>Clean and careful carving.\u003c/li>\n\u003cli>Neat and legible prints (not smudged or sloppy)\u003c/li>\n\u003cli>Prints should have 3 or more zones of value/tone.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>Students are also asked to write write responses to the following reflection prompts:\u003cb> \u003c/b>\u003c/p>\n\u003cul>\n\u003cli>What was your feature from the natural world and how is it a metaphor for your culture or values?\u003c/li>\n\u003cli>What colors did you use and why?\u003c/li>\n\u003cli>Were they symbolic or contribute to the meaning of the piece – if so how?\u003c/li>\n\u003c/ul>\n\u003cp>And, although this project is still in progress as of this blog’s publication date, students are totally invested and their responses are often insightful and endearing:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I chose a turtle, because I think it’s a calm,happy creature, and it’s printed on blue for the ocean.”\u003cbr>\n“The shark is printed on red to symbolize blood in the water.”\u003cbr>\n“The panda is serenity and it’s lazy – like me!”\u003cbr>\n“I’m a penguin, ‘cause I waddle.”\u003cbr>\n“I like pandas because they’re big and jiggly – like me. The green is for bamboo.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I am seeking to expand my Art 1 students’ capacities to collaborate and problem-solve as teams. In addition, I am determined to more deeply implement the practice of \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view\">Art Integration\u003c/a>, as a way of “Teaching in which students construct and demonstrate understanding through an artform (while) students engage in a creative process which connects an art form and another subject area.” (\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\">Kennedy Center’s Art Edge\u003c/a>). My projects involve a great deal of student choice, student voice (Gallery Walks as forms of Peer Feedback), and mutual respect (collaborative teaming). Students also look to science, history and their own cultural experiences for inspiration.\u003c/p>\n\u003ch3>Box Art About Systems\u003c/h3>\n\u003cp>In the project: Box Art About Systems, students work in teams to create a diorama or tableaux in a box that represents a system with which they are familiar. They look at the work of artists like \u003ca href=\"http://www.guggenheim.org/new-york/collections/collection-online/artists/bios/1068\" target=\"_blank\" rel=\"noopener\">Joseph Cornell\u003c/a> and \u003ca href=\"https://www.artsy.net/artist/betye-saar\" target=\"_blank\" rel=\"noopener\">Betye Saar\u003c/a> and learned about the scientific definition of a system \u003cb>\u003ci>: \u003c/i>\u003c/b>\u003cb>\u003ci> \u003c/i>\u003c/b>\u003ci>“an organized group of related objects or components that form a whole.\u003c/i> \u003ci>Systems can consist … of organisms, machines, fundamental particles,\u003c/i> \u003ci>galaxies, ideas, and numbers. Systems have boundaries, components, resources,\u003c/i> \u003ci>flow, and feedback” (\u003c/i>\u003ca href=\"http://www.nextgenscience.org/sites/default/files/Appendix%20I%20-%20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf\">\u003ci>National Academy of Sciences\u003c/i>\u003c/a>\u003ci>)\u003c/i>\u003c/p>\n\u003cp>Their System Boxes were to emphasize Harmony/Unity as well as Movement/Visual Flow. Their Understanding Goals include:\u003c/p>\n\u003cul>\n\u003cli>How can I represent and model a system so that it’s both understood and artistically compelling?\u003c/li>\n\u003cli>What are the elements of my system and how can I use found object assemblage to describe it?\u003c/li>\n\u003cli>How does teamwork affect the outcome of an artistic project?\u003c/li>\n\u003c/ul>\n\u003cp>Based on this mutual understanding, the whole class brainstorms examples of familiar systems. Teams of 2-4 people are formed that have to come to an agreement on a system to investigate and represent in their own box art. The piece was to include features of that system (boundaries between what’s inside and outside, component parts, how things work together, etc.).\u003c/p>\n\u003cp>Once finished, they give their boxes titles and participate in a Gallery Walk in which they comment on each others’ projects, citing specific Principles of Design from a \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrYjJSaFYtelMxQW8/view?usp=sharing\">Menu of Compositional Qualities\u003c/a> – which students were expected to incorporate in their groups’ System Boxes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>The Natural World as Cultural Metaphor\u003c/h3>\n\u003cp>As we entered March, our next unit on print-making began by looking at the work of Oakland-based artist, Favianna Rodriquez. During and after viewing the KQED Art School video, \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>, students responded to the following questions in their accordion journals:\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Printmaking with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/m23otH5cFsY'\n title='//www.youtube.com/embed/m23otH5cFsY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003ch4>Linocuts + Monotypes with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/O_ct3iBCH-Y'\n title='//www.youtube.com/embed/O_ct3iBCH-Y'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>What does this artist do?\u003c/li>\n\u003cli>What does she care about?\u003c/li>\n\u003cli>What do YOU connect with?\u003c/li>\n\u003c/ul>\n\u003cp>In her video, Rodriguez explains how she is inspired and influenced by Chicano art movement and by features of the natural world. In particular, we focus on how she discovered and landed on the metaphor of the monarch butterfly in her series\u003ca href=\"http://www.culturestrike.org/project/migration-is-beautiful\" target=\"_blank\" rel=\"noopener\"> “Migration is Beautiful”\u003c/a>.\u003c/p>\n\u003cp>In this project (as in much of my pedagogy and curriculum), I encourage students to examine how the natural world and human culture aren’t as separate as many initially believe. Indeed, many cultural traditions have grown out of humans’ observations and curiosity about nature. Using Linoleum Prints and symbolic color, students incorporate features of the natural world as metaphors for their own culture and cultural values. Students are expected to:\u003c/p>\n\u003cul>\n\u003cli>Become proficient at relief printing using linocut\u003c/li>\n\u003cli>Incorporate texture, pattern and color to design a compelling image\u003c/li>\n\u003cli>Communicate symbolically and metaphorically your cultural values\u003c/li>\n\u003cli>Explore and learn about an aspect of the natural world\u003c/li>\n\u003c/ul>\n\u003cp>After a discussion and whole class brainstorm, individual students are asked to choose a subject from nature (animal, forces, plants, etc.) that symbolizes or stands as a metaphor for their own culture and values. Students are provided with resources to help them research that subject – its history, characteristics, etc. They take notes and make sketches about it, and eventually make a finished 6”x6” drawing of that natural symbol, based on photos and/or sketches. Several Elements of Art are at work here: \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/16/elements-of-art-shape/\">Shape\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2014/08/18/elements-of-art-line/\">Line\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/05/elements-of-art-value/\">Value\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/16/elements-of-art-color/\">Color\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/artschool/2014/11/20/elements-of-art-texture/\">Texture\u003c/a> . As a goal, the drawing should have clear lines and contrasts in values from light to dark (2-3 areas of distinct tones).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Our Criteria for excellent Nature-Culture Prints include:\u003c/p>\n\u003cul>\n\u003cli>Content\n\u003cul>\n\u003cli>The animal, plant, element must actually exist in nature (sorry, no unicorns!)\u003c/li>\n\u003cli>You should turn in at least three (3) numbered prints\u003c/li>\n\u003cli>Color(s) must have visual power and connection to your natural element & culture.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>Craftsmanship\n\u003cul>\n\u003cli>Clean and careful carving.\u003c/li>\n\u003cli>Neat and legible prints (not smudged or sloppy)\u003c/li>\n\u003cli>Prints should have 3 or more zones of value/tone.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>Students are also asked to write write responses to the following reflection prompts:\u003cb> \u003c/b>\u003c/p>\n\u003cul>\n\u003cli>What was your feature from the natural world and how is it a metaphor for your culture or values?\u003c/li>\n\u003cli>What colors did you use and why?\u003c/li>\n\u003cli>Were they symbolic or contribute to the meaning of the piece – if so how?\u003c/li>\n\u003c/ul>\n\u003cp>And, although this project is still in progress as of this blog’s publication date, students are totally invested and their responses are often insightful and endearing:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I chose a turtle, because I think it’s a calm,happy creature, and it’s printed on blue for the ocean.”\u003cbr>\n“The shark is printed on red to symbolize blood in the water.”\u003cbr>\n“The panda is serenity and it’s lazy – like me!”\u003cbr>\n“I’m a penguin, ‘cause I waddle.”\u003cbr>\n“I like pandas because they’re big and jiggly – like me. The green is for bamboo.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=GnVUI8SSM4g\" target=\"_blank\" rel=\"noopener noreferrer\">Healthy Eating Tips: Do We Control Our Food Choices?\u003c/a> (Rutgers Today)\u003c/strong>\u003cbr>\n“Food framing” is a strategy of food vendors to attract consumers to specific food choices.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What influences your dietary choices? \u003cstrong>#DoNowUDiet\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUDiet\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Making Food Choices\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do we choose what to eat? You’ve probably heard that you need to eat a balanced diet to maintain a\u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2016/03/160321200329.htm\"> \u003cspan style=\"font-weight: 400\">healthy lifestyle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but what exactly does that entail? Americans are bombarded with many food choices every day, from mainstream fast food restaurants, to endless aisles of food in grocery stores, to infomercials hawking the next weight loss program. It’s no surprise that there is confusion about what exactly is “healthy.” Though we have access to nutritional food labels and other health information, what should the average American be looking for when it comes to food? \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_152419\" class=\"wp-caption alignright\" style=\"max-width: 400px\">[media-credit standalone=0 name=\"Flickr/brian\" link=\"https://www.flickr.com/photos/brianpdx/7315275760/\" align=\"alignright\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-152419\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Food-Choices-400x260.jpg\" alt=\"Which would you choose?\" width=\"400\" height=\"260\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-400x260.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-800x520.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-768x499.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-1440x936.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-1920x1248.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-1180x767.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-960x624.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Which would you choose?\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As recommended by the\u003c/span>\u003ca href=\"http://www.choosemyplate.gov/\"> \u003cspan style=\"font-weight: 400\">United States Department of Agriculture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we should be diversifying our plates with color and nutrition. One option for deciding how to eat healthy is to think of your stomach as a \u003c/span>\u003ca href=\"https://youtu.be/6Os-CACRwM8\">\u003cspan style=\"font-weight: 400\">party\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">! Instead of analyzing nutritional labels and meticulously counting calories, you could strive to create the perfect party atmosphere in your stomach. For example, when planning a party, a diverse array of guests will be needed to ensure happy co-mingling. Therefore, you may want to invite that one person who’s always the life of the party (fattening foods), but you probably don’t want too many of these party friends in attendance, yearning for the spotlight. It would be better to complement your party friends with more introverted wallflowers (fruits and vegetables) who stabilize the party atmosphere. This will avoid your party turning into a “rager,” and eventually disturbing your neighbors (or your body)! \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many other options for “healthy” diets are presented to us through books, articles and advertisements. The fast-paced American lifestyle lends itself to quick-fix diets that will give the best results in terms of weight loss and overall appearance. An entire industry exists to promote diets that are \u003c/span>\u003ca href=\"https://www.atkins.com/how-it-works/atkins-40\">\u003cspan style=\"font-weight: 400\">low-carb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/gluten-free-diet/art-20048530\"> \u003cspan style=\"font-weight: 400\">gluten-free\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or aim to return us to our \u003c/span>\u003ca href=\"http://thepaleodiet.com/\">\u003cspan style=\"font-weight: 400\">caveman roots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While some argue that these diets restrict certain food groups and decrease good nutrition overall, others point to cases where individuals have been able to regain control over their weight and their health by using these dietary plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everyone has a different definition of a good party. The body works in a similar manner, in which your own body has its own nutritional preferences and needs. It is important to take your activity level,\u003c/span>\u003ca href=\"http://www.calculator.net/bmr-calculator.html\"> \u003cspan style=\"font-weight: 400\">current health status\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lifestyle tendencies, and\u003c/span>\u003ca href=\"https://www.med.umich.edu/pfans/docs/tip-2012/budget-0812.pdf\"> \u003cspan style=\"font-weight: 400\">budget\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into account when deciding what is the perfectly balanced, nutritious meal for you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What influences your dietary choices? Where do you get information about what you should eat?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: Medical News Today\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.medicalnewstoday.com/articles/153998.php\" target=\"_blank\" rel=\"noopener noreferrer\">What is Healthy Eating? What is a Healthy Diet?\u003c/a>\u003cbr>\nThis article discusses the types and amounts of food that constitute a healthy diet, and lists the World Health Organization’s recommendations and the U.S. Department of Agriculture’s Healthy Eating Index.\u003c/p>\n\u003cp>\u003cstrong>Audio: NPR\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.npr.org/2011/10/15/141383327/eating-healthy-whose-choice-should-it-be\">Eating Healthy: Whose Choice Should It Be?\u003c/a>\u003cbr>\nFind out why we’re often not aware of the food choices we are making.\u003c/p>\n\u003cp>\u003cstrong>Article: The Atlantic\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.theatlantic.com/health/archive/2014/03/science-compared-every-diet-and-the-winner-is-real-food/284595/\">Science Compared Every Diet, and the Winner is Real Food\u003c/a>\u003cbr>\nThis article addresses Dr. David Katz’s study of different types of diets – including natural and processed foods – and how they affect the human body.\u003c/p>\n\u003chr>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by \u003cspan style=\"font-weight: 400\">Sarah Abney, Ghazal Ahmad, Abby Boyd, Josh Funderburke, Thomas Norton, Erin Oliver, Kiara Smith and Payton Usher\u003c/span>, students at \u003ca href=\"https://www.mercer.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mercer University\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=GnVUI8SSM4g\" target=\"_blank\" rel=\"noopener noreferrer\">Healthy Eating Tips: Do We Control Our Food Choices?\u003c/a> (Rutgers Today)\u003c/strong>\u003cbr>\n“Food framing” is a strategy of food vendors to attract consumers to specific food choices.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What influences your dietary choices? \u003cstrong>#DoNowUDiet\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUDiet\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Making Food Choices\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do we choose what to eat? You’ve probably heard that you need to eat a balanced diet to maintain a\u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2016/03/160321200329.htm\"> \u003cspan style=\"font-weight: 400\">healthy lifestyle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but what exactly does that entail? Americans are bombarded with many food choices every day, from mainstream fast food restaurants, to endless aisles of food in grocery stores, to infomercials hawking the next weight loss program. It’s no surprise that there is confusion about what exactly is “healthy.” Though we have access to nutritional food labels and other health information, what should the average American be looking for when it comes to food? \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_152419\" class=\"wp-caption alignright\" style=\"max-width: 400px\">[media-credit standalone=0 name=\"Flickr/brian\" link=\"https://www.flickr.com/photos/brianpdx/7315275760/\" align=\"alignright\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-152419\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Food-Choices-400x260.jpg\" alt=\"Which would you choose?\" width=\"400\" height=\"260\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-400x260.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-800x520.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-768x499.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-1440x936.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-1920x1248.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-1180x767.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Food-Choices-960x624.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Which would you choose?\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As recommended by the\u003c/span>\u003ca href=\"http://www.choosemyplate.gov/\"> \u003cspan style=\"font-weight: 400\">United States Department of Agriculture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we should be diversifying our plates with color and nutrition. One option for deciding how to eat healthy is to think of your stomach as a \u003c/span>\u003ca href=\"https://youtu.be/6Os-CACRwM8\">\u003cspan style=\"font-weight: 400\">party\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">! Instead of analyzing nutritional labels and meticulously counting calories, you could strive to create the perfect party atmosphere in your stomach. For example, when planning a party, a diverse array of guests will be needed to ensure happy co-mingling. Therefore, you may want to invite that one person who’s always the life of the party (fattening foods), but you probably don’t want too many of these party friends in attendance, yearning for the spotlight. It would be better to complement your party friends with more introverted wallflowers (fruits and vegetables) who stabilize the party atmosphere. This will avoid your party turning into a “rager,” and eventually disturbing your neighbors (or your body)! \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many other options for “healthy” diets are presented to us through books, articles and advertisements. The fast-paced American lifestyle lends itself to quick-fix diets that will give the best results in terms of weight loss and overall appearance. An entire industry exists to promote diets that are \u003c/span>\u003ca href=\"https://www.atkins.com/how-it-works/atkins-40\">\u003cspan style=\"font-weight: 400\">low-carb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/gluten-free-diet/art-20048530\"> \u003cspan style=\"font-weight: 400\">gluten-free\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or aim to return us to our \u003c/span>\u003ca href=\"http://thepaleodiet.com/\">\u003cspan style=\"font-weight: 400\">caveman roots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While some argue that these diets restrict certain food groups and decrease good nutrition overall, others point to cases where individuals have been able to regain control over their weight and their health by using these dietary plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everyone has a different definition of a good party. The body works in a similar manner, in which your own body has its own nutritional preferences and needs. It is important to take your activity level,\u003c/span>\u003ca href=\"http://www.calculator.net/bmr-calculator.html\"> \u003cspan style=\"font-weight: 400\">current health status\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lifestyle tendencies, and\u003c/span>\u003ca href=\"https://www.med.umich.edu/pfans/docs/tip-2012/budget-0812.pdf\"> \u003cspan style=\"font-weight: 400\">budget\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into account when deciding what is the perfectly balanced, nutritious meal for you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What influences your dietary choices? Where do you get information about what you should eat?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: Medical News Today\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.medicalnewstoday.com/articles/153998.php\" target=\"_blank\" rel=\"noopener noreferrer\">What is Healthy Eating? What is a Healthy Diet?\u003c/a>\u003cbr>\nThis article discusses the types and amounts of food that constitute a healthy diet, and lists the World Health Organization’s recommendations and the U.S. Department of Agriculture’s Healthy Eating Index.\u003c/p>\n\u003cp>\u003cstrong>Audio: NPR\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.npr.org/2011/10/15/141383327/eating-healthy-whose-choice-should-it-be\">Eating Healthy: Whose Choice Should It Be?\u003c/a>\u003cbr>\nFind out why we’re often not aware of the food choices we are making.\u003c/p>\n\u003cp>\u003cstrong>Article: The Atlantic\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.theatlantic.com/health/archive/2014/03/science-compared-every-diet-and-the-winner-is-real-food/284595/\">Science Compared Every Diet, and the Winner is Real Food\u003c/a>\u003cbr>\nThis article addresses Dr. David Katz’s study of different types of diets – including natural and processed foods – and how they affect the human body.\u003c/p>\n\u003chr>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by \u003cspan style=\"font-weight: 400\">Sarah Abney, Ghazal Ahmad, Abby Boyd, Josh Funderburke, Thomas Norton, Erin Oliver, Kiara Smith and Payton Usher\u003c/span>, students at \u003ca href=\"https://www.mercer.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mercer University\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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